Email this article Kewarganegaraan ekologis dan keberlanjutan: Studi komparatif kurikulum IPS di Indonesia dan Singapura
Abstract
Krisis ekologi global yang semakin kompleks dan penguatan kewarganegaraan ekologis melalui pendidikan sangat diperlukan. Riset komparatif terkait kurikulum IPS dalam membentuk kewarganegaraan ekologis antarnegara, yaitu Indonesia dan Singapura, dalam konteks sumber daya alam masih terbatas. Penelitian ini bertujuan untuk menganalisis secara komparatif bagaimana kurikulum IPS di kedua negara membentuk kewarganegaraan global dalam perspektif ekologi Keberlanjutann. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi komparatif serta analisis isi dan analisis tematik terhadap dokumen kurikulum, meliputi Capaian Pembelajaran IPS (Kurikulum Merdeka) di Indonesia serta Social Studies Syllabus secondary education di Singapura. Hasil penelitian menunjukkan adanya dua paradigma: Indonesia membentuk profil peserta didik sebagai environmental stewardship atau “Penjaga Alam” berbasis kearifan lokal, nilai moral, dan pendekatan afektif, sedangkan Singapura membentuk profil technocratic ecological citizenship sebagai “Inovator Keberlanjutann” berorientasi pada efisiensi, inovasi, dan solusi berbasis teknologi. Meskipun berbeda titik berangkat antara konservasi dan adaptasi, kedua kurikulum bertemu pada visi penguatan literasi ekologi sebagai kompetensi kewarganegaraan global. Penelitian ini merekomendasikan penguatan kurikulum IPS di Indonesia melalui integrasi pendekatan solutif dan inovatif. Implikasi ditujukan untuk pengembangan kurikulum di kawasan Asia Tenggara dalam merancang pendidikan kewarganegaraan ekologis kontekstual.
Ecological citizenship and sustainability: A comparative study of the social studies curriculum in Indonesia and Singapore
Abstract: The increasingly complex global ecological crisis and the need to strengthen ecological citizenship through education are urgent. Comparative research on how social studies curricula in Indonesia and Singapore form ecological citizenship in the context of natural resources remains limited. This study aims to analyze comparatively how the social studies curriculum in both countries forms global citizenship from the perspective of sustainability ecology. This research uses a qualitative approach with a comparative study design, as well as content analysis and thematic analysis of curriculum documents, including Social Studies Learning Outcomes (Kurikulum Merdeka) in Indonesia and Social Studies Syllabus secondary education in Singapore. The results of the study show that there are two paradigms: Indonesia forms a profile of students as environmental stewardship or "Nature Guardians" based on local wisdom, moral values, and affective approaches, while Singapore forms a technocratic ecological citizenship profile as a "Sustainability Innovator" oriented towards efficiency, innovation, and technology-based solutions. Although the departure points are different between conservation and adaptation, the two curricula meet on the vision of strengthening ecological literacy as a global citizenship competency. This study recommends strengthening the social studies curriculum in Indonesia through the integration of solution-oriented and innovative approaches. The implications are aimed at curriculum development in the Southeast Asian region in designing contextual ecological citizenship education.
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References
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