Co-creating Place-Based Learning through Participatory Action Research: Insights from coastal village in West Lombok, Indonesia
Place-based learning offers opportunities to link education with local contexts, ecological awareness, and community engagement, yet its integration in coastal education in Indonesia remains limited. This study explores the development of a place-based learning curriculum in Cendi Manik Village, West Lombok, through Participatory Action Research (PAR). The process involved problem identification, action, and reflection, engaging multiple stakeholders including PT Pertamina Patra Niaga Integrated Terminal Ampenan, Sanggar Belajar Jalan Pulang, Alo Main, and Yayasan Komunitas Penjaga Pulau. Findings highlight that the initiative began as a grassroots community effort to address literacy gaps among coastal children, later evolving into Sekolah Alam Anak Pesisir with the introduction of the “3E Curriculum” (education, ecology, economy). Pertamina’s CSR program played a pivotal role by providing infrastructure, scholarships, and innovative learning media, such as Perta Kid, drone-based environmental education, and creative arts. Children’s perspectives revealed enjoyment of the learning environment, appreciation of supportive teachers, and aspirations for improved school facilities and future careers. The case demonstrates how CSR-community collaboration can enhance grassroots educational initiatives, while also raising questions of sustainability and the need for balancing external support with local ownership. This study contributes to debates on place-based learning and PAR by offering insights into how multi-stakeholder partnerships can foster transformative, context-specific education for marginalized coastal children.
Keywords: 3E Curriculum (Education, Ecology, Economy), children’s perspectives, Corporate Social Responsibility, grassroots initiatives
