Gambaran Model Pembelajaran "WISATA LOKAL" Berbasis Potensi Daerah | Part 2

Summary

This presentation introduces a locally based tourism learning model developed to integrate regional potential into education. Originating from concerns about preserving local identity, the model uses real-world examples from Rembang—such as marine resources, cultural heritage, and local industries—to enrich classroom learning. It evolved from conceptual ideas into practical tools like posters and web-based resources, later expanding across multiple regions. The model emphasizes active learning through exploration, discussion, and problem-solving, while assessing cognitive, affective, and psychomotor skills. Ultimately, it aims to foster student independence, creativity, and appreciation of local culture by connecting education with the surrounding environment.

Takeaways

• 😀 The presentation introduces a local tourism-based learning model developed by Winaryati from Universitas Muhammadiyah Semarang.
• 🌊 The model emphasizes leveraging regional potentials, such as Rembang's coastal resources, local products like salted fish, terasi, mangrove areas, and marine attractions, for educational purposes.
• 🏞️ The model also incorporates inland and hilly regions, utilizing areas like Gunung Kajar and cultural assets like Batik Lasem to create local tourism learning opportunities.
• 🎓 Collaboration with local authorities, communities, universities, and entrepreneurs is crucial to optimize and contribute to regional development.
• 🖼️ Early implementations involved creating educational posters for elementary classrooms to introduce students to local tourism potential.
• 💻 A local tourism website was developed to provide accessible information, allowing students and teachers to explore regional attractions without significant cost.
• 📚 The model encourages integrating local tourism into various subjects, such as chemistry, biology, arts, and history, using hands-on learning and local knowledge.
• 🧩 The learning model follows a structured phase approach: introduction via web, guided questioning, group discussions, problem-solving tasks, student presentations, and teacher evaluation with rewards.
• 🌏 The initiative expanded from Rembang to multiple regencies in Central Java, East Java, and DIY, developing regional tourism maps and websites to document local potentials.
• 🎯 Overall, the model aims to strengthen students’ understanding of local culture and natural resources while fostering creativity, critical thinking, and problem-solving skills.

Q & A

What is the main focus of Winaryati's presentation?

The main focus of Winaryati's presentation is on a locally developed educational model that integrates local tourism into the learning process. She explores how the potential of local resources in Rembang, Indonesia, can be used to enhance education, particularly through science and other subjects.

How did the development of the local tourism learning model begin?

The development began in 2009 when Winaryati read about a proposal to turn Rembang into a mall. This inspired her to write a piece about the local potential of Rembang, highlighting its coastal resources and other tourism assets. This led to the idea of incorporating these local resources into education.

What are some of the key local resources Winaryati focuses on in her model?

Key local resources include coastal products like fish, shrimp paste, and salt, as well as natural landscapes like mangroves, mountains (such as Gunung Kajar), and local handicrafts like batik and embroidery. These elements are incorporated into the learning process for students.

What was the first major output of this model development?

The first major output was the creation of local tourism posters for classrooms, designed to visually represent the local resources and tourism potential in Rembang. These posters were used to help students connect with the local culture and environment in their learning.

How did the web platform contribute to the model?

The web platform served as a tool to provide students with easy access to information about local tourism resources in Rembang. It allowed them to explore these resources online, making learning more interactive and accessible without significant costs.

What role did local government and institutions play in the development of the model?

Local government and institutions played a crucial role by providing data and resources needed to build the website and develop educational content. Collaboration with various local agencies helped ensure that the model was grounded in real, local information.

What were some challenges faced during the implementation of this model?

One of the challenges was ensuring that the local community and students understood how to make use of local resources, such as producing salt or batik. Additionally, there were logistical issues related to collecting accurate data and making it available on the web platform.

How did Winaryati's model evolve between 2011 and 2017?

Between 2011 and 2017, the model evolved from an initial concept to a more practical, real-world application. It expanded to other regions in Central Java, including Temanggung, Pekalongan, and Bojonegoro, incorporating local resources into the curriculum of schools in these areas.

What are some of the specific educational methods used in Winaryati's model?

Winaryati's model uses a range of teaching methods, including project-based learning (PBL), discussions, problem-solving, and presentations. Teachers act as facilitators, guiding students as they engage with local resources and tackle real-world problems related to local tourism.

What is the long-term goal of the local tourism learning model?

The long-term goal is to create a comprehensive map of local tourism across Indonesia, helping students and educators access valuable local knowledge while contributing to the development and promotion of regional tourism. The model aims to foster a deeper connection between students and their local communities.