Students' and Teachers' Perceptions on the Implementation of Contextual Learning Based on Local Potential: A Case Study of Economic Geography in Cirebon Regency

Rahayuni Tyas Pratiwi, Epon Ningrum, Igna Juli Triana

Abstract


This study aims to describe how the implementation of contextual learning based on local potential, as well as describe the perception of students and teachers in Cirebon Regency. The method used is quantitative descriptive. The data collection technique was carried out through the distribution of questionnaires for students and teachers for several schools that are close to local potential sources such as the batik and Trusmi industry, pottery businesses, salt ponds, and leather cracker businesses. The results of the study showed that students had a high interest in contextual learning based on local potential.  the impact of contextual learning of real life is 39% students strongly agree and 65% students agree. And teachers' perception of contextual learning in geography, as many as 91% of teachers have a good understanding of the basic principles of the contextual approach. In addition, 92% of teachers believe that contextual learning can improve students' understanding of geography subjects. Some schools supported by institutions have implemented contextual learning processes based on local potential. However, on the other hand, this study shows that there are obstacles in the contextual learning process. Among them are time constraints, and support from schools. This study concludes that contextual learning based on local potential has a positive impact on improving the meaning and quality of geography learning. As well as being able to increase students' love for their respective regions. Therefore, teacher training and sustainable education policies are needed to support the integration of local potential into the learning curriculum.


Keywords


Contextual Learning; Local Potential; Student Perception; Teacher Perception

Full Text:

PDF

References


Andrianti, S. (2014). Pendekatan Pembelajaran Berpusat Pada Siswa Dalam Pendidikan Agama Kristen Sebagai Implementasi Kurikulum 2013. Jurnal Antusias, 3(5), 86-102.

Conci, M., & Zhao, F. (2025). Attentional misguidance from contextual learning after target location changes in natural scenes. Vision Research, 230 (2025) 108591

Hafnidar, S., Gani, A., & Jalil, Z. (2016). Penerapan Pembelajaran Kontekstual Untuk Meningkatkan Kemampuan Berpikir Logis Dan Pemahaman Peserta Didik SMP Pada Materi Sifat-Sifat Cahaya. Jurnal Pendidikan Sains Indonesia, 4(2), 61-68.

Hamruni, H. (2015). Konsep dasar dan implementasi pembelajaran kontekstual. Jurnal Pendidikan Agama Islam, 12(2), 177-187.

Hasyim, M. A. (2019). Pemanfaatan lingkungan sekitar sebagai sumber belajar ilmu pengetahuan sosial. Elementeris: Jurnal Ilmiah Pendidikan Dasar Islam, 1(1), 12-32.

Hattie, J. A., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning, 1(1), 1-13.

Henukh, A., Simbolon, M., & Budiman, N. A. (2019). Deskripsi Sistem Pembelajaran Fisika Melalui Pendekatan Kontekstual. Musamus Journal of Science Education, 2(1), 22-30.

Laksono., Patriot, E. A., Shiddiq, A. S., & Astuti, R. T. (2023). Etnosains: Persepsi Calon Guru Kimia terhadap Pembelajaran Kontekstual Berbasis Budaya. Orbital: Jurnal Pendidikan Kimia, 7(1), 66-80

Lie, R. (2022). Model Pembelajaran Kontekstual (Contextual Teaching Learning) Pada Pelajaran PAI Sebagai Salah Satu Inovasi Pengembangan Kurikulum di Sekolah. Edugama: Jurnal Kependidikan Dan Sosial Keagamaan, 8(2), 258-269.

Mak, C., & Hong, J. (2020). Creating learning organization 2.0: a contextualized and multi-stakeholder approach. The Learning Organization, 27(3), 235-248.

Muhfahroyin, M., & Santoso, H. (2022). Analisis Potensi Pembelajaran Kontekstual Konstruktivistik Materi Ekosistem pada Hutan Rejomulyo Kota Metro sebagai Prototype Hutan Pembelajaran. Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro, 7(1), 28-38.

Muhartini, M., Mansur, A., & Bakar, A. (2023). Pembelajaran kontekstual dan pembelajaran problem based learning. Lencana: Jurnal Inovasi Ilmu Pendidikan, 1(1), 66-77.

Nurlaela, A. (2016). Peranan Lingkungan Sebagai Sumber Pembelajaran Geografi Dalam Menumbuhkan Sikap Dan Perilaku Keruangan Peserta Didik. Jurnal Geografi Gea, 14(1).

Pereira, D., & Papa, J. (2016). A New Approach To Contextual Learning Using Interval Arithmetic And Its Applications For Land-Use Classification. Pattern Recognition Letters, 83(2), 188-194.

Qing-Ke Fu, Chi-Jen Lin, Gwo-Jen Hwang, Lixin Zhang, (2019). Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education, Volume 137, 59-77

Rahmadani, A., Wandini, R. R., Dewi, A., Zairima, E., & Putri, T. D. (2022). Upaya meningkatkan berpikir kritis dan mengefektifkan pendekatan kontekstual dalam pembelajaran matematika. Edu Society: Jurnal Pendidikan, Ilmu Sosial Dan Pengabdian Kepada Masyarakat, 2(1), 427-433.

Sambada, D. (2012). Peranan kreativitas siswa terhadap kemampuan memecahkan masalah fisika dalam pembelajaran kontekstual. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 2(2), 37-47.

Septina, E. A. (2025). Korelasi budaya, potensi lokal dan kearifan lokal pada pembelajaran ipa berbasis etnosains. JOSERI, 1(1), 25-32.

Setiyorini, N. D. (2018). Pembelajaran kontekstual ipa melalui outdoor learning di sd alam ar-ridho semarang. Al-Mudarris: Journal Of Education, 1(1), 30-38.

Smith, T. W., & Colby, S. A. (2007). Teaching for Deep Learning. Clearing House: A. Journal of Educational Strategies, Issues and Ideas, 80(5), 205–210.

Sugandi, D. (2015). Pembelajaran Geografi sebagai Salah Satu Dasar Pembentukan Karakter Bangsa. SOSIOHUMANIKA, 8(2).

Sukardi. (2021). Metodologi Penelitian Pendidikan: Kompetensi Dan Praktiknya (Edisi Revisi). Jakarta: Bumi Aksara.

Sulfemi, W. B. (2019). Model pembelajaran contextual teaching and learning (CTL) Berbantu media miniatur lingkungan untuk meningkatkan hasil belajar IPS. Edunomic Jurnal Pendidikan Ekonomi, 7(2), 73-84.

Susiloningsih, W. (2016). Model pembelajaran CTL (contextual teaching and learning) dalam meningkatkan hasil belajar mahasiswa PGSD pada matakuliah konsep IPS dasar. PEDAGOGIA: Jurnal Pendidikan, 5(1), 57-66.

Susilowati, H., Rambitan, V., & Ruchaemi, A. (2017). Pengaruh Model Inkuiri Terbimbing berbasis Potensi Daerah terhadap Retensi Siswa pada Materi Pencemaran Lingkungan . Journal of Education, 2(10), 1430-1436.




DOI: https://doi.org/10.17509/gea.v25i2.85978

Refbacks



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.