ANALISIS COMMUNITY BASED LEARNING (CBL) DAN FAKTOR KEBERHASILAN PENDIDIKAN DI ERA REVOLUSI INDUSTRI 5.0:  SYSTEMATIC LITERATURE REVIEW

Akhyar Akhyar; Usman Usman; Hasanah Hasanah

doi:10.51878/learning.v5i4.7522

Authors

Akhyar Akhyar Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abulyatama
Usman Usman Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abulyatama
Hasanah Hasanah Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abulyatama

DOI:

https://doi.org/10.51878/learning.v5i4.7522

Keywords:

pembelajaran berbasis masyarakat, pembelajaran layanan, Masyarakat 5.0, keterampilan abad ke-21, transformasi pendidikan

Abstract

The Industrial Revolution 5.0 era presents new challenges and opportunities in education, demanding a learning approach that balances technology with human values. This study aims to analyze the contribution of Community Based Learning (CBL) to the development of 21st century skills and educational success in the era of Society 5.0. Using Systematic Literature Review (SLR) method based on PRISMA protocol, this article reviewed 87 primary studies (2019-2025) from Google Scholar, Scopus, ERIC, and MDPI. The thematic analysis identified four main contributions of CBL: (1) strengthening critical thinking, collaboration, creativity, and communication skills; (2) fostering the values of empathy, sustainability, and community agency; (3) supporting the integration of smart technology with a humanist approach; and (4) determined by success factors such as policy support, multi-stakeholder collaboration, teacher readiness, and local relevance. This study confirms that CBL is a transformative pedagogical strategy capable of bridging the gap in access to education, while strengthening global competitiveness and achieving the SDGs. The original contribution of this study lies in the development of a conceptual model of Inclusive Education 5.0 that integrates smart technology with a humanist approach. This complements previous research that tends to only emphasize the practical aspects of CBL without a comprehensive conceptual framework.

ABSTRAK
Era Revolusi Industri 5.0 menghadirkan tantangan dan peluang baru dalam dunia pendidikan, menuntut pendekatan pembelajaran yang menyeimbangkan teknologi dengan nilai kemanusiaan. Penelitian ini bertujuan untuk menganalisis kontribusi Community Based Learning (CBL) terhadap pengembangan keterampilan abad ke 21 dan keberhasilan pendidikan di era Society 5.0. Dengan metode Systematic Literature Review (SLR) berbasis protokol PRISMA, artikel ini menelaah 87 studi primer (2019–2025) dari Google Scholar, Scopus, ERIC, dan MDPI. Hasil analisis tematik mengidentifikasi empat kontribusi utama CBL: (1) memperkuat keterampilan berpikir kritis, kolaborasi, kreativitas, dan komunikasi; (2) menumbuhkan nilai empati, keberlanjutan, serta agency komunitas; (3) mendukung integrasi teknologi cerdas dengan pendekatan humanis; dan (4) ditentukan oleh faktor keberhasilan berupa dukungan kebijakan, kolaborasi multi pihak, kesiapan guru, serta relevansi lokal. Kajian ini menegaskan bahwa CBL merupakan strategi pedagogis transformatif yang mampu menjembatani kesenjangan akses pendidikan, sekaligus memperkuat daya saing global dan pencapaian SDGs. Kontribusi orisinal studi ini terletak pada penyusunan model konseptual Inclusive Education 5.0 yang mengintegrasikan teknologi cerdas dengan pendekatan humanis. Hal ini melengkapi penelitian sebelumnya yang cenderung hanya menekankan aspek praktis CBL tanpa kerangka konseptual menyeluruh

Downloads

Download data is not yet available.

References

Bringle, R. G., & Clayton, P. H. (2020). Civic Learning Through Service Learning: What, How, And Why? Frontiers In Education, 5, 89. https://doi.org/10.3389/feduc.2020.00089

Brubaker, E. R., et al. (2022). Partnerships Compass: Guiding Questions For Equitable And Impactful Engineering Community Engaged Learning. Advances In Engineering Education, 10(1). https://eric.ed.gov/?id=EJ1335695

Carayannis, E. G., & Morawska, J. (2023). Digital And Green Twins Of Industry & Society 5.0: The Role Of Universities. In The Elgar Companion To Digital Transformation. https://www.elgaronline.com/edcollchap/book/9781839109362/book-part-9781839109362-15.xml

Carayannis, E. G., & Morawska, J. (2023). University And Education 5.0 For Emerging Trends, Policies And Practices In The Concept Of Industry 5.0 And Society 5.0. In Industry 5.0: Creative And Innovative Trends (pp. 1–20). Springer. https://doi.org/10.1007/978-3-031-26232-6_1

Charter, M., Pan, B., & Black, S. (2024). Accelerating Sustainability In Fashion, Clothing And Textiles. Taylor & Francis. https://doi.org/10.4324/9781003272878

Chiva Bartoll, O., & Capella Peris, C. (2020). Service Learning In Physical Education Teacher Education: A Systematic Review. Journal Of Teaching In Physical Education, 39(4), 1–10. https://doi.org/10.1123/jtpe.2019-0214

du Plessis, R., & Breshears, D. (2023). “Backstage” Service Learning: Using Interdisciplinary Collaboration To Provide Service Learning Experiences To Large And/Or Underfunded Communication Courses. Communication Teacher, 37(4), 327–333. https://doi.org/10.1080/17404622.2023.2252911

Dwivedi, Y. K., et al. (2022). Metaverse For Education: Opportunities, Challenges, And Policy Implications. Journal Of Business Research, 144, 1–13. https://doi.org/10.1016/j.jbusres.2022.01.073

European Commission. (2021). Industry 5.0: Towards A Sustainable, Human Centric And Resilient European Industry. Publications Office Of The EU. https://doi.org/10.2777/308407

Faulconer, E., & Kam, C. J. Y. (2023). Service Learning In Undergraduate General Chemistry: A Review. Journal Of Experiential Education, 46(1), 32–51. https://doi.org/10.1177/10538259221092141

Garces, G., et al. (2025). Future Engineering Competencies For A Sustainable World. International Journal Of Sustainability In Higher Education. https://doi.org/10.1108/IJSHE-08-2024-0531

Garcia Lopez, L. M., et al. (2023). Enhancing Sport Education Experiences Through Service Learning. European Physical Education Review, 29(2), 215–232. https://doi.org/10.1177/1356336X221132770

Gon, V. M., et al. (2024). Serving Students Through Service Learning: A Digital Pandemic Histories Archive. Journal Of Service Learning In Higher Education, 19, 98–125. https://eric.ed.gov/?id=EJ1436260

Hough, T. L. (2023). Elevating Community Voices Through Place Based Education Initiatives In Chicago. Metropolitan Universities, 34(2), 102–117. https://eric.ed.gov/?id=EJ1394817

OECD. (2019). Trends Shaping Education 2019. OECD Publishing. https://doi.org/10.1787/trends_edu-2019-en

OECD. (2023). Future Of Education And Skills 2030: OECD Learning Compass. OECD Publishing. https://www.oecd.org/education/2030

Olivo Montaño, P. G., et al. (2024). Maicc Model: Development Of Complex Thinking Through Citizen Science. Frontiers In Education. https://doi.org/10.3389/feduc.2024.1392104

Page, D. T., Hanrahan, S., & Buckley, L. (2024). Positive Youth Development Service Learning Opportunity For University Students. Journal Of Higher Education Outreach And Engagement, 28(4), 27–43. https://eric.ed.gov/?id=EJ1456239

Parhan, M., et al. (2024). Transformative Pedagogy: Islamic Religious Education Model For Society 5.0. Tijie: The Interdisciplinary Journal Of Islamic Education. http://pasca.jurnalikhac.ac.id/index.php/tijie/article/view/732

Selwyn, N. (2019). Should Robots Replace Teachers? AI And The Future Of Education. Polity Press.

Skyer, M. E., & McKay Cody, M. (2025). Deaf And Indigenous Curricula And Eco Pedagogies: Hybridizing Languacultures And Biocultures For Sustainable Steam Education. Education Sciences, 15(9), 1132. https://doi.org/10.3390/educsci15091132

Spirito, D. De, et al. (2023). Strategic Design For University Industry Cooperation Through Work Based Learning. In ICERI2023 Proceedings. https://flore.unifi.it/handle/2158/1345812

Sun, X., et al. (2023). Enhancing Social Emotional Development Through Service Learning: Experience From Gifted Students And Their Parents In Hong Kong. Education 3 13, 51(3), 386–397. https://doi.org/10.1080/03004279.2021.1972025

Tran, M. T. (2025). Fostering Pro Environmental Behaviors With Ai Driven Educational Psychology In Education 5.0. In Impacts Of Ai On Students And Teachers. IGI Global. https://www.igi-global.com/chapter/fostering-pro-environmental-behaviors-with-ai-driven-educational-psychology-in-education-50/368635

UNESCO. (2022). Reimagining Our Futures Together: A New Social Contract For Education. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000379707

UNESCO. (2024). Ai And The Futures Of Education. UNESCO Policy Paper. https://www.unesco.org/reports/ai-education

Vieira, R., et al. (2023). Society 5.0 And Education 5.0: A Critical Reflection. In 2023 18th Iberian Conference On Information Systems And Technologies. IEEE. https://ieeexplore.ieee.org/abstract/document/10211386/

Wilkins, C. (2025). The Civic Minded (Post)Graduate: Examining The Long Range Benefits Of Community Engaged Service Learning. Journal Of Community Engagement And Higher Education, 17(1), 16–30. https://eric.ed.gov/?id=EJ1470382

Xu, X., et al. (2021). Industry 5.0: Human Centric Solutions For Smart Manufacturing And Education. International Journal Of Production Research, 59(16), 4895–4911. https://doi.org/10.1080/00207543.2021.1951538

Yeganeh, L. N., et al. (2025). The Future Of Education: A Multi Layered Metaverse Classroom Model. Future Internet. https://doi.org/10.3390/fi17020063

Yorio, P. L., & Ye, F. (2012). A Meta Analysis On The Effects Of Service Learning On The Social, Personal, And Cognitive Outcomes Of Learning. Academy Of Management Learning & Education, 11(1), 9–27. https://doi.org/10.5465/amle.2010.0072