Implementasi Pembelajaran Berbasis Lingkungan  dalam Kurikulum Merdeka untuk Penguatan Karakter Ekologis  Siswa Sekolah Dasar

Wendi Solehudin; Yogi Kuncoro Adi

doi:10.59698/nasir.v4i1.621

Authors

Wendi Solehudin Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Terbuka, Indonesia
Yogi Kuncoro Adi Program Studi Pendidikan Guru Madrasah Ibtidaiyah, FTIK, UIN Salatiga, Indonesia

DOI:

https://doi.org/10.59698/nasir.v4i1.621

Keywords:

adiwiyata, karakter ekologi, kurikulum merdeka, pembelajaran berbasis lingkungan, sekolah dasar

Abstract

Penelitian ini bertujuan menganalisis implementasi pembelajaran berbasis lingkungan dalam Kurikulum Merdeka di SDN Sedep 01, mengidentifikasi faktor pendukung dan penghambat, serta menjelaskan perubahan keterlibatan belajar dan kesadaran lingkungan siswa sebagaimana dipersepsikan oleh warga sekolah dan orang tua. Penelitian menggunakan desain kualitatif deskriptif-eksploratif. Dua puluh delapan informan dipilih secara purposif, terdiri atas satu kepala sekolah, tiga guru kelas IV–VI, delapan belas siswa, dan enam orang tua. Data dikumpulkan selama Januari–Juni 2025 melalui observasi partisipatif, wawancara semi-terstruktur, dan telaah dokumen. Analisis dilakukan melalui kondensasi data, pengodean, penyajian dalam matriks tematik, serta penarikan dan verifikasi kesimpulan. Kredibilitas temuan diperkuat melalui triangulasi sumber dan teknik serta member checking. Hasil menunjukkan lima pola utama: pemanfaatan lingkungan perkebunan dan sekolah sebagai sumber belajar konkret; integrasi kegiatan lingkungan melalui pembelajaran intrakurikuler, budaya Adiwiyata, dan Projek Penguatan Profil Pelajar Pancasila; peningkatan keterlibatan dan pemahaman konseptual yang dipersepsikan; transfer kebiasaan ekologis dari sekolah ke rumah; serta ketergantungan keberlanjutan program pada kepemimpinan sekolah, fasilitas, alokasi waktu, dan kolaborasi keluarga. Temuan menegaskan bahwa pembelajaran berbasis lingkungan tidak cukup berupa aktivitas fisik, tetapi perlu disertai tujuan belajar yang eksplisit, refleksi terstruktur, asesmen autentik, dan kesinambungan pembiasaan. Penelitian ini menawarkan kerangka implementasi kontekstual bagi sekolah dasar yang memiliki potensi lingkungan lokal serupa.

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