Repolitisasi Bencana Pesisir: Sintesis Pedagogi Ekologi Politis pada Pembelajaran Geografi di Kurikulum Merdeka
DOI:
https://doi.org/10.29408/geodika.v10i3.36389Keywords:
kurikulum merdeka, pendidikan geografi, mitigasi bencana pesisir, politik ekologisAbstract
Kawasan pesisir utara Jawa menghadapi krisis sosial-ekologis akut berupa amblasan tanah, abrasi, dan banjir rob. Namun, pendidikan geografi sering kali mendepolitisasi rentetan bencana tersebut dengan membingkainya semata-mata sebagai fenomena alamiah. Penelitian ini bertujuan untuk memetakan tren pendekatan pendidikan mitigasi bencana pesisir dalam Kurikulum Merdeka, serta merumuskan kerangka konseptual baru berbasis keadilan ruang. Menggunakan metode Systematic Literature Review (SLR) berpedoman PRISMA, penelitian ini mengekstraksi 15 artikel jurnal inti (2021–2026). Temuan tersebut kemudian disintesis menggunakan Analisis Wacana Kritis terhadap tiga literatur ekologi politis yang mendokumentasikan krisis pesisir Semarang-Demak. Hasil tinjauan menunjukkan adanya lompatan metodologis ke arah yang lebih interaktif (didominasi oleh Problem/Project-Based Learning sebesar 40% dan pemanfaatan GIS sebesar 27%). Meskipun demikian, teridentifikasi kesenjangan epistemologis yang masif: 75% praktik pendidikan masih terperangkap dalam paradigma adaptasi teknis-reaktif dan gagal membongkar relasi kuasa di balik krisis tata ruang. Untuk menjembatani celah tersebut, penelitian ini menawarkan kerangka "Pedagogi Ekologi Politis". Kerangka ini merekonstruksi pembelajaran melalui redefinisi kearifan lokal menjadi sains warga (citizen science), repolitisasi pemantik masalah berbasis maladaptasi infrastruktur, dan visualisasi spasial pembunuhan ruang ekologis. Penelitian ini menyimpulkan perlunya pergeseran kurikulum geografi dari sekadar melatih kemampuan bertahan hidup menuju pembentukan kewarganegaraan ekologis (ecological citizenship).
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