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Communication Strategy of Social Studies Teachers in Integrating Climate Change Issues in Semarang

Journal of Educational Social Studies · Vol. 14 No. 1 (2025) · hlm. 90–98

DOI
10.15294/jess.v14i1.26855
ISSN
2502-4442, 2252-6390
Terbit
2025-06-20
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

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.

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  • State University of Semarang
  • Muhammadiyah University of Surakarta
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Rekan penulisOrganisasiArtikel bersama
Noviani Achmad PutriState University of Semarang4
Aisyah Nur Sayidatun NisaState University of Semarang4
Asep GinanjarState University of Semarang3
Arif PurnomoState University of Semarang3
Restu Ayu MumpuniState University of Semarang2
Hany NurpratiwiState University of Semarang1
Syahrul Syah SinagaState University of Semarang1
Afif Abdan SyakuroAfiliasi tidak diketahui1
Deny ListiyoState University of Semarang1
Alifia Putri Tisa FandilahState University of Semarang1
Septya NurhayatiState University of Semarang1
Ochita IriannaState University of Semarang1
Pramudya Akbar DewanggaState University of Semarang1
Heldy PrasetyaState University of Semarang1
Ngainun NisaState University of Semarang1
Hany NurpratiwiState University of Semarang1
Nor Zana Binti Mohd AmirAfiliasi tidak diketahui1
YunitaState University of Semarang1
Mirna WidiyantiState University of Semarang1
Asih FebriyantiAfiliasi tidak diketahui1
Adi SaputraState University of Semarang1
Rizqi HanifahState University of Semarang1
Pradita Dwi NesiantiState University of Semarang1
Nolix PratitiState University of Semarang1
Tukidi .State University of Semarang1
Sri LestariMuhammadiyah University of Surakarta1
Erfina Ayu WulandariState University of Semarang1
Isni Yun LasiState University of Semarang1
Tukidi TukidiState University of Semarang1
Fatrikha Najma UntsaState University of Semarang1
Reza NurmeipanState University of Semarang1
Muhammad Jaenal ArifinState University of Semarang1
Muhammad Fathur RofikState University of Semarang1
Rahmawati Dian PratiwiState University of Semarang1
Farid ShalihudinState University of Semarang1
Tri Wulan SariState University of Semarang1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jess/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en">Communication Strategy of Social Studies Teachers in Integrating Climate Change Issues in Semarang</dc:title>
	<dc:creator xml:lang="en">Lukitawati, Lukki</dc:creator>
	<dc:creator xml:lang="en">Hermanto, Fredy</dc:creator>
	<dc:creator xml:lang="en">Rusdini, Siti Ekowati</dc:creator>
	<dc:creator xml:lang="en">Winanto, Zabidi Agus</dc:creator>
	<dc:subject xml:lang="en">climate change education</dc:subject>
	<dc:subject xml:lang="en">ecopedagogy</dc:subject>
	<dc:subject xml:lang="en">environmental communication </dc:subject>
	<dc:description xml:lang="en">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.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jess/article/view/26855</dc:identifier>
	<dc:identifier>10.15294/jess.v14i1.26855</dc:identifier>
	<dc:source xml:lang="en">Journal of Educational Social Studies; Vol. 14 No. 1 (2025); 90-98</dc:source>
	<dc:source>2502-4442</dc:source>
	<dc:source>2252-6390</dc:source>
	<dc:source>10.15294/jess.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jess/article/view/26855/4487</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Educational Social Studies</dc:rights>
</oai_dc:dc>