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Abstract
Science education needs to move beyond the transmission of scientific knowledge toward learning experiences that enable students to engage with real-world phenomena, construct meaning, and act responsibly. This article aims to formulate a transformative conceptual framework that positions tadabur alam as a paradigm for reimagining science education through the integration of Experiential Outdoor Learning and scientific literacy. This conceptual study employed library research using an analytical-critical and integrative approach. Literature on tadabur alam, experiential learning, outdoor learning, scientific literacy, and holistic learning was analyzed to synthesize the relationships among empirical experience, scientific inquiry, reflection, meaning-making, and responsible action. The synthesis indicates that Experiential Outdoor Learning provides authentic experiences and environmental contexts, while scientific literacy enables students to understand phenomena through observation, evidence, reasoning, and scientific explanation. Tadabur alam enriches these processes by connecting empirical experience with spiritual reflection, ecological awareness, and ethical responsibility. The proposed framework reorients science learning from understanding and explaining phenomena toward making meaning and using knowledge responsibly, providing a conceptual foundation for transformative learning.
[Pendidikan sains perlu melampaui transmisi pengetahuan ilmiah menuju pengalaman belajar yang memungkinkan peserta didik terlibat dengan fenomena dunia nyata, membangun makna, dan bertindak secara bertanggung jawab. Artikel ini bertujuan merumuskan kerangka konseptual transformatif yang menempatkan tadabur alam sebagai paradigma untuk membayangkan ulang pendidikan sains melalui integrasi Pembelajaran Luar Ruang Berbasis Pengalaman dan literasi sains. Studi konseptual ini menggunakan penelitian kepustakaan dengan pendekatan analitis-kritis dan integratif. Literatur tentang tadabur alam, pembelajaran berbasis pengalaman, pembelajaran luar ruang, literasi sains, dan pembelajaran holistik dianalisis untuk mensintesis hubungan antara pengalaman empiris, penyelidikan ilmiah, refleksi, pembentukan makna, dan tindakan bertanggung jawab. Sintesis menunjukkan bahwa Pembelajaran Luar Ruang Berbasis Pengalaman menyediakan pengalaman autentik dan konteks lingkungan, sedangkan literasi sains memungkinkan peserta didik memahami fenomena melalui observasi, bukti, penalaran, dan penjelasan ilmiah. Tadabur alam memperkaya proses tersebut dengan menghubungkan pengalaman empiris dengan refleksi spiritual, kesadaran ekologis, dan tanggung jawab etis. Kerangka yang diusulkan mengarahkan ulang pembelajaran sains dari memahami dan menjelaskan fenomena menuju menemukan makna dan menggunakan pengetahuan secara bertanggung jawab, sehingga menyediakan landasan konseptual bagi pembelajaran transformatif.]
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Copyright (c) 2026 Zuchrotus Salamah, Hadi Sasongko (Author)
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