Horizon Learning Model (Active and Creative Ways to Realize Hopes Through Meaningful Learning) on the Topic - Waste Management in the School Environment
Abstract
This study discusses the development of the CAKRAWALA Learning Model (Active and Creative Ways to Realize Aspirations through Meaningful Learning) on the topic of Waste Management in the School Environment as a strategic effort to enhance students' character values, collaboration, environmental awareness, creativity, and social responsibility. The implementation of the CAKRAWALA model in Biology education acts as a metaphor for expanding students' understanding from a narrow conceptual scope toward a holistic ecological perspective. The research method applied in this study is a literature review. The results show that the CAKRAWALA model is effectively implemented in contextual project-based learning, especially in waste management topics within school environments. The model integrates character values, collaboration, and environmental awareness in a meaningful and enjoyable way through the following steps: Create a Conducive Atmosphere (Preparation and Motivation), Experience the Material Deeply (Concept Exploration), Develop Understanding (Discussion and Analysis), Summarize and Conclude (Reflection and Generalization), Apply Knowledge (Implementation and Practice), Realize Creative Projects (Innovation and Collaboration), Conduct Holistic Assessment (Comprehensive Evaluation), Continue Independent Learning (Ongoing Development), and Appreciation and Evaluation (Feedback and Celebration).
Keywords
Full Text:
PDFReferences
Arends, Richard I. Learning to Teach. 9th ed. McGraw-Hill Education, 2012.
Ausubel, David P. Educational Psychology: A Cognitive View. Holt, Rinehart & Winston, 1968.
Bellanca, James, and Ron Brandt. 21st Century Skills: Rethinking How Students Learn. Solution Tree Press, 2010.
Binkley, Marilyn, Ola Erstad, Joan Herman, et al. “Defining Twenty-First Century Skills.” In Assessment and Teaching of 21st Century Skills, edited by Patrick Griffin, Barry McGaw, and Esther Care. Springer, 2012.
Black, Paul, and Dylan Wiliam. “Developing the Theory of Formative Assessment.” Educational Assessment, Evaluation and Accountability 21, no. 1 (2009): 5–31. https://doi.org/10.1007/s11092-008-9068-5.
Bruner, Jerome S. The Culture of Education. Harvard University Press, 1996.
Deci, Edward L., and Richard M. Ryan. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychological Inquiry 11, no. 4 (2000): 227–68. https://doi.org/10.1207/S15327965PLI1104_01.
Dewey, John. Experience and Education. Macmillan, 1938.
Fukuyama, Francis. Identity: The Demand for Dignity and the Politics of Resentment. Farrar, Straus and Giroux, 2018.
Gadotti, Moacir. Education for Sustainability: A Critical Contribution to the Decade of Education for Sustainable Development. Instituto Paulo Freire, 2008.
Hattie, John, and Helen Timperley. “The Power of Feedback.” Review of Educational Research 77, no. 1 (2007): 81–112. https://doi.org/10.3102/003465430298487.
Hmelo-Silver, Cindy E. “Problem-Based Learning: What and How Do Students Learn?” Educational Psychology Review 16, no. 3 (2004): 235–66. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3.
Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Pendidikan Di Era Revolusi Industri 4.0 Dan Masyarakat 5.0. Kementerian Pendidikan dan Kebudayaan Republik Indonesia, 2020.
Knowles, Malcolm S. Self-Directed Learning: A Guide for Learners and Teachers. Association Press, 1975.
Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. 2nd ed. Pearson Education, 2015.
Mulyasa, E. Pengembangan Dan Implementasi Kurikulum 2013. PT Remaja Rosdakarya, 2013.
Novak, Joseph D. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. 2nd ed. Routledge, 2010.
Piaget, Jean. To Understand Is to Invent: The Future of Education. Grossman, 1973.
Rahmawati, N., and A. Santosa. “Implementasi Konsep 3R (Reduce, Reuse, Recycle) Dalam Kegiatan Pembelajaran Lingkungan Di Sekolah Dasar.” Jurnal Pendidikan Lingkungan Dan Pembangunan Berkelanjutan 21, no. 2 (2020): 87–95.
Saputro, M. N. A., and P. L. Pakpahan. “Mengukur Keefektifan Teori Konstruktivisme Dalam Pembelajaran.” Journal of Education and Instruction (JOEAI) 4, no. 1 (2021): 24–39. https://doi.org/10.31539/joeai.v4i1.2151.
Schön, Donald A. The Reflective Practitioner: How Professionals Think in Action. Basic Books, 1983.
Schwab, Klaus. The Fourth Industrial Revolution. World Economic Forum, 2017.
Slavin, Robert E. Educational Psychology: Theory and Practice. 12th ed. Pearson Education, 2018.
Sosnovskaya, A. M. Heritage Preservation Under Sustainable Development and Community Inclusion: Semiotic and Discoursive Mapping. 2022.
Sukmawati, D. “Kesenjangan Antara Pengetahuan Dan Praktik Pengelolaan Sampah Di Kalangan Siswa Sekolah Menengah.” Jurnal Pendidikan Dan Pembelajaran Berkarakter 8, no. 1 (2019): 45–52.
Tilaar, H. A. R. Perubahan Sosial Dan Pendidikan: Pengantar Pedagogik Transformatif Untuk Indonesia. Grasindo, 2002.
Tilbury, Daniella. Education for Sustainable Development: An Expert Review of Processes and Learning. UNESCO, 2011.
Trilling, Bernie, and Charles Fadel. 21st Century Skills: Learning for Life in Our Times. Jossey-Bass, 2009.
Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 (1945).
UNESCO. Education for Sustainable Development Goals: Learning Objectives. UNESCO, 2017.
Vygotsky, Lev S. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978.
Wiggins, Grant. Educative Assessment: Designing Assessments to Inform and Improve Student Performance. Jossey-Bass, 1998.
Wulandari, I. “Tantangan Implementasi Pendidikan Lingkungan Di Sekolah: Studi Kasus Pada Program Adiwiyata.” Jurnal Ilmu Pendidikan Dan Kebudayaan 29, no. 3 (2021): 213–22.
Yuliani, Y., Hasanuddin Hasanuddin, Safrida Safrida, Khairil Khairil, and T. Andi Ulfa. “Implementasi Model Discovery Learning Dipadu Modul Sistem Ekskresi Berbasis Konstruktivisme Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik.” Jurnal Pendidikan Sains Indonesia, 2021. https://jurnal.usk.ac.id.
DOI: http://dx.doi.org/10.35931/aq.v20i3.6575
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Hasrinah Hasrinah, Muhiddin Palennari
This work is licensed under a Creative Commons Attribution 4.0 International License.
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan
index by:
Publish by:
Sekolah Tinggi Ilmu Al-Qur'an Amuntai
Contact us:
Address: Jl. Rakha Pakapuran, Amuntai Utara
Kabupaten : Hulu Sungai Utara
Kode Pos : 71471
Provinsi : Kalimantan Selatan
Telephone : 085251613000
Email: hafizhihusinsungkar@gmail.com
This work is licensed under a Creative Commons Attribution 4.0 International License