Learning Articulation through Scientific Discussion with Social Movement Actors to Improve Learners' Characteristics as Social Change Agents

Abstract

Abstract-This article aims to explore learning articulation as a part of learning culture through scientific discussion with social movement actors that can improve the learner characteristics as a social change agent. This study uses a qualitative approach from the articulation theory perspective. The data collection was done through participant observation, documentation and literature study. The research findings show that the learning culture of learning articulation by scientific discussions involving social movement actors can be an alternative learning model that opens up the critical thinking of learners oriented to assist the process of value internalization and strengthening the character of social science students as agents of social change. This critical thinking development through articulation learning allows learners to: 1) communicate knowledge and insight through the conceptual horizon and actual cases that occur in their social environment, 2) learn the real picture of social movement practices from social actors 3) appreciate (confirmation, criticism and elaboration) facts related to social movements, 4) experience awareness initiatives to directly and actively engage in social movements.