REKONSEPTUALISASI PENDIDIKAN DASAR UNTUK KEBERLANJUTAN SOSIAL: INTEGRASI PENGETAHUAN INDIGENOUS DAN KEARIFAN LOKAL DALAM KERANGKA PEMBELAJARAN TRANSFORMATIF DI KALIMANTAN
Keywords:
Keberlanjutan Sosial, Pengetahuan Indigenous, Pembelajaran Transformatif, Pendidikan Pembangunan Berkelanjutan, Keadilan EpistemikAbstract
Penelitian ini secara kritis mengkaji bagaimana pendidikan dasar dapat direkonseptualisasikan sebagai ruang strategis bagi keberlanjutan sosial melalui integrasi sistematis kearifan lokal dan perspektif indigenous. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi multi-situs pada beberapa sekolah dasar negeri di Kalimantan Tengah. Data dikumpulkan melalui wawancara mendalam, observasi kelas, serta analisis dokumen kebijakan yang melibatkan guru, kepala sekolah, dan perwakilan masyarakat. Secara teoretis, penelitian ini berlandaskan pada konsep Education for Sustainable Development (ESD), teori pembelajaran transformatif, dan pedagogi kritis, sehingga memungkinkan analisis mendalam mengenai bagaimana pengetahuan lokal dapat merekonstruksi struktur pedagogis dan praktik kelembagaan sekolah. Temuan penelitian mengidentifikasi tiga ketegangan utama: (1) fragmentasi epistemologis antara mandat kurikulum nasional dan tradisi pengetahuan lokal; (2) keterbatasan pedagogis yang membatasi praktik pembelajaran dialogis dan partisipatif; serta (3) kesenjangan kebijakan struktural yang menghambat inisiatif keberlanjutan berbasis komunitas. Meskipun demikian, sekolah yang secara intentional mengintegrasikan etika ekologis lokal, nilai-nilai komunal, dan narasi budaya menunjukkan penguatan agensi siswa, pembentukan identitas kolektif, serta berkembangnya disposisi pro-lingkungan.
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