Contextual Learning in Merdeka Curriculum at Jakarta Coastal School to Develop Environmental Awareness

Abstract

Jakarta is a major city situated in a coastal area with significant potential and challenges. Furthermore, pollution conflicts related to coastal land use, climate change, and biodiversity degradation pose strategic issues for coastal areas. To address these concerns, there is a pressing need for education to raise environmental awareness. In the latest Indonesian Merdeka Curriculum, social studies play a crucial role in enabling students to analyze the relationship between geographical conditions and community characteristics. However, several teachers still struggle to comprehend the nuances of this curriculum. Therefore, this study aimed to investigate the understanding of teachers regarding Merdeka Curriculum, the ability to apply ecopedagogics in teaching, and the use of the coastal school environment as contextual learning. A qualitative method was used, and data were obtained through documentation studies, observations, and interviews. The participants were social studies teachers in coastal schools in North Jakarta and the Thousand Islands. The results showed that (1) the average score of 74.2 signified the crucial need to improve teacher understanding of Merdeka Curriculum, particularly in terms of preparing modules and effectively implementing contextual learning, (2) even though several teachers used the environment for contextual learning to enhance environmental awareness, these efforts were suboptimal. This was largely due to the consistent reliance on textbooks and failure to develop teaching materials concentrated on the coastal environments.