PERTANIAN DAN KEBUN SEKOLAH SEBAGAI SUMBER BELAJAR KONTEKSTUAL DALAM PEMBELAJARAN IPAS DI SEKOLAH DASAR INDONESIA

Abstract

Agricultural activities provide a contextual setting for integrating natural and social science in Indonesian elementary schools. This narrative review synthesizes Indonesian publications on school gardens, hydroponics, medicinal plants, local commodities, Subak, and agriculture-based learning media for IPAS. Searches were conducted on 1-15 July 2026 through Google Scholar, GARUDA, DOI records, and official journal portals. Fourteen accessible Indonesian publications from 2018-2025 met the criteria, comprising qualitative, pre-experimental, quasi-experimental, development, literature-review, and implementation studies. The evidence suggests benefits for conceptual understanding, observation and data skills, creativity, ecological literacy, responsibility, nutrition knowledge, and appreciation of local wisdom. The strongest comparative evidence came from contextual school-garden learning supported by the Hanop tradition. A pre-experimental study improved ecological knowledge and attitudes, but not ecological skills significantly. Most studies were small, short-term, or descriptive. Agriculture should therefore be designed as an IPAS learning resource linked to learning outcomes, inquiry, data collection, and authentic assessment. The review proposes the contextual TUMBUH framework for Indonesian elementary schools.