The Guidelines of Learning Management Model Based on Cultural Ecology to Foster Active Citizen of Change Among Senior High School Students

Abstract

This research article aims 1) to examine the current learning management model to foster Active Citizen of Change Among and 2) to investigate approaches for developing Cultural Ecology based learning to foster Active Citizen of Change Among senior high school students. The research employed a qualitative methodology, with data collected through interviews from eight key informants, secondary school teachers, professors, selected by purposive sampling to specific criteria. The research instrument was a semi-structure interview regarding the learning management model to foster Active Citizen of Change Among. The collected data were analyzed using content analysis and descriptive writing. The research results were as follows: 1. Current instructional approaches for fostering active citizens of change among focus on the following key aspects: (1) In terms of principles and concepts. Although there is no clearly defined approach for fostering transformative citizenship, teachers can adapt their methods to suit learners’ contexts and societal needs. (2) In terms of instructional methods, promote critical thinking, and integrate interdisciplinary knowledge that reflects community contexts and current social issues. (3) In terms of the role of teachers, teachers are open to learning and develop themselves to keep up with changes. (4) In terms of the role of the learner, the learner is enthusiastic about learning, develops himself in analytical thinking logically, and works with others. 2. The results of the guidelines of Cultural Ecology Based Learning to Foster Active Citizen of Change Among senior high school students should be integrated with knowledge from different subject areas to align with social contexts and situations. It should apply learning methods that allow students to learn through hands-on activities and direct experiences, utilizing critical thinking and higher-order thinking skills. Additionally, it should promote citizenship skills, build knowledge of democracy, and develop students' understanding of their roles and take responsibility.