Indonesian language learning based on ecological intelligence: A case of Bengawan Solo Nature School
Main Article Content
Abstract
Ecological intelligence has a complex structure for improving education. Learning Indonesian needs to contain ecological intelligence. It aims to make students love, protect and preserve the environment. The purpose of this article is to analyze the way teachers carry out ecological intelligence mapping and assess the potential of advanced students at the Bengawan Solo Natural School. This research method is qualitative with a case study approach. Data and data sources were obtained from the results of document analysis, observation, and in-depth interviews with teachers and students. Test the validity of the data used in this study is the technique of data triangulation and source triangulation. The results of this study are that the teacher maps ecological intelligence by becoming a partner or co-parent in developing the potential that exists in students based on spiritual, intelligence, social-emotional, and physical and motor skills of students. The Bengawan Solo natural school has four types of assessment to measure the potential of students. The types of assessments are (1) moral assessments in the form of Al-Qur'an report cards; (2) leadership assessment in the form of narrative report cards; (3) cognitive and scientific assessments in the form of numerical report cards and portfolio reports; and (4) business assessment in the form of business reports. The Bengawan Solo Nature School does not only educate students to become great people in the future, but also has the character of loving nature and being useful to others.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This open-access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
You are free to: Share — copy and redistribute the material in any medium or format. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
How to Cite
Share
References
Akkuzu-Guven, N., & Uyulgan, M. A. (2021). Are University Students Willing to Participate in Environmental Protection Activities (EPAs)? – Sub-dimensions of Ecological Intelligence as Predictors. Journal of Education in Science, Environment and Health, 7(3), 269–282. https://doi.org/10.21891/jeseh.960912
Amodio, P., Boeckle, M., Schnell, A. K., Ostojíc, L., Fiorito, G., & Clayton, N. S. (2019). Grow Smart and Die Young: Why Did Cephalopods Evolve Intelligence? Trends in Ecology & Evolution, 34(1), 45–56. https://doi.org/10.1016/J.TREE.2018.10.010
Arvanitis, A., Touloumakos, A. K., & Barrable, A. (2022). Parents’ Perceptions of UK Forest School: Descriptive and Evaluative Aspects. Forests, 13(8), 1–11. https://doi.org/10.3390/f13081314
Bibri, S. E., & Krogstie, J. (2020). Environmentally data-driven smart sustainable cities: applied innovative solutions for energy efficiency, pollution reduction, and urban metabolism. Energy Informatics, 3(1), 1–59. https://doi.org/10.1186/S42162-020-00130-8/TABLES/7
Charteris, J., & Smardon, D. (2022). Leadership for assessment Capability: Dimensions of Situated leadership Practice for enhanced Sociocultural assessment in Schools. Leadership and Policy in Schools, 1-13. https://doi.org/10.1080/15700763.2021.1910715
Chester, K. L., Klemera, E., Magnusson, J., Spencer, N. H., & Brooks, F. M. (2019). The role of school-based health education in adolescent spiritual moral, social and cultural development. Health Education Journal, 78(5), 582–594. https://doi.org/10.1177/0017896919832341
Cudworth, D., & Lumber, R. (2021). The importance of Forest School and the pathways to nature connection. Journal of Outdoor and Environmental Education, 24(1), 71-85.
Darmuki, A., Nurkamto, J., & Saddhono, K. (2017). Evaluating Information-processing-based Learning Cooperative Model on Speaking Skill Course. Journal of Language Teaching & Research, 8(1). http://dx.doi.org/10.17507/jltr.0801.06
Danylova, T., & Salata, G. (2018). The Ecological Imperative and Human Nature: A New Perspective on Ecological Education. Мiждисциплiнарнi Дослiдження Складних Систем, 12, 17–24. https://doi.org/10.31392/2307-4515/2018-12.2
Friedman, S., Gibson, J., Jones, C., & Hughes, C. (2022). ‘A new adventure’: a case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning, 1-17.
Garden, A. (2022). An exploration of children’s experiences of the use of digital technology in forest schools. Journal of Adventure Education and Outdoor Learning, 1-15.
Garden, A., & Downes, G. (2021). A systematic review of forest schools literature in England. Education 3-13, 1-17.
Hajiannor, H., Saddhono, K., Elihami, E., Kurdi, M. S., & Kurdi, M. S. (2023). Analysis of the Content and Accuracy of Multicultural Values in Islamic Religious Education and Moral Textbook. AL-ISHLAH: Jurnal Pendidikan, 15(1), 211-218. https://doi.org/10.35445/alishlah.v15i1.2859
Han, Z., & Xu, A. (2021). Ecological evolution path of smart education platform based on deep learning and image detection. Microprocessors and Microsystems, 80, 103343. https://doi.org/10.1016/j.micpro.2020.103343
Hancock, D. R., Algozzine, B., & Lim, J. H. (2021). Doing case study research: A practical guide for beginning researchers.
Harmawati, Y., Sapriya, A. A., & Bestari, P. (2022). Systematic Literature Review of Moral Education in Schools. Journal of Positive School Psychology, 6(8), 8716-8728.
Helda, T. (2022). Online-Based Evaluation Model on Teacher Students: a Case Study in the Time Covid-19 Pandemic. Gramatika STKIP PGRI Sumatera Barat, 8(1), 38–49. https://doi.org/10.22202/jg.2022.v8i1.4638
Herlina, N. (2017). Environmental issues and environmental law enforcement in Indonesia. Jurnal Ilmiah Galuh Justisi, 3(2), 162-176. http://dx.doi.org/10.25157/jigj.v3i2.93
Herppich, S., Praetorius, A. K., Förster, N., Glogger-Frey, I., Karst, K., Leutner, D., ... & Südkamp, A. (2018). Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher education, 76, 181-193.
Huang, S. M., Soepriyanto, G., Audrelia, J., Fahlevi, M., Aljuaid, M., & Grabowska, S. (2022). An exploration of circular water management accountability: A case from Indonesia. Heliyon, 8(9), e10556.
Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72–82. https://doi.org/10.1016/J.COMPEDU.2016.02.008
Junaidi, F., Suwandi, S., Saddhono, K., & Wardani, N. (2022). Improving students’ social intelligence using folktales during the covid-19 pandemic. International Journal of Instruction, 15(3), 209-228. https://doi.org/10.29333/iji.2022.15312a
Józsa, K., & Barrett, K. C. (2018). Affective and social mastery motivation in preschool as predictors of early school success: A longitudinal study. Early Childhood Research Quarterly, 45, 81-92.
Karmila, N., & Suchyadi, Y. (2020). Supervisi Pendidikan Di Sekolah Alam Bogor. JPPGuseda | Jurnal Pendidikan & Pengajaran Guru Sekolah Dasar, 3(1), 31–33. https://doi.org/10.33751/jppguseda.v3i1.2011
Kesäläinen, J., Suhonen, E., Alijoki, A., & Sajaniemi, N. (2022). Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups. International Journal of Inclusive Education, 26(3), 284-300.
Kruglanski, A. W., & Gigerenzer, G. (2018). Intuitive and deliberate judgments are based on common principles. The Motivated Mind, 104–128. https://doi.org/10.4324/9781315175867-4
Kutnick, P., & Manson, I. (2021). Social life in the primary school: Towards a relational concept of social skills for use in the classroom. The Social Child, 165–187. https://doi.org/10.4324/9781315784748-9
Lee, N. E., & Yeon, P. S. (2022). Needs analysis and revitalization planning for School Forest Welfare Services using mixed method. Forest Science and Technology, 18(3), 98–107. https://doi.org/10.1080/21580103.2022.2104935
Lievens, F. R. O. (2017). Institutional Knowledge at Singapore Management University Practical Intelligence , Emotional Intelligence , and Social Intelligence. 342–364.
Löfgren, H., & Löfgren, R. (2017). Grades in the eyes of our parents: a narrative approach to educational resilience in pupils’ stories of getting their first grades. Nordic Journal of Studies in Educational Policy, 3(2), 165–178. https://doi.org/10.1080/20020317.2017.1343624
Mirzamakhmudov, O. T., Mamajanov, M. M., & Turaev, B. B. U. (2021). Ways Of Developing Ecological Culture In The Education Of The Young Generation. The American Journal of Applied Sciences, 3(05), 86–93. https://doi.org/10.37547/tajas/volume03issue05-15
Parrish, D. R. (2015). The relevance of emotional intelligence for leadership in a higher education context. Studies in Higher Education, 40(5), 821-837. https://doi.org/10.1080/03075079.2013.842225
Puroila, A. M., Juutinen, J., Viljamaa, E., Sirkko, R., Kyrönlampi, T., & Takala, M. (2021). Young Children’s Belonging in Finnish Educational Settings: an Intersectional Analysis. International Journal of Early Childhood, 53(1), 9–29. https://doi.org/10.1007/s13158-021-00282-y
Rahmawati, L. E., Suwandi, S., Saddhono, K., & Setiawan, B. (2019). Need analysis on the development of writing competency test for foreign university students. Humanities & Social Sciences Reviews, 7(3), 467-471. https://doi.org/10.18510/hssr.2019.7368
Riandeni, A., Yulianti, D., & Distrik, I. W. (2022). Development of Student Active Learning-Based Cognitive Assessment Instruments to Improve Critical Thinking of Elementary School Students. Jurnal Basicedu, 6(3), 4720-4730. https://doi.org/10.31004/basicedu.v6i3.2868
Rosati, A. G. (2017). Foraging Cognition: Reviving the Ecological Intelligence Hypothesis. Trends in Cognitive Sciences, 21(9), 691–702. https://doi.org/10.1016/J.TICS.2017.05.011
Saputra, A. D., Fuizah, F. N., Suwandi, S. (2022). Utilization of Indonesian language teaching materials containing local wisdom at SMA Negeri 1 Karanganyar. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 8(2).
Seaton, F. S. (2017). Empowering teachers to implement a growth mindset. (1), 41–57. https://doi.org/10.1080/02667363.2017.1382333
Sotelo‐Dynega, M., & Dixon, S. G. (2014). Cognitive assessment practices: A survey of school psychologists. Psychology in the Schools, 51(10), 1031-1045. https://doi.org/10.1002/pits.21802
Suprihatin, D., Winarni, R., Saddhono, K., & Wardani, N. E. (2023). The influence of Indonesian instructional books with a scientific approach on students’ learning outcomes in scientific writing. International Journal of Instruction, 16(2), 557-580. https://doi.org/10.29333/iji.2023.16230a
Suwandi, S., Yunus, A., & R., L. E. (2016). Ecological Intelligence in Indonesian Middle School Electronic School Books. Litera, 15(1), 23–37.
Thomas, G. (2021). How to do your case study. How to Do Your Case Study, 1-320.
Wang, G., Xu, Y., & Ren, H. (2019). Intelligent and ecological coal mining as well as clean utilization technology in China: Review and prospects. International Journal of Mining Science and Technology, 29(2), 161–169.
Wulansari, K., Zulianto, S., & Ulya, C. (2021). Teacher Knowledge About Literacy Entrepreneurial Concepts in Indonesian Language Learning in High Schools. Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya, 9(2), 241-248. https://doi.org/10.20961/basastra.v9i2.52824