The integration of environmental pollution materials in social studies learning in school for anticipation of climate change

Abstract

Social studies learning is expected to integrate environmental education, in accordance with the objectives of social studies learning to improve students' thinking skills, social problem solving skills and care for the environment In fact, social studies teachers were found to have not utilized the physical or social environment as a source of learning, despite various environmental pollutions have often occurred in Indonesia and resulted in global warming as an indication of climate change. This research was intended to 1) identify materials of environmental pollution around students as a source of social studies learning; 2) integrate environmental pollution materials in social studies learning to anticipate climate change; 3) determine the effectiveness of learning activities on the integration of environmental pollution materials to anticipate climate change. This research was classified as quantitative and qualitative research (Mix Method). Data were collected by means of interviews, observations, documentations and questionnaires. The results of the research showed that 1) materials of environmental pollution around students as a source of social studies learning consisted of water and air pollution that have an impact on global warming, thus resulting in climate change; 2) environmental pollution materials were integrated into social studies learning by reviewing core competencies and basic competencies as outlined in the lesson plan (RPP) and student worksheets (LKS) with a score of 83% (valid); 3) Learning activities on environmental pollution materials had been running more effectively, because of the integration of pollution cases in the surrounding environment to anticipate climate change. This was indicated by the significant difference in the results of the pretest and posttest tests of 0.025.

A human rights‐based approach to climate injustices at the local, national, and international levels: Program and policy recommendations

“…Unfortunately, other regions and countries with less institutional development, resources and infrastructure have not had the opportunity to develop their own frameworks for CCE, which in light of the different implications of CC for their communities constitutes an important concern. Nevertheless, there have been numerous efforts to develop educational strategies among other countries and communities in countries of the Global South such as Brazil (da Rocha et al., 2020); Indonesia (Nafisah et al., 2022); Mexico (Salas‐Rueda et al., 2021), Philippines (Galang, 2010), Thailand (Chattuchai & Suksringarm., 2015; Ruboon et al, 2012) under the umbrella of the broader frameworks provided by global frameworks like those of UNESCO and SDG. However, given that different regions, countries and communities face different challenges when dealing with climate change, it is important that resources be allocated and educational frameworks be developed in order to properly identify, construct, and implement educational efforts toward adjusting their actions to mitigate climate change and adapt to its effects, ultimately, building human and environmental resilience in more vulnerable regions.…”