Exploring the Students' Critical Reflection Ability in Elementary School Place-Based Education Program

摘要

The children developed by the process of socialization through various forms. One of them is the children socialization by interaction with 'place' in their environment. Children's interaction with 'places' in school might be facilitated by the Place-based Education (PBE) approach, in which there is a major concept of student interaction with the environment and surrounding communities. The PBE's nested context enables children to explore the closest environment to children in school to the community outside to provide students with awareness from local to global levels. This study explored students' ability to read social conditions (critical reflection) as their provision to be good adult citizens as a result of schools' ongoing outdoor learning program using PBE approach. The school program of PBE approach indicated by the use of five nested contexts. The research was conducted using qualitative approach with case study design at two elementary schools in Ponorogo and Magctan districts. These schools are implementing outdoor learning program using place-based education approach. The data obtained from the interviews, observations, and documentation assessed from the participants (teachers, students, principals, parents, and community). Researchers who play as a research instrument, then analyze the data by reviewing the results of interviews, field notes, and document review. Triangulations were sought among the multiple data sources. The research result showed that in their interaction with the environment and communities, students of the two sites experienced the development of critical reflection in four levels, i.e. passive adaptation, emotional engagement, cognitive awakening, and intention to act, in vary ways. The four levels experiences also in line with the Freire's critical consciousness model.