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JESS (Journal of Educational Social Studies)
Published by Universitas Negeri Semarang
ISSN : 22526390     EISSN : 25024442     DOI : https://doi.org/10.15294/jess
Core Subject : Education,
Education
JESS {Journal of Educational Social Studies} publishes articles of original research and conceptual studies with themes related to education and learning in the field of social science at schools and to study social problems.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 31 Documents
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Communication Strategy of Social Studies Teachers in Integrating Climate Change Issues in Semarang Lukitawati, Lukki; Hermanto, Fredy; Rusdini, Siti Ekowati; Winanto, Zabidi Agus
Journal of Educational Social Studies Vol. 14 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jess.v14i1.26855

Abstract

This study examines how Social Studies teachers in Semarang, Indonesia, frame and communicate climate change issues through the lenses of environmental communication and ecopedagogy. Drawing on a structured online survey of 116 I teachers from Musyawarah Guru Mata Pelajaran Ilmu Pengetahuan Sosial Semarang, the research identifies four perceptual constructs: awareness, knowledge, perception, institutional responsibility, and self-efficacy. It classifies the topics teachers choose into pragmatic mitigation measures or constitutive identity‐building issues and their strategies, e.g., class discussions, project-based learning, visual media, and policy advocacy. Descriptive analyses show that while teachers recognize climate change and its future risks (means ≥ 4.18/5), they tend to favor conventional, one-way informational methods alongside participatory projects. By mapping these practices onto Kahn's three-dimensional ecopedagogy, cosmological, technological, and organizational, the study reveals both strengths in building planetary consciousness and gaps, including overreliance on deficit-model framing and limited cultural contextualization. The findings underscore the need for IPS curricula to integrate deliberative, community-centered pedagogies and professional development that apply critical, context-sensitive ecopedagogical practice.

Page 4 of 4 | Total Record : 31

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