Toward Socio-Ecological Character Pedagogy: A Systematic Review on Integrating Place-Based Education and Living Values Education
Abstract
Abstrak
Krisis global degradasi ekologi dan fragmentasi sosial-moral membutuhkan pergeseran paradigma pendidikan yang menghubungkan kesadaran lingkungan dengan pembentukan karakter. Meskipun Pendidikan Berbasis Tempat (Place-Based Education/PBE) dan Pendidikan Nilai Hidup (Living Values Education/LVE) secara terpisah terbukti efektif, sintesis keduanya masih kurang dieksplorasi. Tinjauan sistematis ini mengevaluasi dinamika operasional, hasil karakter, dan kendala struktural PBE dan LVE. Sesuai pedoman PRISMA 2020, pencarian sistematis dilakukan pada Scopus, Web of Science, dan ERIC hingga Desember 2024. Korpus yang dianalisis mencakup delapan studi empiris primer dan literatur teoretis pendukung. Kualitas metodologis dievaluasi menggunakan Mixed Methods Appraisal Tool (MMAT), sedangkan analisis data menggunakan sintesis tematik kualitatif. Hasil sintesis menunjukkan PBE meningkatkan penyelidikan spasial, pengelolaan sipil, dan pemecahan masalah interdisipliner, namun dibatasi hierarki institusional dan ketidakpastian lingkungan. Sebaliknya, LVE menumbuhkan internalisasi nilai, moderasi agama, dan ketahanan sosial-emosional melalui keteladanan guru, tetapi terkendala generalisasi dan literasi orang tua. Karena literatur meninjau PBE dan LVE secara terpisah, efektivitas empiris dari kerangka terintegrasi PBE–LVE belum diuji secara langsung, sehingga memerlukan validasi empiris lebih lanjut.
Keywords: pendidikan berbasis tempat, pendidikan nilai hidup, pendidikan karakter, pengelolaan lingkungan, sintesis tematik.
Abstract
The converging global crises of ecological degradation and socio-moral fragmentation require an educational paradigm shift connecting environmental awareness with character formation. Although Place-Based Education (PBE) and Living Values Education (LVE) individually show pedagogical efficacy, their synthesis remains under-explored. This systematic review evaluates their operational dynamics, character outcomes, and structural constraints. Following PRISMA 2020 guidelines, systematic searches were conducted across Scopus, Web of Science, and ERIC up to December 2024. The corpus comprises eight primary empirical studies and supporting theoretical literature. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), while data were analyzed via qualitative thematic synthesis. Findings indicate that PBE enhances spatial inquiry, civic stewardship, and interdisciplinary problem-solving, but is limited by institutional hierarchies and environmental unpredictability. Conversely, LVE fosters value internalization, religious moderation, and socio-emotional resilience through teacher role-modeling, yet faces generalizability and parental literacy constraints. As existing literature examines PBE and LVE separately, the empirical effectiveness of an integrated PBE–LVE framework remains untested, highlighting a critical need for future empirical validation.
Keywords: place-based education, living values education, character education, environmental stewardship, thematic synthesis.
References
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