Willow Primary School: Integrasi Ruang Belajar, Bermain, Dan Lanskap Dalam Perancangan Sekolah Dasar Di Kawasan Pasca-Industri Trafford Wharf

Thalib, Savvana (2026) Willow Primary School: Integrasi Ruang Belajar, Bermain, Dan Lanskap Dalam Perancangan Sekolah Dasar Di Kawasan Pasca-Industri Trafford Wharf. Other thesis, Institut Teknologi Sepuluh Nopember.

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Abstract

Penelitian ini mengkaji perancangan Sekolah Dasar Willow sebagai lingkungan belajar yang berpusat pada siswa usia 4–11 tahun dalam konteks kawasan pasca-industri Trafford Wharf, Manchester. Proyek ini merespons keterbatasan pola kelas–koridor konvensional dengan mengintegrasikan pembelajaran formal, aktivitas informal, bermain, pergerakan, interaksi sosial, dan hubungan dengan alam ke dalam satu lingkungan pendidikan yang berkesinambungan. Tujuan penelitian adalah menghasilkan rancangan sekolah yang aman, responsif terhadap iklim, dan berkelanjutan guna mendukung perkembangan akademik, fisik, sosial, dan emosional anak. Penelitian menggunakan metode research-through-design yang didukung oleh force-based architectural framework, dengan mempertimbangkan faktor pedagogis, pengguna, program, regulasi, konteks tapak, kondisi lingkungan, dan konsep desain. Proses penelitian meliputi kajian literatur dan preseden, analisis tapak dan iklim, analisis pengguna, pemrograman ruang, studi hubungan ruang, kajian keberlanjutan, simulasi lingkungan, dan evaluasi teknis. Hasil perancangan berupa sekolah dua lantai yang diorganisasikan mengelilingi halaman tengah sebagai penghubung ruang kelas, area belajar bersama, sirkulasi, area bermain, dan lanskap. Rancangan juga menerapkan ruang belajar fleksibel, transisi ruang dalam–luar yang terlindungi, pencahayaan dan ventilasi alami, penanaman biodiversitas, selubung bangunan berkinerja tinggi, serta strategi pengelolaan air. Penelitian menunjukkan bahwa pendekatan learning landscape dapat diterapkan pada konteks perkotaan pascaindustri dengan menyeimbangkan keterbukaan, aktivitas bermain, keselamatan, respons iklim, kebutuhan operasional, dan kemampuan adaptasi jangka panjang.
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This research investigates the design of Willow Primary School as a child-centred learning landscape for children aged 4–11 within the post-industrial context of Trafford Wharf, Manchester. The project responds to the limitations of conventional classroom–corridor arrangements by integrating formal learning, informal activity, play, movement, social interaction, and nature within a continuous educational environment. Its objective is to develop a safe, accessible, climate-responsive, and environmentally responsible school that supports children’s academic, physical, social, and emotional development. The study employs a research-through-design method using a force-based architectural framework, in which pedagogical, user, programmatic, regulatory, contextual, environmental, and conceptual forces are identified, negotiated, and translated into design criteria. Literature review, precedent analysis, site and climate studies, user analysis, room programming, adjacency studies, sustainability assessment, environmental simulation, and technical evaluation were used to inform the design process. The resulting proposal is organised around a central courtyard that connects classrooms, shared learning spaces, circulation, play areas, and landscape while supporting passive supervision and clear orientation. Flexible learning environments, sheltered indoor–outdoor thresholds, biodiverse planting, daylight optimisation, natural ventilation, a high-performance envelope, and water-management strategies further support the project’s educational and environmental aims. The research demonstrates that learning-landscape principles can be adapted to a post-industrial urban setting by balancing openness, play, and environmental connection with safeguarding, climatic protection, operational control, and long-term adaptability.

Item Type:	Thesis (Other)
Uncontrolled Keywords:	sekolah berpusat pada anak, learning landscape, sekolah dasar, force-based design, kawasan pascaindustri. child-centred school, learning landscape, primary school, force-based design, post-industrial context.
Subjects:	N Fine Arts > NA Architecture > NA2542.36 Sustainable architecture N Fine Arts > NA Architecture > NA2750 Architectural design. N Fine Arts > NA Architecture > NA6600 Education buildings T Technology > TH Building construction > TH880 Sustainable buildings. Sustainable construction. Green building
Divisions:	Faculty of Civil, Planning, and Geo Engineering (CIVPLAN) > Architecture > 23201-(S1) Undergraduate Thesis
Depositing User:	Savvana Thalib
Date Deposited:	05 Aug 2026 05:56
Last Modified:	05 Aug 2026 05:56
URI:	http://repository.its.ac.id/id/eprint/144013

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