Wasino, - and R Suharso, - and Cahyo Budi Utomo, FIS Pendidikan Sejarah and Fitri Amalia Shintasiwi, - (2020) Cultural Ecoliteracy of Social Science Education at Junior High School in North Java Indonesia. Journal of Social Studies Education Research, 11 (4). pp. 52-83. ISSN i309-9108

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Abstract

The objectives of this research are to analyze the implementation of social science education learning and the construction of students’ knowledge after participating in social science education learning activities using cultural eco-literacy approach. This research is a qualitative approach using a case study design, that focuses on analyzing curriculum content, learning activity, methods, and learning outcomes. This research involves 40 students and 4 teachers in social science education learning. Data were analyzed using Critical Discourse Analysis and Cultural Content Analysis. The important findings found in this research are 1) social science education learning is able to accommodate the importance of historical heritage preservation, which was originally considered as the weakness in social science curriculum content. Curriculum content strengthened by cultural eco-literacy and carried out using Direct Instruction Model leads to the dialogic social science education learning in the formation of students’ knowledge related to cultural environment preservation. The results of learning showed that cultural eco-literacy approach works successfully and is compatible with new curriculum content in social science education learning; and 2) social science education learning which places eco-literacy as education successfully shapes students’ understanding concerning representation, relation, and identity of historical heritage preservation. Students are able to think analytically and see critically that cultural environment preservation is everyone’s responsibility that can be conducted collectively. It indicates the advanced thoughts about the impact of eco-literacy activity. The conclusion of this research is that eco-literacy as curriculum content, educational rationale, and learning activity has successfully led to more progressive learning in achieving the purpose of the formation of cultural environment preservation thought.

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