Integrating Geopark into School-Level Curriculum in Indonesia: A Case Study at SMPN 1 Kejajar, Central Java

• Prayoga Rendra Vendiktama

  Pusat Kurikulum dan Pembelajaran, BSKAP, Kemendikdasmen

  Author

Indonesia’s unique position at the convergence of three major continental plates has resulted in exceptional geological diversity and high geological value. However, this location also exposes the country to significant geological hazards, including earthquakes, volcanic eruptions, tsunamis, and landslides. To maximize the positive impacts of this geological richness and minimize its potential risks, proper management, preservation, and utilization within Geopark areas are essential to support sustainability through active participation in four main elements: conservation, education, sustainable economy, and community culture. The purpose of this study is to describe how SMPN 1 Kejajar integrates Geopark into its school-level curriculum. This research employs a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The findings show that SMPN 1 Kejajar selected several key elements as references in integrating Geopark into the school-level curriculum. The selection of these elements is based on the school’s context, specific needs, and the characteristics of its students. Geopark elements are integrated into various aspects of the school-level curriculum, including: the characteristics of the school; the school’s vision, mission, and goals; the organization of learning; as well as the planning of learning.

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