PEMETAAN PERSPEKTIF SOSIAL-SPASIAL DALAM PENDIDIKAN: TINJAUAN LITERATUR SISTEMATIS DAN ANALISIS TEMATIK

Muhammad Retsa Rizaldi Mujayapura; Puspita Wulandari; Fajar Nugraha Asyahida; Tiara Angelina; Naila Noerita Aini

doi:10.59003/nhj.v6i2.2267

Authors

Muhammad Retsa Rizaldi Mujayapura Universitas Pendidikan Indonesia
Puspita Wulandari Universitas Pendidikan Indonesia
Fajar Nugraha Asyahida Universitas Pendidikan Indonesia
Tiara Angelina Universitas Pendidikan Indonesia
Naila Noerita Aini Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.59003/nhj.v6i2.2267

Keywords:

Education, Pedagogical Practices, Socio-Spatial Perspective

Abstract

The transformation of twenty-first-century education requires approaches that are more responsive to social challenges and focused on community empowerment. Socio-spatial perspectives have emerged from the understanding that space is not merely a static backdrop but an active social determinant that shapes well-being and educational outcomes. This study aims to provide a comprehensive mapping of the global literature on the application of socio-spatial dimensions in educational practices. A Systematic Literature Review (SLR) guided by the PRISMA framework was conducted to analyze 28 selected articles published between 2015 and 2026. Thematic analysis identified five major research themes: (1) inequalities in educational access and spatial justice; (2) spatial pedagogy through the analysis of teacher mobility and interaction; (3) learning environments as psychogeographical ecosystems; (4) socially oriented education grounded in identity, decolonization, and community spaces; and (5) the expansion of educational interactions into digital, virtual, and cyber spaces. The findings indicate a paradigm shift toward a dynamic relational perspective in which spatial agency actively shapes students' cognitive experiences, emotions, and identities. This study concludes that overlooking spatial interdependencies in educational policies may reinforce social segregation. Therefore, more context-sensitive and spatially nuanced approaches are required to promote equity and social justice in education.

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