EKSPLORASI KETERAMPILAN PEMECAHAN MASALAH DAN KESADARAN KEBERLANJUTAN SISWA SEKOLAH DASAR DI KAWASAN PERMUKIMAN PERKOTAAN PADAT SURABAYA MELALUI PEMBELAJARAN IPAS BERBASIS POTENSI LOKAL
DOI:
https://doi.org/10.23969/jp.v11i01.39365Keywords:
Keterampilan Pemecahan Masalah, Kesadaran Keberlanjutan, Potensi LokalAbstract
Science learning in elementary schools requires a contextual approach that links concepts to students' real environments. However, science learning in dense urban residential areas faces challenges such as limited space, the complexity of environmental problems, and low student engagement. This study aims to explore the problem-solving skills and sustainability awareness of elementary school students in dense urban residential areas of Surabaya through science learning by applying the hypothetical PRISM model based on local potential. This study aims to describe the learning process that occurs in dense urban residential areas of Surabaya as a basis for developing contextual and sustainability-oriented science learning. The research design used was a pre-experimental one-shot case study. The results showed that science learning with the application of the PRISM learning model based on local potential can facilitate problem-solving skills and sustainability awareness of elementary school students in dense urban residential areas of Surabaya. Contextual learning that utilizes the local potential of dense urban areas can strengthen the connection between science concepts and students' life experiences. The environment around students is no longer seen as a limitation, but as an authentic learning resource rich in energy and environmental phenomena. The results of the reflection analysis showed that science learning based on local potential contributes to fostering sustainability awareness in students. The aspects of awareness of sustainable practices and emotional awareness scored well. However, behavioral and attitudinal awareness still requires guidance. The problem-solving skill indicator with the highest score was understanding the problem. However, the aspects of planning a solution, implementing the plan, reflecting, and critical and solution-oriented skills remained in the medium and low categories.
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