The coastal-taba model: curriculum development using place-based pedagogy and ethnoscience
DOI:
https://doi.org/10.17509/curricula.v5i1.95700Keywords:
3T regions, coastal curriculum, coastal-taba model, ethno-science, place-based pedagogyAbstract
National education reforms in Indonesia often assume a land-based connectivity and urban sameness that just doesn’t exist in an archipelagic state. This continental bias creates a deep mismatch, where a one-size-fits-all curriculum sidelines the unique lives of students in coastal 3T regions. Most current efforts fail to bridge this gap because they treat coastal schools as just poor versions of city schools, rather than unique centers of biocultural knowledge. This study builds a new, macro-level framework by revitalizing Hilda Taba’s Inductive Model using a Critical Library Research Design. By analyzing 45 academic and policy documents, this study mapped out where national rules clash with local maritime wisdom. The findings show that for education to be truly fair, the usual top-down approach must be flipped. This study proposes the Coastal-Taba Model, a seven-step process that starts with the student’s own maritime world (Islandness) and local science. By using seasonal schedules and place-based learning, this model moves teachers from being passive implementers to becoming true architects of the curriculum. Ultimately, recognizing the periphery as a valid center of knowledge is the key to making science literacy competitive and meaningful for students in a nation of islands.
Abstrak
Reformasi pendidikan nasional di Indonesia umumnya menerapkan asumsi bahwa tiap daerah sama seperti wilayah perkotaan. Padahal ini tidak berlaku untuk wilayah kepulauan. Bias urban ini menyebabkan kesenjangan dimana kurikulum nasional mengabaikan keunikan konteks sehari-hari siswa di wilayah 3T. Usaha-usaha perbaikan pendidikan cenderung gagal mengatasi kesenjangan ini karena sekolah pesisir dianggap sama seperti sekolah perkotaan, dengan sumber daya yang lebih sedikit. Sekolah pesisir tidak diperlakukan sebagai pusat pengetahuan biocultural. Penelitian ini mengembangkan kerangka kerja baru di level makro dengan menerapkan Model Induktif Hilda Taba menggunakan desain Critical Library Research. Dengan menganalisis 45 artikel jurnal, buku, dan dokumen resmi, penelitian ini memetakan bagaimana aturan nasional bertentangan dengan kebudayaan maritim lokal. Penelitian ini menemukan bahwa agar pendidikan berjalan dengan adil dan merata, pendekatan dari hulu ke hilir harus dibalik. Penelitian ini mengajukan Model Taba-Pesisir yang terdiri dari tujuh langkah dan berakar dari dunia maritim siswa sendiri serta pengetahuan lokal. Model ini didasarkan pada etnosains dan place-based pedagogy, di mana peran guru berubah dari pelaksana kebijakan yang pasif menjadi pengembang kurikulum yang aktif. Model ini mengakui wilayah pesisir sebagai pusat pengetahuan yang valid dan merupakan kunci untuk membuat literasi sains di wilayah pesisir menjadi bermakna dan mampu bersaing.
Kata Kunci: etnosains; kurikulum pesisir; model taba-pesisir; place-based pedagogy; wilayah 3T
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