Development of Regional Characteristics Based Learning Model on

Geography Materials in Penggerak School

Ode Sofyan Hardi, Rayuna Handawati, Ilham Badaruddin Mataburu and Cahyadi Setiawan

Geography Education Department, Faculty of Social Science and Law, State University of Jakarta, Indonesia

Keywords: Regional Characteristic-Based Learning Model, Problem-Based Learning, Geography Learning Model.

Abstract: The foundation of the Merdeka Curriculum are Learner-centered approach, Flexibility in learning,

Enhancement of essential competencies, and Integration of the Pancasila Student Profile, which is completely

implemented in schools (Permendikbudristek No12/2024). Competencies must be knowledgeable, skilled,

and possess positive social and intellectual attitudes. The networking stage is used in the scientific method of

learning, including observation, inquiry, data collection, debate, and association. Regional Characteristics-

based Learning Models (RCLM), discovery learning, and problem- based learning are instructional strategies

appropriate for the national curriculum. They choose and create learning models suited for the subjects and

fundamental skills students must acquire. The learning model we select needs to be adjusted to the student’s

circumstances and abilities, learning resources, and the instructor’s or institution's. A real-world problem is a

context for students to develop their critical thinking and problem-solving abilities and their knowledge of

regional characteristics in the RCLM educational model. The free curriculum offered by RCLM includes

levels that serve as an orientation to regional issues. Organize the class, administer the individual and group

tests, and create and present the work. The cultural-behavioral approach refers to cultural elements passed

down from generation to generation, impulsive in learning through the stimulation of intimacy. Analyze and

assess problem-solving procedures.

1 INTRODUCTION

A student's acquired competencies are included in

what they learn in school. One of the cutting-edge

learning models that can offer students an interactive

learning environment is the Learning Model Based on

Regional Characteristics (hence referred to as

RCLM). With the help of scientific methodologies,

students solve problems using the RCLM learning

model. They also learn about the issues at hand while

honing their problem-solving abilities (Seibert,

2021). If students break down the difficulties they do

not grasp, then the Problem- based Learning (PBL)

model is more frequently utilized in a stronger

learning process than the RCLM. However, as stated

in the following passage from Robert Delisle's 1997

book, How to Use Problem-based Learning in the

Classroom, "RCLM solves problems that they feel in

the area where they live": "It is active in the fields of

dentistry, pharmacy, optometry, and nursing, as well

as medical schools around the world." Additionally, it

is employed by instructors who have received PBL

Institute training in high, middle, and elementary

schools in urban, suburban, and rural locations. PBL is

a learning method where students encounter real-

world issues as unstructured or unrestricted learning

stimuli (Simanjuntak et al., 2021). One of the cutting-

edge teaching methods that can give students

dynamic learning environments is the RCLM. In the

RCLM learning paradigm, students follow the steps

of the scientific method to solve issues, hone their

problem-solving abilities, and learn about difficulties

in general (Hardi, 2020). These two things are

significant since the educational process in schools

ignores them. In 2022, the new curriculum will start.

Driving schools previously had their curriculum.

However, for the time being, the Ministry of

Education and Culture emphasizes that all schools

implement the Merdeka Curriculum as part of a

campaign to speed up learning and restore education.

Institutions can access the Merdeka Curriculum

implementation through the educational process.

(kemdikbud.go.id).

The Merdeka curriculum serves as the foundation

for Indonesia's educational renaissance. Before the

Covid-19 epidemic, Indonesia employed the 2013

656

Hardi, O. S., Handawati, R., Mataburu, I. B. and Setiawan, C.

Development of Regional Characteristics Based Learning Model on Geography Materials in Penggerak School.

DOI: 10.5220/0013414600004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 656-664

ISBN: 978-989-758-752-8

Curriculum (K-13) and the Emergency Curriculum

(Kurikulum Kedaruratan), also referred to as the

emergency syllabus. It takes place in the secondary

education department. We also began with early

childhood education and fundamental education

modules. The curriculum greatly influences the

execution and success of education. Richard (2001:

2) states that curriculum development is more

comprehensive than syllabus design. It includes the

processes that are used to determine the needs of a

group of learners, to develop aims and objectives for

a program to address those needs, choose an

appropriate syllabus, course structure, teachings

methods, and materials, and to carry out an

evaluation of the language program that results from

the processes.

A solid curriculum is built around various pillars,

including philosophical, sociological, psychological,

conceptual-theoretical, historical, and legal

(Fredriksson et al., 2020). The philosophical

underpinnings of curriculum development determine

the standard of learning outcomes, curriculum

resources and content, the learning process, the

student's position, the evaluation of learning

strategies and outcoproducts the student's

relationships with society and the environment. grads'

caliber (Mutale Mulenga, 2020). According to the

National Education Goals, the philosophy adopted

should serve as a basis for students to reach their full

potential and become exceptional Indonesians

(Tujuan Pendidikan Nasional). When creating a

curriculum, many philosophical education systems

might be considered. A solid curriculum is built

around various pillars, including philosophical,

sociological, psychological, conceptual-theoretical,

historical, and legal (Fredriksson et al., 2020). The

philosophical underpinnings of curriculum

development determine the standard of learning

outcomes, curriculum resources and content, the

learning process, the student's position, the evaluation

of learning strategies and outcomes, and the student's

relationships with society and the environment. grads'

caliber (Mutale Mulenga, 2020). According to the

National Education Goals, the philosophy adopted

should serve as a basis for students to reach their full

potential and become exceptional Indonesians

(Tujuan Pendidikan Nasional). When creating a

curriculum, many philosophical systems of education

might be taken into an accountant, striving to improve

people's current quality of life and set the stage for a

better future for all. The curriculum should be viewed

as a strategy for educating the younger generation of

the nation to live (Khan & Law, 2015).

The establishment of curricula should

consider educational requirements that can offer

students opportunities and experiences that will

optimize their potential for superior success

outcomes. The educational process should consider

the thoughts, interests, drive, and developmental

phase of pupils of various characteristics. The growth

and development of mental, social, emotional, and

intellectual intelligence must be supported in

education in a balanced way. The student's

psychological and physical maturity should be

considered during the educational process. Thus, it is

assumed that education will foster intellectual and

non-academic genius in pupils. The Ministry of

Education and Culture's Independent Campus

Program (Program Kampus Merdeka) demands an

independent study program, which must also be

considered while creating the curriculum, Industry

4.0 and Society 5.0. You can establish research

problems based on the research backdrop, such as

how to create learning models for driving schools

using the Merdeka Curriculum tailored to local

circumstances.

2 METHODOLOGY

The descriptive method was employed in this

investigation. A research strategy used to examine

natural items is descriptive (as opposed to

experimental concepts). Because the thing in the

research is one of pristine nature, as it is in everyday

situations unaffected by circumstances or conditions,

this method is known as descriptive. It is a technique

used to explain such an issue. A descriptive

technique is a way to look into how a class of people,

an object, a collection of circumstances, a mental

system, or a group of recent occurrences are doing

right now. This descriptive study aims to paint a

methodical, factual, and precise picture of the

characteristics, details, and connections between the

occurrences under investigation. The implementation

of each syntactic RCLM model is the phenomenon

being examined. Current issues are addressed and

solved using descriptive research techniques. This is

accomplished by performing the phases of data

collection, classification, analysis, processing,

conclusion-making, and reporting with the main goal

of presenting an impartial image of the conditions in

the description. On the other hand, the quantitative

approach is significant since it is the method utilized

in research to determine the relationship between

variables by measuring an index of the research

Development of Regional Characteristics Based Learning Model on Geography Materials in Penggerak School

657

variables. The quantitative method aims to quantify

the variables being studied.

The application of quantitative descriptive

techniques is consistent with research variables that

concentrate on current issues and phenomena in the

form of statistically meaningful research findings.

These investigations are frequently referred to as

surveys or descriptive studies. In the interviewee's

memory, descriptive research offers a perspective

that is valid right now, or at least for a while. The

study was carried out at the High School (SMA)

Labschool Jakarta Rawamangun in Phase E with

students in the 10th grade using the Merdeka

Curriculum; the sample utilized was made up of two

classes. Additionally, the analysis is descriptive.

2.1 Theoretical Basis

2.1.1 Learning Design

The term "learning design" can refer to a variety of

concepts, including disciplines, sciences, systems,

and processes. Studies and theories about creating

and putting into practice techniques and learning as an

area are examined in learning design. Developing

specifications for the development, implementation,

evaluation, and administration of contexts that enable

learning services at the macro and micro levels for

various topics with differing degrees of complexity

constitutes learning design as a science. The

development of learning systems and their

implementation systems, along with facilities and

procedures to enhance the quality of learning, is part of

the work on learning design as a system (Yan et al.,

2021). The process of learning design entails the

creation of learning systematics that explicitly

employ learning theory to guarantee the caliber of

learning. The statement reflects the knowledge that

creating a learning plan must adhere to the teaching

philosophy and draw inspiration from the chosen

curriculum. The practice of putting together media

and content communication technologies to assist the

efficient transmission of knowledge between teachers

and students can thus be defined as learning design.

Determine the learner's fundamental level of

comprehension before creating learning objectives

and creating media-based 'treatments' to ease the

transition. This approach should ideally be guided by

pedagogically sound learning theory and be limited to

student participation in teacher-led or community-

based settings. According to Mangaroska and

Giannakos (2019), the key elements of learning

design are as follows:

a. Learning Objectives (general and specific)

Description of the abilities that the learner will

acquire.

b. Learners to know (focused people) include their

characteristics, initial skills, and prerequisites.

c. Learning analysis is the process of analyzing a

subject or material studied.

d. Learning strategies can be applied at the macro

level within one year or at the micro level in

teaching and learning activities. The material is

in the form of material given to students.

e. Learning Assessment, measuring abilities or

competencies that have been mastered or not.

2.1.2 Theories in Learning

The behavioristic theory ignores the cognitive

processes taking place in the brain and considers the

mind as a "black box" in response to stimuli that can

be observed quantitatively. The group believes that

observable and quantifiable behaviors are signs of

learning. Students must be fully informed of their

learning outcomes in order to set expectations and

assess whether they have met their online learning

outcomes. This idea is being applied in the design of

learning media. To determine if students have

attained learning objectives, testing is necessary

(Morselli, 2018). Tests are administered to determine

the learner's performance level and to provide

pertinent feedback. Learning resources need to be

organized in the proper order to enhance learning.

The progression includes application knowledge and

varies from simple to complicated, known to

unknown. Feedback should be given to students to

learn how to make necessary corrections. dementia

theory following are the categories of learners

according to cognitivism (Suh & Ahn, 2022):

Learners with substantial experience

prefer concrete examples they can use and

connect with friends to authoritative

figures.

Reflective observer learners prefer to

observe before acting.

Abstraction learners prefer to work with

objects and symbols rather than people.

You work theoretically and enjoy

systematic analysis.

Active experimental learners prefer to

learn through project exercises and

discussion groups.

They like asking for advice and

information, communicating with peers, and using

active learning techniques. Following are

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

658

examples of how this idea is applied while

designing educational media:

Different learning style activities must be

included in the learning materials so that

students can select the appropriate activity

based on their preferences.

Learners with various learning styles

should receive adequate assistance in

addition to activities. Diverse learning

styles give students different options for

support; assimilators, for instance,

appreciate the presence of high teachers.

While accommodators favor a little

instructor presence.

To accommodate individuals and promote

long-term memory transfer, information

should be delivered in various ways.

Regardless of how well the course material

works, learners should be inspired to learn.

The learner won't know if they are not

motivated.

Students should be permitted to reflect on

what they learned while studying. Work

along with other students, and monitor their

development.

2.1.3 Learning Models

The learning design is well known for the various

models supplied by professionals. Some examples are

class-oriented, system-oriented, product- oriented,

procedural, and circular learning design patterns.

Class-oriented approaches frequently plan for micro-

level learning to take place in the classroom every two

hours or so. The ASSURE model is one illustration. A

product-based paradigm is a strategy for creating

learning resources, typically in modules, multimedia

learning, or learning videos. The Hannafin and Peck

models are two examples of models. The system-

oriented model, also known as the learning design

model, is another type of model that may be used to

create a comprehensive learning system. Examples

include designing a training system, a school's

curriculum, etc. The ADDIE model is one illustration.

Additionally, there are models that we typically refer

to as procedural and circular. An example of a

procedural model is the Dick and Carrey model, while

an example of a circular model is the Kemp model.

Some examples of the above models are described in

more detail below: Dick and Carrey models. One of

the learning design models is the model (Muntari,

2016). This model belongs to the procedural model.

The stages of Dick and Carey's Learning Design are

(Hadith, 2021):

a. Conducting learning analysis

b. Identify behavioral inputs and student

characteristics

c. Formulate performance objectives

d. Develop basic test items

e. Strategizing Strategies

f. Develop and select learning materials

g. Designing and conducting formative

assessments

h. Reviewing learning materials

i. Designing and summative assessments.

The Dick and Carey model have eleven steps.

Each phase is so obvious that it might be a starting

point for a novice designer to learn another design

paradigm. The ten steps of Dick and Carey's concept

have an obvious relationship between one another

and are not broken up. In other words, Dick and

Carey's technique is incredibly succinct, but the

material is dense and obvious from one sequence to

the next (Sabri & Rahim, 2020).

2.1.4 Regional Characteristic-Based

Learning Model (RCLM)

Real-world issues are used as a setting for teaching

students critical thinking and problem-solving

techniques, as well as information acquisition based

on the characteristics of their location, in the RCLM

(Hardi, 2022). RCLM is a curriculum development

and guidance method that places students in active

roles as everyday issue solvers, concurrently

developing problem-solving techniques, knowledge,

and skill foundations. Composed. According to the

two explanations above, PBL is any learning

environment focused on solving everyday problems

(Hardi, 2022). PBL results from a ground-breaking

program created at the Canadian McMaster

University School of Medicine (Amin et al., 2021).

The curriculum was created in response to the fact

that many graduates struggle to put their newfound

knowledge into practice. PBL has now migrated into

law, economics, architecture, engineering, and

academic courses. PBL is a method of subject

construction and instruction that emphasizes student

movement activities and uses issues as motivation

(Anazifa & Djukri, 2017). a teaching strategy based

on the idea that difficulties might serve as a

springboard for additional learning, obtaining, or

incorporating new information (Hendriana et al.,

2018). A learning strategy called RCLM uses issues

as steps. These experts' assessments support the

notion that problem-based learning (PBL) is a

teaching strategy that promotes higher-order thinking

in pupils. Students collaborate in groups to solve

Development of Regional Characteristics Based Learning Model on Geography Materials in Penggerak School

659

problems while learning—world simulation problems

in the classroom pique students' interest before they

begin studying a topic. RCLM teaches students how

to acquire the appropriate learning resources, think

critically, and think critically. For us to comprehend

that RCLM is a learning process where the foundation

of learning is built on real-life situations, students are

motivated to learn the problem based on prior

information and experience so that from this basic

knowledge will be produced new knowledge and

experience (Hardi, 2022). Small- group discussion is

the primary method for putting learning into practice.

With RCLM, problems serve as the primary learning

framework, allowing students to learn about topics

that can bolster their previous knowledge by applying

real-world challenges.

Less effective and efficient learning methods,

such as occasionally monotonous learning and

authoritarian teachers that are less sympathetic to

students, make pupils feel bored and uninterested in

education, which leads to an imbalance in cognitive,

affective, and psychomotor capacities. To get around

this, educators and teachers must constantly work to

raise the bar of their professionalism by giving

students access to learning opportunities and

successfully involving them in the learning process.

The instructor’s ability to process learning, which can

create scenarios that allow pupils to learn such that it

is the beginning point for successful learning,

determines how successful learning is measured in

terms of meeting competency criteria (Semiawan,

1985). According to numerous theories and study

findings from educational experts, learning will be

successful if pupils actively engage in it. The phrase

"active student learning" was created on this basis

(ASL). Problem-based learning (PBL), made from

thinking about democratic principles, efficient

cooperative behavior learning, and recognizing

diversity in society, is one learning strategy that

considers ASL.

PBL aims to allow students to explore ideas and

work through challenges associated with the subject

the instructor is presenting. Because mathematics

fundamentally tries to teach students how to apply

mathematical concepts to real-world situations

(Simanjuntak et al., 2021). Know the local

environment to learn about its processes, apply

mathematical ideas to describe the signs of the

environment, and use basic technology to address

problems in daily life. Students don't merely hear

material from the teacher when using the PBL

method. In this scenario, the teacher is a facilitator

and motivator who encourages pupils to actively

participate in the learning process by posing problems

based on the studied principles. The constructivist

educational flow, where learning is an active learning

process to create knowledge, is more closely

associated with RCLM characteristics. The active

process in question consists of both mental and

physical components. In other words, through

physical activity, the learner actively constructs their

knowledge based on the process of intellectually

assimilating new information or experiences with

prior knowledge (Suh & Ahn, 2022). Teachers must

design a learning environment that embodies the

democratic and scientific processes as a social system

in order for students to learn. The growth of social

dynamics in society is addressed by problem-based

learning, which is a response to competence learning

methodologies. Furthermore, problem-based learning

is undamentally an advancement of group learning. In

order to teach students how to think critically, solve

problems, and gain fundamental knowledge and

understanding of the subject matter, problem-based

learning methodologies have distinguishing features.

Learning how to learn, experience-based

education, authentic learning, and anchored

instruction are all components of problem-based

learning that encourage higher-level thinking. In

problem-based learning, the teacher's job is to offer

issues, pose questions, and encourage discussion.

Without the teacher creating a classroom climate that

encourages an open exchange of ideas, local

problem-based learning cannot be implemented.

Presenting students with real and important problem

scenarios can help them undertake investigations in

an inquiry. This is known as problem-based learning

(Bell & Liu, 2019). PBL has several fundamental

elements in education, as follows:

a. Integrated Learning, Learning integrates all

subject areas. Learning is thorough,

involving aspects of child development child

building thinking through direct experience

b. Contextual Learning, Children learn

something real that happened and

experienced in their lives. Children feel

firsthand the benefits of learning in their lives

constructivist Learning, Children build their

thinking through hands-on experience

Learning by doing

c. Active Learning, Children as learning

subjects who actively determine, conduct,

and evaluate (Plan-Do-Review)

d. Learning Interesting. Learning is more

interesting and fun for the child because the

child is directly involved in determining the

problem.

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3 RESULTS AND DISCUSSION

The implementation of RCLM is carried out at the

Rawamangun Labschool Senior High School (SMA),

a driving school using a Merdeka Curriculum. RCLM

takes place in six phases, namely:

Phase 1: Submission of problems that occur in

the region. The questions posed, as stated

earlier, must be poorly structured, so for their

resolution, further information or data is

required, allowing many means or answers

and quite extensive material content.

Fase2: What is known from the problem? In

this phase, each member will look at the

problem in terms of the knowledge they have

previously possessed. The group will discuss

and agree on boundaries on the issue and sort

out issues and aspects that are reasonable

enough to be investigated further. This initial

analysis should produce a starting point for

investigation and can be revised if an

assumption is questioned or new information

comes to the fore.

Phase 3: What is the problem unknown, and

what are the indicators based on territoriality?

Here the group members will list questions or

learning issues that must be answered to

explain the problem. In this phase, group

members will break down the problem into

components, discuss its implications, propose

various explanations or solutions, and develop

work hypotheses. This activity is like a

"brainstorming" phase with evaluation;

explanations or solutions are noted. The

group needs to formulate learning

objectives, determine the required

information, and how this information is

obtained.

Phase 4: Alternative Solutions. In this phase,

the group members will discuss, evaluate, and

organize and change hypotheses. The group

will create a "What to do?" list that leads to the

resources needed, the people to contact, the

articles to be read, and the actions required by

the members. In this phase the members of

the group will determine and allocate tasks

and develop a plan for obtaining the required

information. Such information can come from

within the classroom, reading materials,

textbooks, libraries, companies, videos, and a

specific expert. When there is new

information, the group needs to analyze and

evaluate its reliability and usefulness for

solving the problem at h

Phase 5: Report and Presentation of Results.

In this phase, each group will write a report on

the results of their group's work. The report

contains the results of the group's work in

previous phases, followed by why an

alternative was chosen and a description of

the alternative. At the end of each group,

explain the concepts contained in the

problems posed and the proposed solutions.

For example, what formulas do they use? This

report was then presented and discussed in the

face of all students.

Phase 6: Material Development. In this

phase, the teacher will develop the material to

be studied further and in- depth and facilitate

learning based on the concepts proposed by

each group in its report.

By paying attention to the activities of each

phase, learners spend a lot of their time discussing

problems, formulating hypotheses, determining

relevant facts, seeking information, and defining the

content of the learning itself. Unlike traditional

learning, learning objectives in PBL are not set

upfront. Instead, each group member will be

responsible for constructing the content of the issues

or objectives based on the group's analysis of the

given problem.

The Implementation of specific actions to put the

learning system we are developing into action. That is,

everything that has been designed to this point has

been installed or configured in accordance with its

intended use or function (see figure 1). If the

environment must be structured in a specific way,

then that environment or setting must also be

established. It is only then put into practice in

accordance with the original scenario or plan. can

occur in every four phases above. The evaluation in

each of the four phases above is called formative

evaluation because the purpose is to revise needs.

For example, at the design phase, maybe we need a

form of formative evaluation, an expert review, to

provide input on the design we are making. At the

development phases, it may take a trial of the product

we are developing, or it may need a small group

evaluation and others. RCLM design consists of three

phases, namely the needs analysis phase, the design

phase, and the development and implementation

phase.

In this model, assessment and repetition need to

be executed in each phase. This model is a product-

oriented learning design model. The first phase of

the RCLM is the needs analysis. This phase is needed

to identify the needs of the needs in developing a

Development of Regional Characteristics Based Learning Model on Geography Materials in Penggerak School

661

learning media, including the objectives and

objectives of the learning media created, the

knowledge and proficiency required by the target

group, and the equipment and needs of the learning

media. Once all the needs are identified, it is

emphasized to assess that result before proceeding

with the construction to the design phase. The

second phase of the Hannafin and Peck models is the

design phase. In this phase, the information from the

analysis phase is transferred into a document that

will be the purpose of making learning media, stating

that the design phase aims to identify and document

the best method to achieve the purpose of making the

media. One of the documents produced in this phase

is a storyboard document that follows the sequence

of teaching activities based on lesson needs and

learning media objectives obtained in the needs

analysis phase. As is the case in the first phase, the

assessment needs to be carried out in this phase before

proceeding to the development and implementation

phase. In the third phase of the development and

implementation phase, said the activities carried out

are flowchart earnings, testing, formative and

summative assessments. The storyboard document

will be used as a basis for making flow charts that can

help the process of making learning media.

Assessment and testing are carried out to assess the

smooth running of the resulting media, such as link

continuity. The results of this assessment and testing

process will be used in the customization process to

achieve the desired media quality contained in the

fifth phase. RCLM emphasizes that the assessment

and repetition process must include processes for

testing and assessing learning media that involve all

three phases on an ongoing basis. In the RCLM, there

are two types of assessments: formative and

summative. Formative assessment is carried out

throughout the media development process, while a

summative assessment is carried out after the media

has been completed (see Figure 2).

Figure 1: Syntactic Modification of RCLM source: Research result of 2022.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

662

Figure 2: Syntactic Purpose of RCLM source: research result of 2022.

4 CONCLUSIONS

The development of a Learning Model Based on

Regional Characteristics (RCLM) is carried out

in driving schools because this school has

advantages from the aspect of a good classroom

ecosystem. So that the RCLM can be developed

optimally

With the development of an RCLM can increase

the development of student’s academic potential,

both cognitive and psychomotor optimally

because all components of the class support the

implementation of the model

In implementing the RCLM, it is necessary to

look at the availability of learning time, meaning

that it can better utilize the study space

asynchronously by doing learning modules.

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