Teaching the Fundamentals of Geography to Generation-Z Students with Collaborative Learning in Indonesia

Abstract

Education is a vital part of developing human resources and society’s civilization. In Indonesia, education is one of the state’s goals, as stated in the preamble to the constitution. The law of education mandated that every citizen has the right to quality education provided by the state. To ensure quality, education needs to be current and relevant, integrating knowledge, skills, attitudes, and mastery of information and communication technology. Twenty-first–century education responds to various criticisms and reflections to build a closer causality between education and social harmony as a result of the many ideological, economic, and policy changes (Carneiro and Draxler 2008). Collaborative learning is one of the models following current developments. This learning model emphasizes group collaboration among students from different backgrounds (Laal and Ghodsi 2012; Laal and Laal 2012; Le, Janssen, and Wubbels 2018; Linden et al. 2000). Linden et al. (2000) explained that collaborative learning is suitable for changing views on learning and knowledge in today’s global era. This learning model encourages students to be more active and involved (Harianto et al. 2020). Collaborative learning is very suitable for high school students from the Generation-Z (Gen-Z) group. Various studies show that Gen-Z learning styles favor observation and practice rather than just reading and listening to explanations (Iftode 2020; Seemiller and Clayton 2019). Gen Z does have a higher motivation toward group work, even when compared to Millennials (Schlee, Eveland, and Harich 2020). Therefore, honing applied skills (Shatto and Erwin 2016), especially when combined with information technology (IT; Szymkowiak et al. 2021) leads to sustained knowledge and practice. Gen Z has similarities with Millennials in using and mastering IT, which have influenced Gen Z since birth. Technological innovation has happened at breakneck speed during the life of Gen Z. Even though they are not risk-takers, this generation is more tolerant than the previous generation and grew up in an always-connected world. Gen-Z students love independent learning with opportunities to collaborate as needed. They also like interacting with friends directly rather than on social media (Moore, Jones, and Frazier 2017). A study conducted by Schlee, Eveland, and Harich (2020) about Millennial and Gen-Z students shows that Gen Z is more critical of group work in learning than previous generations but likes the friendship that emerges in this model, accommodating active learning with high student participation in the learning process (Düzenli 2021). They prefer collaborative learning and studying independently at their own pace (Moore, Jones, and Frazier 2017). Gen-Z students expect more learning experiences connected to future career success, requiring pedagogical innovation from educators, including increasing student participation, increasing learning activities, enriching learning experiences, and using IT (Mendoza 2019; Shatto and Erwin 2016). Geography is an excellent candidate for a collaborative learning model, as there are many practical activities students can carry out by working on projects in groups. Are geography teachers ready to implement this collaborative learning model? Various studies show that this model is ineffective if teachers and students do not support it. Teachers must condition diverse students to prevent the emergence of various obstacles that arise from within students and the interaction process between students (Shea 1995). Many teachers have implemented collaborative learning but, in practice, still do not understand the essence of this learning model (Laal and Laal 2012) and rely on conventional learning methods with lectures or questions and answers. The COVID-19 pandemic has paved the way for reinventing coursework with IT-based active learning. Duzenli (2021) explains that Gen Z accepts distance learning based on IT. The conventional style of teaching with lectures and questions and answers cannot fully accommodate the needs of students to participate in learning content and process. Mendoza (2019) explains that teachers need relationships, enthusiasm, active teaching, and practical approaches when teaching postmillennial students. The Government of the Republic of Indonesia launched a new curriculum in 2022 called Kurikulum Merdeka (the freedom curriculum), the main characteristic of which is project-based learning for developing soft skills and the character of Pancasila, the foundation of the state and the philosophy of life of the nation. This curriculum also focuses on essential materials and the flexibility to carry out differentiated learning