PEMBELAJARAN KONTEKSTUAL PADA GEOGRAFI SEBAGAI UPAYA MENGHUBUNGKAN KONSEP GEOSFER DENGAN KEHIDUPAN NYATA

Abstrak

Penelitian ini mengkaji pentingnya pendidikan geografi dalam memfasilitasi pemahaman siswa tentang interaksi antara manusia dan lingkungan melalui analisis fenomena geosfer. Geografi mengkaji komponen litosfer, atmosfer, hidrosfer, biosfer, dan antroposfer, yang berinteraksi dalam kehidupan manusia. Namun demikian, pendidikan geografi di sekolah sebagian besar menekankan hafalan ide, yang menghambat kemampuan siswa untuk menghubungkan informasi dengan konteks kehidupan nyata. Penelitian ini bertujuan untuk mengkaji pembelajaran konseptual dalam geografi untuk menghubungkan gagasan geosfer dengan pengalaman kehidupan nyata siswa. Penelitian ini menggunakan metodologi tinjauan pustaka dengan pendekatan analisis deskriptif kualitatif. Peneliti mengumpulkan, memeriksa, dan mengevaluasi beragam literatur ilmiah yang relevan untuk mendapatkan wawasan yang komprehensif. Temuan memperlihatkan jika pembelajaran konseptual meningkatkan pemahaman siswa tentang hubungan antara unsur-unsur geosfer dan peristiwa sehari-hari, termasuk banjir, tanah longsor, perubahan iklim, polusi lingkungan, deforestasi, kekurangan air bersih, dan urbanisasi. Pembelajaran konseptual meningkatkan keterampilan berpikir kritis siswa, kemampuan pemecahan masalah, dan kesadaran lingkungan. Para pendidik dapat memfasilitasi pembelajaran ini melalui pendidikan berbasis lingkungan, observasi lapangan, diskusi kelompok, analisis kasus, dan problem based learning.

One of the most essential functions of geography education is to introduce students to geosphere phenomena so that they may better comprehend the interdependence of people and their natural surroundings. When it comes to human existence, the interplay between the lithosphere, atmosphere, hydrosphere, biosphere, and anthroposphere is what geographers study. Unfortunately, students still struggle to make connections between what they learn in class and their real-life experiences since school-based geography instruction primarily emphasises memorisation of ideas. As an attempt to bridge the gap between students' theoretical understanding of the geosphere and their practical experiences, this research seeks to examine geographical conceptual learning. The methodology of this study is a qualitative descriptive analysis based on a literature review. An in-depth knowledge is attained by the researcher via the collection, evaluation, and analysis of several pertinent scientific sources. Student comprehension of the interconnections between geosphere components and real-world occurrences including urbanisation, water shortages, deforestation, climate change, pollution, and landslides is enhanced via conceptual learning, according to the findings. Improved critical thinking, problem-solving, and environmental awareness are further benefits of conceptual learning. Methods such as environmental learning, problem-based learning, case studies, group discussions, and field observation may be used by teachers to accomplish this method.