Sekolah Alam sebagai Inovasi Disruptif dalam Pendidikan: Analisis Fenomenologis

Leny Hartati, Hawa Liberna, Farah Indrawati

Abstract


Sistem pembelajaran konvensional masih menghadapi keterbatasan dalam memberikan pengalaman belajar yang personal, kontekstual, dan relevan dengan kebutuhan peserta didik abad ke-21. Celah penelitian muncul karena kajian tentang sekolah alam umumnya hanya berfokus pada praktik pedagogis tanpa meninjau kontribusinya terhadap teori Inovasi Disruptif sebagai dasar pengembangan model pendidikan alternatif. Penelitian ini bertujuan untuk menganalisis peran sekolah alam sebagai bentuk inovasi disruptif yang berpotensi menggantikan sebagian fungsi sistem pendidikan tradisional di Indonesia. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan enam informan utama yang terdiri atas kepala sekolah, guru, dan orang tua. Data diperoleh melalui wawancara semi-terstruktur, observasi kegiatan pembelajaran, dan studi dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa sekolah alam menghadirkan pembelajaran berbasis pengalaman yang fleksibel, partisipatif, dan berorientasi pada pengembangan kreativitas, kemandirian, serta kesadaran ekologis siswa. Kontribusi teoretis penelitian ini memperluas penerapan teori Inovasi Disruptif Christensen dalam konteks pendidikan Indonesia yang adaptif, humanis, dan berkelanjutan.


Keywords


Inovasi Disruptif, Sekolah Alam, Inovasi Pendidikan

References


Amzil, I., Aammou, S., & Zakaria, T. (2023). Enhance Students’ Learning By Providing Personalized Study Pathways. Conhecimento & Diversidade, 15(39), 83–93. https://doi.org/10.18316/rcd.v15i39.11130

Appiah-Odame, E. K. (2023). Authentic Assessment for Motivating Student Learning and Teaching Effectiveness in Rural, High-Need Secondary Schools in Manitoba, Canada. European Journal of Mathematics and Science Education, 5(2), 93–104. https://www.researchgate.net/profile/Chan-Choon-Tak2/publication/373995990_Undergraduate_Students’_Attitudes_and_Mathematical_Reasoning_During_the_Pandemic_The_Mediating_Role_of_Metacognitive_Awareness/links/65093102c05e6d1b1c1af97d/Undergraduate-Student

Arsyad, M., & Abdullah, G. (2024). The Role of Nature Education in Building Students ’ Emotional Connections with the Environment. 1(5), 1–9.

Avci, G., & Gümü?, N. (2020). The Effect of Outdoor Education on The Achievement and Recall Levels of Primary School Students in Social Studies Course. Review of International Geographical Education Online, 10(SpecialIssue1), 171–206. https://doi.org/10.33403/rigeo.638453

Cheah, K. S. . (2019). Implementation of Environmental Education Program (EEP) in A Nature Education School (NES): Strategies, Benefits & Challenges. Malaysian Online Journal of Education, 7(2), 92–121.

Darajat, T., & Sa’ud, M. I. (2024). Sekolah Dasar Alam Inklusif Banjarbaru. 13.

Edwards-Jones, A., Waite, S., & Passy, R. (2018). Falling Into LINE: School Strategies for Overcoming Challenges Associated with Learning in Natural Environments (LINE). Education 3-13, 46(1), 49–63. https://doi.org/10.1080/03004279.2016.1176066

Fathudin, S., Widodo, A., Widiastuti, A., Ahmed, T., & Shahzeb, S. (2024). Implementasi dan Dampak Pendidikan Holistik Berbasis Lingkungan pada Siswa : Studi Kasus di Sekolah Alam. October. https://doi.org/10.21831/hum.v24i2.76954

Gehrdes, E. (2018). Nature as the Teacher : Exploring the Development and Growth of Nature Schools in the U . S .

Hastari, D. A. (2022). Hubungan Iklim Kelas dengan Motivasi Belajar Siswa Sekolah Alam Kota Depok. Collase (Creative of Learning Student Elementary Education, 5(5 September), hal. 904.

Hill, V. (2019). Learning in Nature: Leadership Opportunities in An Education Outside The Classroom Programme in a New Zealand Early Childhood Centre. Journal of Educational Leadership, Policy and Practice, 33(1), 32–45. https://doi.org/10.21307/jelpp-2018-004

José da Cruz Filho, I., Santa Clara Marques, D., de Moraes, S. S., Felix, P. T., Douglas, E., Aquino, S. De, Ferreira, S., Silva, D., & Crystina, K. (2024). Connecting Education and Nature : The Benefits of Direct Contact With The Natural Environment for The Holistic Development of Ninth-Grade Students at The Municipal School Prof . Dr . Amaro Fernandes de Oliveira Sobrinho Corresponding author. 17(Id).

Lasterman, N. M., & Sihotang, H. (2024). Konsep Pendidikan Alamiah dalam Kurikulum Merdeka Menurut Pandangan Jean –Jacques Rousseau. Konsep Pendidikan Alamiah Dalam Kurikulum Merdeka Menurut Pandangan Jean –Jacques Rousseau, 8 Nomor 1T(Vol. 8 No. 1 (2024): April 2024), 15331544. https://www.jptam.org/index.php/jptam/article/view/12606%0Ahttps://www.jptam.org/index.php/jptam/article/download/12606/9683

Li, C. (2024). Explanation of the Meaning and Exploration of the Path of Collaborative Parenting between Home , School and Society. V(10), 21–24. https://doi.org/10.53469/jerp.2024.06(10).06

Majumdar, A., & Majumdar, S. (2024). Role of Authentic Assessment in Management Education. Advances in Educational Technologies and Instructional Design Book Series, 96–109. https://doi.org/10.4018/979-8-3693-1001-4.ch005

Maryanti, R., Nandiyanto, A. B. D., Hufad, A., & Sunardi, S. (2021). Science Education for Students with Special Needs in Indonesia: from Definition, Systematic Review, Education System, to Curriculum. Indonesian Journal of Community and Special Needs Education, 1(1), 1–8. https://doi.org/10.17509/ijcsne.v1i1.32653

Murniati. (2023). Nature-Based Learning Media in Outdoor the Classroom to Increase Kindergarten Children’s Learning Motivation. Journal of Psychology and Instruction, 6(3), 155–159. https://doi.org/10.23887/jpai.v6i3.52676

Ningrum, I. K., & Purnama, Y. I. (2019). Buku Sekolah Alam PDF.pdf. In Sekolah Alam (pp. 1–45).

Qiromah, I. M., Pradana, H. P., & Hasanah, H. (2024). Improving Early Childhood Creative Thinking Skills Through Nature-Based Loose Parts Media. Child Education Journal, 5(3), 180–189. https://doi.org/10.33086/cej.v5i3.5759

Ramakrishna, S. C. K. (2022). Wilderness Experiences foster Authentic Leadership. IntechOpen eBooks. https://doi.org/10.5772/intechopen.107437

Saputri, D. Y., & Juliadilla, R. (2024). The Role of Nature Education in Developing Student Character in Building an Environmentally Caring Generation. 1(5), 62–69.

Shen, Y. (2024). Personalised Education : A Study on The Relationship Between Student Assessment Methods and Student Development. 01002.

Tobroni, T., Munaji, M., Rozi, F., Rofi’ah, A., & Fadilah, N. (2022). Nature-Based Learning Management in Improving Children’s Natural Intelligence. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 6(4), 1010–1020. https://doi.org/10.33650/al-tanzim.v6i4.3899

Tsani, M., Sakur Jaelani, M., Muhyin, M., Kuswandi, K., Taufiq Hanafi, A. M., Usnawati, U., Jannah, M., Urmila, R., Maesarah, A., & Said, M. (2022). Sekolah Alam sebagai Alternatif Pendidikan dalam Meningkatkan Minat Belajar Anak-Anak di Dusun Burne Desa Bebidas Kecamatan Wanasaba. Empowerment: Jurnal Pengabdian pada Masyarakat, 2(1), 14–25. https://doi.org/10.51700/empowerment.v2i1.328

?????????, ?. ?. (2024). Practice-Oriented Learning as An Important Component of Thedual Form of Education. Su?asnì Ìnformacìjnì Tehnologìï Ta Ìnnovacìjnì Metodiki Nav?annâ v Pìdgotovcì Fahìvcìv: Metodologìâ, Teorìâ, Dosvìd, Problemi. 240–252. https://doi.org/10.31652/2412-1142-2023-70-240-252




DOI: https://doi.org/10.31004/edukatif.v7i6.8633

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Leny Hartati, Hawa Liberna, Farah Indrawati

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