Digital Civic Ecology: Penguatan Kompetensi Ecological Citizenship Guru melalui Pendidikan Berkelanjutan
DOI:
https://doi.org/10.30998/jurnalpkm.v9i3.5122Keywords:
Pendidikan Pancasila dan kewarganegaraan, Ekologi kewarganegaraan, media interaktif, ScratchAbstract
Relevansi pembelajaran dengan isu kewarganegaraan ekologis menjadi tantangan pendidikan saat ini. Keterbatasan literasi digital dan minimnya pelatihan praktis menghambat guru beralih dari pengajaran konvensional berbasis teks ke pembelajaran interaktif. Program pengabdian ini bertujuan mengatasi kesenjangan tersebut melalui pelatihan praktik langsung pengembangan media interaktif berbasis Scratch bagi guru Pendidikan Pancasila dan sekolah mitra, dengan konsep ekologi kewarganegaraan, yaitu mengaitkan nilai tanggung jawab, solidaritas, dan partisipasi dengan kelestarian lingkungan. Kegiatan dilaksanakan melalui serangkaian lokakarya yang mencakup dasar-dasar Scratch, prinsip desain media pembelajaran, dan praktik terbimbing membuat konten interaktif yang mengintegrasikan nilai Pancasila dengan tema kewarganegaraan ekologis. Hasilnya menunjukkan peningkatan kemampuan guru dalam merancang dan menerapkan media interaktif berbasis Scratch, disertai tanggapan positif tentang relevansi pelatihan terhadap kebutuhan mengajar dan potensinya memperkaya pendidikan kewarganegaraan dengan perspektif ekologis. Program ini berpotensi menjembatani kesenjangan antara keterampilan teknologi guru dan tuntutan pedagogis, serta dapat menjadi rujukan bagi inisiatif pemberdayaan guru berikutnya
Downloads
References
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A Framework for Integrating Ecological Literacy, Civics Literacy and Environmental Citizenship in Environmental Education. Dalam E.A. Johnson dan M.J. Mappin (Eds.), Environmental Educationand Advocacy: Perspectives of Ecology and Education (hal. 227–266). Cambridge: Cambridge University Press.
Coding with Scratch: The design of an educational setting for Elementary pre-service teachers. ResearchGate.
Dobson, A. (2003). Citizenship and the Environment. Oxford University Press. Dobson, A., & Saiz, A. P. (2005). Citizenship, environment, economy.
Devi, S., Adiyani, L. K., Panggabean, O. C., & Wulanika, L. (2021). The Decreasing of Pancasila Values Implementation and Actualization on the Character of Indonesian Youth in the Digital Era. Preprint. https://doi.org/10.31219/osf.io/cxkq7
Eilks, I., & Markic, S. (2011). Effects of a long-term participatory action research project on science teachers' professional development. Eurasia Journal of Mathematics, Science & Technology Education, 7(3), 149–160.
ENEC. (2018). Conceptualizing Environmental Citizenship for 21st Century Education. Fadhilah Aini, & Nurul Husna. (2026). Digital-Based Civic Education Learning Strategies to Build Character and Strengthen Understanding of Pancasila Values.
Applied Community Transformation and Sustainability Journal.
Feriandi, Y. A., & Ulfah, R. A. (2024). How can ecology-based civics learning media "PKN Ekologi" foster ecological competence in students? Jurnal Civics: Media Kajian Kewarganegaraan, 21(2), 191–198. https://doi.org/10.21831/jc.v21i2.74159
Frontiers in Psychology. (2025). Digital competence for sustainable education of pre-service teachers: a systematic literature review (2014–2024).
Rahmawati, I., & Sugiono, A. (2019). Obstacles to the Implementation of Pancasila-Based Character Education. Journal of Educational Sciences, 17(4), 78–89.
Implementation of Ecological Citizenship to Increase Environmental Awareness: Systematic Literature Review. (2025). ResearchGate.
Journal of Innovation and Research in Primary Education. (2026). Analysis of the Needs of Interactive Multimedia Learning Innovation Containing Pancasila Student Profiles in Elementary Schools. Vol. 5.
Krasny, M. E., & Tidball, K. G. (2012). Civic ecology: A pathway for Earth Stewardship in cities. Frontiers in Ecology and the Environment, 10(5), 267–273. https://doi.org/10.1890/110230
Komala, I., Ramadhani, R., & Haryanto, Z. (2024). Pelajar Pancasila Character Development through Digital Literature in High School. CURRICULA: Journal of Curriculum Development, 4(1).
Kalelioğlu, F., & Gülbahar, Y. The Effects of Teaching Programming via Scratch on...
ERIC (EJ1064285).
McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.
Nugraha, R. A., Zuwirna, Z., Zen, Z., & Rayendra, R. (2025). Improving Pancasila and Citizenship Education Based on Android Digital Pocket Book for Grade VIII Students. AL-ISHLAH: Jurnal Pendidikan, 17(1).
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge.
Krasny, M. E., & Tidball, K. G. (2012). Civic ecology: A pathway for Earth Stewardship in cities. Frontiers in Ecology and the Environment, 10(5), 267–273.
Participatory Learning and Action (PLA). (2017). INTRAC. Sage Encyclopedia of Action Research.
Resnick, M., & Monroy-Hernández, A. Empowering Kids to Create and Share Programmable Media. MIT Media Lab.
Sáez-López, J. M. (2023). Scratch and unity design in elementary education: A study in initial teacher training. Journal of Computer Assisted Learning.
Sari, D. P., & Widodo, R. (2019). The Role of Teachers in Improving Internalization of Pancasila Values in Elementary Schools. Journal of Education and Culture, 14(1), 45–56.
Saylendra, N. P., Susanto, E., Minasya, M. S., Kardina, F., & Januar, K. (2023). Development of interactive-based civic education encyclopedia learning media to improve Pancasila student profiles. Civic Journal: Media Citizenship Studies, 20(2), 393–402. https://doi.org/10.21831/jc.v20i2.64767
Setiawan, H., & Lestari, N. (2020). Integration of Pancasila Values Through Digital Learning Media. Journal of Educational Technology, 22(3), 67–78.
Subiyakto, B., & Nasution, R. (2018). Implementation of Pancasila Values in Civic Education in Elementary Schools. Journal of Civic Education, 10(1), 34–50.
Soekamto, H., et al. (2022). Professional development of rural teachers based on digital literacy. Emerging Science Journal, 6(6), 1525–1535.
UNESCO. (2018). ICT Competency Framework for Teachers, Version 3. Paris: UNESCO.
Tok, Ş., Dolapçıoğlu, S., & Acar, S. P. (2024). Participatory Action Research for Professional Development. E-International Journal of Educational Research, 15(2), 145–161.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
Tidball, K. G., & Krasny, M. E. (2011). Urban environmental education from a social-ecological perspective: Conceptual framework for civic ecology education. Cities and the Environment, 3(1), Article 11. https://doi.org/10.15365/1932-7048.1057
Tidball, K. G., & Krasny, M. E. (2011). Toward an ecology of environmental education and learning. Ecosphere, 2(2), Article 21. https://doi.org/10.1890/ES10-00153.1
UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54675/CGBA9153
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jennyta Caturiasari, Tiara Yogiarni, Nurdiansyah Nurdiansyah, Mutiah Amaliah (Author)

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






