Guideline to Context-based Learning Integrated with Board Games on Humans and Climate Change to Develop Climate Change Adaptation Skills for Grade 7 Students

Abstract

This research has two objectives: 1) to study the guidelines for learning management using context-based learning combined with board games to develop adaptation to climate change and 2) to study the results of developing adaptation to climate change through learning management using context-based learning combined with board games on the topic of "Humans and Climate Change" for grade 7 students. The research instruments comprise of 1) context-based learning plan integrated with context-aware serious games, 2) learning management reflections, 3) activity sheets, and 4) the climate change adaptation assessment. The research is conducted using action research process. The data are analyzed using percentage and content analysis.

The research findings reveal that the guidelines for learning management using context-based learning combined with board games consist of four steps: 1) setting to local events: students discuss the context together to understand the climate change situation, 2) task learning: students independently research information from reliable sources to prepare for adapting to climate change, 3) learning key concepts: students summarize the important scientific concepts in the context, and 4) recontextualizing through board games: following gameplay, students discussed collaboratively suitable climate change adaptation strategies within the given context. After participating in the approach, students' climate change adaptation levels increase from “fair” to “good.” Research findings indicate that using socially relevant climate change contexts in learning management effectively sparks students' interest. This motivates them to investigate information from reliable sources actively, summarize key concepts, and context-aware serious games that present real-world scenarios, ultimately encouraging them to choose adaptation strategies appropriate to the context. Research-based knowledge suggests that a context-based learning approach, integrated with a board game on “Humans and Change: Weather and Climate,” can effectively develop students' adaptation skills to climate change.