Kawasan wisata Pantai Prigi Kabupaten Trenggalek sebagai objek wisata alam yang potensial masih belum dimanfaatkan secara optimal sebagai sumber belajar di sekolah dasar. Padahal selain potensial kawasan wisata Pantai Prigi dapat menyajikan pembelajaran yang konkret. Geo-literacy merupakan kemampuan seseorang untuk berpikir secara kritis dan peka terhadap lingkungan. Geo-literacy mengarah pada tiga hal yaitu interaksi, interkoneksi, dan implikasi. Tujuan penelitian ini adalah untuk mengetahui muatan materi yang terkandung pada kawasan wisata Pantai Prigi Kabupaten Trenggalek sebagai sumber belajar berbasis Geo-literacy di sekolah dasar dan mengetahui bagaimana integrasi muatan materi Geo-literacy kedalam pembelajaran terpadu di sekolah dasar sesuai dengan Kurikulum 2013.

    Hasil penelitian ini menunjukkan bahwa kawasan wisata Pantai Prigi memuat beberapa materi yang dapat diintegrasikan ke dalam pembelajaran di sekolah dasar yaitu Bahasa Indonesia, SBdP, IPA, IPS, Agama, PPKn, dan PJOK. Kemudian temuan materi dapat dikembangkan menjadi beberapa model pembelajaran terpadu yang sesuai dengan Kurikulum 2013 yaitu Integrated dan Webbed.

Kata Kunci : Geo-literacy, Pantai Prigi, Sumber Belajar

        Prigi Beach tourist area in Trenggalek Regency as a potential natural tourist attraction is still not utilized optimally as a source of learning in elementary schools. Even though the potential of the Prigi Beach tourist area can provide concrete learning for elementary school students Geo-literacy is one’s ability to think critically and be sensitive to environment. Geo-literacy leads to three things, namely interaction, interconnection, dan implications. The purpose of this study was to determine the material contained in Prigi Beach tourist area of Trenggalek Regency as a Geo-literacy-baces learning resource in elementary schools and to find out how the integration of material of Geo-literacy into integrated learning in elementary schools was in accordance with the 2013 Curriculum.

        This study uses a qualitative approach with descriptive methods carried out by researcher by going directly to the field to obtain accurate and confidential information. The subjects in this study were the head of the tourist destination section, the head of the history preservation section, tradition, and cultural heritage, the head og the tourism facilities and information section, the Tasikmadu village gead, the Tasikmadu 1 elementary school teacher, and the Prigi 1 elementary school teacher. Data collection techniques used were observation, interviews, and documentation studies. Data analysis techniques used are data reduction, data presentation, and conclusion.

        The result of this study indicate that Prigi Beach tourist area contains several aspects of value that can be integrated into learning in elementary schools, namley Indonesian, SBdP, IPA, IPS, Religion, PPKn, and PJOK. Then it can be developed into several integrated learning models that are in accordance with the 2013 Curriculum namely Integrated and Webbed.

Keywords : Geo-literacy, Prigi Beach, Learning Resources