Sekotong Tengah Mangrove as a Geography Learning Resource: An Analysis of Phenomena and Learning Implementation
Abstract
Geography learning faces a gap between classroom theory and field activities, resulting in a lack of development of students’ spatial analysis skills. Context-centered learning in real environments, such as mangrove forests, offers a solution to this problem. This study aims to (1) identify and analyze the physical and social geographical phenomena within the Sekotong Tengah Mangrove area, and (2) analyze the practical implementation of this area as a geography learning resource. This study employed a descriptive qualitative approach with a case study design. The subjects were three students from the Madrasah Aliyah Negeri 2 Mataram Geography Olympiad Team. Data for phenomena (objective 1) were collected through field observation, documentation, and literature review. Data for implementation (objective 2) were gathered via participant-observation, with the researcher as a facilitator. The results confirm that the Sekotong Tengah Mangrove is a comprehensive “geosystem microcosm”. (1) Identified physical phenomena include the geological Pengulung Formation (Tomp), geomorphological alluvial plains (F.1), surrounded by steep hills (D-series), and associated multi-hazards (landslides, floods, and abrasion). Identified social phenomena include dynamic resource use (ecotourism and aquaculture) and community-based conservation (Pokdarwis). (2) The practical implementation proved effective in shifting students from passive receivers to critical observers. The most significant skill honed was synthesis, demonstrated by students’ ability to connect field observations (e.g., landslides) with the abstract data (e.g., geology and geomorphology maps). The Sekotong Tengah Mangrove functions as a “geosystem microcosm” with physical and social phenomena, bridging the gap between theory and practice by improving students' spatial synthesis skills.
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DOI: https://doi.org/10.31764/paedagoria.v17i1.36327
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