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
Copyright © 2025 by Paper published under CC license (CC BY-NC-ND 4.0)
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):
a)
Learners with substantial experience
prefer concrete examples they can use and
connect with friends to authoritative
figures.
b)
Reflective observer learners prefer to
observe before acting.
c)
Abstraction learners prefer to work with
objects and symbols rather than people.
You work theoretically and enjoy
systematic analysis.
d)
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:
a)
Different learning style activities must be
included in the learning materials so that
students can select the appropriate activity
based on their preferences.
b)
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.
c)
To accommodate individuals and promote
long-term memory transfer, information
should be delivered in various ways.
d)
Regardless of how well the course material
works, learners should be inspired to learn.
The learner won't know if they are not
motivated.
e)
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 learningworld 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:
1)
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.
2)
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.
3)
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.
4)
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
5)
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.
6)
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.
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Figure 2: Syntactic Purpose of RCLM source: research result of 2022.
4 CONCLUSIONS
1.
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
2.
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
3.
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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