Kontekstualisasi Pembelajaran Sejarah Melalui Peristiwa Bencana

Abstract

Tantangan pembelajaran sejarah yang makin beragam. Salah satunya yang sering diulang adalah mengenai seberapa relevan dan kontekstualnya matapelajaran sejarah bagi peserta didik. Pembelajaran sejarah bencana adalah salah satu alternatif yang bisa diimplementasikan di kelas. Sejarah bencana dipilih karena relevansinya dengan kehidupan sehari-hari dan yang ada di sekitar siswa. Fakta bahwa Indonesia merupakan negara rawan bencana dengan total di kuartal awal 2021 mencapai 763 bencana alam adalah alasan lain yang menunjukkan urgensi pembelajaran sejarah bencana. Artikel ini ditulis menggunakan metode studi literatur dengan menganalisis beberapa referensi yang terkait. Penggunaan sejarah lingkungan dan bencana sebagai materi pembelajaran diharapkan dapat menjadi inspirasi bagi pendidik untuk mengembangkan dan menerapkan pembelajaran yang mengakomodir isu-isu faktual di sekitar siswa sehingga matapelajaran sejarah tidak kehilangan relevansi, meningkatkan sikap kritis, berpikir historis, dan memunculkan empati historis. KEYWORDSsejarah bencana; sejarah lingkungan; pembelajaran kontekstual. ABSTRAKThe challenges of learning history are increasingly diverse. One of the issues that often get repeated is about how relevant and contextual history subjects are for students. Learning the history of disasters is an alternative that can be implemented in the classroom. The history of disasters was chosen because of its relevance to students' life. The fact that Indonesia is a disaster-prone country with a total of 763 natural disasters in the first quarter of 2021 is another reason that shows the urgency of learning disaster history. This article used literature method by analyzing related references. The use of environmental and disaster history as learning material is expected to be an inspiration for educators to develop and create a learning process that accommodates factual issues around students so that the subject doesn't lose its relevance. Learning history is expected to increase critical thinking, historical thinking, and generate historical empathy. KATA KUNCIdisaster history; kata-kata kunci 2; environmental history; contextual learning.

Development of Problem-Based Learning LKPD Based Local Potential of Baros Mangroves in Biology Subjects Environmental Pollution Material

“…The environment also makes the largest contribution to a person's health status compared to other factors such as behavior, health services, and heredity (Novita, 2020). Apart from that, the human nature of never being separated from the environment is also the reason for the need to learn about environmental pollution, including disasters that have occurred (Listyaputri & Patridina, 2022). In the context of climate change, understanding climate change and its impact on health, the economy and other aspects of life is very important for students (Yuliantoro, 2019).…”