Penerapan Kearifan Tempatan Menerusi Pengajaran Geografi dan Kesannya Terhadap Pemerolehan Kompetensi Budaya
DOI:
https://doi.org/10.37134/bitara.vol17.1.5.2024Keywords:
Kompetensi budaya, Pembelajaran berasaskan inkuiri, Kearifan tempatan, PenerapanAbstract
Kajian ini bertujuan untuk mengenal pasti kesan penerapan kearifan tempatan ke atas kompetensi budaya menerusi pengajaran geografi di sekolah menengah. Fokus kajian kuasi-eksperimen ini adalah untuk mengkaji kesan pendekatan pengajaran berasaskan inkuiri (PBI) dan PBI dengan penerapan kearifan tempatan (PBI-KA) terhadap pemerolehan kompetensi budaya dari aspek mengambil perspektif pandangan berbeza (perspective taking), kebolehsuaian, sikap keterbukaan dan nilai menghormati selain penerimaan kearifan tempatan dalam pengajaran. Hanya dimensi perspective taking dikesan lebih tinggi dalam kumpulan pembelajaran dengan penerapan kearifan tempatan. Penerimaan terhadap penerapan kearifan tempatan dalam pengajaran adalah pada tahap sederhana tinggi, yang tidak berbeza secara signifikan mengikut kaedah pengajaran dan jantina murid. Dapatan utama menunjukkan murid mempunyai konsepsi kearifan tempatan yang terhad. Walau bagaimanapun, tahap kepercayaan yang hampir tinggi terhadap nilai dan kepentingan kearifan tempatan membayangkan potensi untuk mengintegrasikannya ke dalam pengajaran bilik darjah.
Downloads
References
Ahmad Zaharuddin Sani Ahmad Sabri, Roziya Abu, Shamshuritawati Sharif, & Rozira Abu. (2021). Accepting other religion and live harmoniously: A study on Malaysian youth. Online Journal of Research in Islamic Studies, 8(2), 1-10.
Bagoly-Simó, P. (2023). Geography’s unkept promises of education for sustainable development (ESD) on geography’s wasted potential to educate for a more sustainable future. International Research in Geographical and Environmental Education, 32(1), 53–68.
Blumenfeld, P.C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272–281.
Brundiers, K., & Wiek, A. (2010). Educating students in real-world sustainability research: Vision and implementation. Innovation in Higher Education, 36(2), 107-124.
Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308-324.
Burns, H. (2013). Meaningful sustainability learning: A study of sustainability pedagogy in two university courses. International Journal of Teaching and Learning in Higher Education, 25(2), 166-175.
Burns, H., Kelley, S.S., & Spalding, H. (2019). Teaching sustainability: Recommendations for best pedagogical practices. Journal of Sustainability Education, 19, 1-16.
Camacho, M.T.F., Martín, M.G., Loss, M.F., & Fàbregas, M.C.B. (2019). Integrating sustainability into higher education curricula through the project method, a global learning strategy. Sustainability, 11, 767.
Chand, K., Kanesan, S., Kobran, S., Kong, P.Y., & Rasid, I. (2023). Mission 4.7: The status of education for sustainable development in MALAYSIA: A pilot study to assess gaps, options and opportunities for the achievement of SDG Target 4.7 in Malaysia. https://www.mission4point7.org /news/mission-4-7-malaysia-releases-interim-report.
Chua, R.Y. (2023). Malaysia Racism Report 2022. Pusat KOMAS
Cobern, W.W. (1996). Worldview theory and conceptual change in science education. Science Education, 80, 579–610.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. (7th ed.). Routledge.
de Guzman, M.R.T., Durden, T.R., Taylor, S.A., Jackie M. Guzman, J.M., & Potthoff, K.L. (2016). Cultural competence: an important skill set for the 21st century. University of Nebraska-Lincoln Extension. https://extensionpublications.unl.edu/assets/html/g1375/build/g1375.
de Haan, G. (2006). The BLK ‘21’ programme in Germany: a ‘Gestaltungskompetenz’‐ based model for Education for Sustainable Development. Environmental Education Research, 12(1), 19-32.
Dorsah, P., & Okyer, M. (2020). Cultural factors affecting the teaching and learning of some science concepts. European Journal of Education Studies, 7(7), 107-130.
Edwards, A. (2015). Designing tasks which engage learners with knowledge. In I. Thompson (Ed.). Designing tasks in secondary education: Enhancing subject understanding and student engagement. (p, 13 – 27). Routledge.
Frank, P., & Stanszus, L.S. (2019). Transforming consumer behavior: Introducing self-inquiry-based and self-experience-based learning for building personal competencies for sustainable consumption. Sustainability, 11, 2550.
Furtak, E.M., Seidel, T., Iverson, H., & Briggs, D.C. (2012). Experimental and quasi experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329.
Gay, L.R., Mills, G.E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications. (8th ed.). Prentice Hall.
Global Education Monitoring Report. (2016). Education for people and planet: Creating sustainable futures for all. UNESCO Publishing.
Grimalda, G., Buchan, N., & Brewer, M. (2018). Social identity mediates the positive effect of globalization on individual cooperation: Results from international experiments. PLoS One, 13(12), e0206819.
Gumbo, M.T. (2016). Pedagogical principles in technology education: An indigenous perspective. In E. Shizha, & G. Emeagwali, (Eds.). African indigenous knowledge and the sciences journeys into the past and present. (p, 13-32). Sense Publishers.
Hanson, S. (2004). Who are “We”? an important question for geography's future. Annals of the Association of American Geographers, 94(4), 715-722.
Hosagrahar, J. (2017, April 11). Culture: at the heart of Sustainable Development Goals. The UNESCO Courier. April-June 2017. Agenda 2030: challenges for us all. https:// courier.unesco.org/en/articles/culture-heart-sustainable-development-goals.
Inokoba, P. K., Adebowale, A.-S., & Perepreghabofa, J. (2010). The African metaphysical worldview and its prostrate condition of backwardness. Journal of Human Ecology, 29(1), 23-31.
Kementerian Pendidikan Malaysia, KPM. (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025 (Pendidikan Prasekolah hingga Lepas Menengah). Kementerian Pendidikan Malaysia.
KPM. (2015). Dokumen Standard Kurikulum dan Pentaksiran Geografi Tingkatan 1: Kurikulum Standard Sekolah Menengah. Bahagian Pembangunan Kurikulum.
KPM. (2016). Buku penerangan Kurikulum Standard Sekolah Menengah. Bahagian Pembangunan Kurikulum.
Kirkwood, T.F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies, 92 (1), 10-15.
Kozak, S., & Elliot, S. (2014). Connecting the dots. Toronto: Learning for a Sustainable Future.
Kruger, D., & de Beer, J. (2019). Infusing indigenous knowledge in the life sciences classroom: Design principles for creating an Ethnobiological Matrix. Proceedings of Teaching and Education Conferences. International Institute of Social and Economic Sciences.
Lebrón, A. (2013). What is culture? Merit Research Journal of Education and Review, 1(6), 126-132.
Malik, T.G., & Alam, R. (2019). Comparative analysis between pretest/post-test model and post-test-only model in achieving the learning outcomes. Pakistan Journal of Ophthalmology, 35(1), 4 -8.
Marcote, P.V., Losada, M.V., & Suárez, P.A. (2015). Evaluation of an educational model based on the development of sustainable competencies in basic teacher training in Spain. Sustainability, 7, 2603-2622.
Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391–403.
Mohammad Zohir Ahmad @ Shaari & Noorazlina Saidin. (2016). Pengetahuan tentang kearifan tempatan berkait alam sekitar dalam kalangan guru geografi. Geografi, 4(2), 1-8.
Organisation for Economic Cooperation and Development, OECD. (2005). The Definition and Selection of key Competencies (DeSeCo): Executive summary. https://www.oecd.org/ pisa/ definition-selection-key-competencies-summary.
OECD. (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. OECD Publishing.
OECD. (2019). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. Redman, E. (2013). Advancing educational pedagogy for sustainability: Developing and implementing programs to transform behaviors. International Journal of Environmental & Science Education, 8(1), 1–34.
Royal Society for the Arts, RSA. (2010). Engaging the Local: the RSA Area Based Curriculum. RSA.
Scollon, R., & Scollon, S. (1988). The Axe Handle Academy: A proposal for a bioregional, thematic humanities education. In R. Barnhardt & J.K. Tonsmeire, (Eds.). Lessons taught: lessons learned: Teachers' reflections on schooling in rural Alaska. Fairbanks, Alaska: Center for Cross-Cultural Studies. http://www.ankn.uaf.edu/curriculum/cxcs/ lessons1/ axe.html.
Sherman, M.F., Walkington, C., & Howell, E. (2016). Brief report: A comparison of symbol-precedence view in investigative and conventional textbooks used in algebra courses. Journal for Research in Mathematics Education, 47 (2), 134-146.
Smith, T.A. (2011). Local knowledge in development (geography). Geography Compass, 5(8), 595-609.
Sotero, M.C., Alves, Â.G.C., Arandas, J.K.G., & Medeiros, M.F.T. (2020). Local and scientific knowledge in the school context: Characterization and content of published works. Journal of Ethnobiology and Ethnomedicine, 16(23).
Stearsa, M., Malcolmb, C., & Kowlasc, L. (2003). Making use of everyday knowledge in the science classroom. African Journal of Research in Mathematics, Science and Technology Education, 7(1), 109-118.
Syarizan Dalib, Minah Harun, & Norhafezah Yusof. (2017). Identity and intercultural competence: Probing student experiences in Malaysian campuses. Malaysian Journal of Communication, 33(3), 107-124.
Taber, K.S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296.
United Cities and Local Governments [UCLG]. (2018). Culture in the sustainable development goals: a guide for local action. UCLG.
United Nations Economic Commission for Europe, UNECE. (2009). Learning from each other: The UNECE Strategy for Education for Sustainable Development. United Nations.
United Nations Educational, Scientific and Cultural Organization, UNESCO. (2012). Shaping the Education of Tomorrow 2012 Report on the UN Decade of Education for Sustainable Development. UNESCO.
UNESCO (2010). Education for Sustainable Development lens: A policy and practice review tool: Education for Sustainable Development in action learning & training tools no. 2. UNESCO Education Sector.
United Nations. (2015). Transforming our World: The 2030 Agenda for Sustainable Development. United Nations.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). A guide to managing knowledge: Cultivating communities of practice. Harvard Business School Press.
Wessels, I., Gess, C., & Deicke, W. (2019). Competence development through inquiry- based learning. In H.A. Mieg (Ed.). Inquiry-based learning- undergraduate research: the German multidisciplinary experience. (p, 55-69). Springer Open.
Wiek, A., Withycombe, K.L., & Redman, C.L. (2011). Key competencies in sustainability-A reference framework for academic program development. Sustainability Science, 6(2), 203–18.
Wiersma, W., & Jurs, S.G. (2005). Research method in education: An introduction. (8th ed.). Pearson.
Yates, J.F., & de Oliveira, S. (2016). Culture and decision making. Organizational Behavior and Human Decision Processes, 136, 106–118.
Yusuf, Q., Marimuthu, S., & Yusuf, Y. (2018). Multicultural awareness and practices among Malaysian primary school teachers. Al-Ta Lim Journal, 25(2).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Nik Mohd Zaki Nik Mohamed, Abdul Talib Mohamed Hashim
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
