The Emergence of the 15-Minute City Framework from Problem-Based Learning in the Regional/Urban Planning Studio

Khayira Sakhashiila Atha

doi:10.58230/edutech.v4i1.115

Authors

Khayira Sakhashiila Atha Universitas Terbuka

DOI:

https://doi.org/10.58230/edutech.v4i1.115

Keywords:

Problem-Based Learning, 15-Minute City, Conceptual Framework, Critical Thinking, Planning Education

Abstract

The 15-minute city concept emphasizes proximity to daily needs through accessibility, mobility, connectivity, and diverse spatial functions. This study uses a qualitative reflective case study design to examine how Problem-Based Learning (PBL) characteristics embedded in a Regional/Urban Planning Studio workflow can generate a 15-minute city framework. The framework is reconstructed through problem orientation, identification, analysis, formulation of alternatives, and evaluation, using studio documents, observations, secondary data, and reflective notes. As complementary empirical evidence, scalogram and Weighted Centrality Index (WCI) data covering 23 subdistricts in Bekasi Regency were examined. The analysis recorded 332 facility occurrences and 24 errors, producing a Coefficient of Reproducibility (COR) of 0.92. Among the five contextual subdistricts, Tambun Selatan had the highest facility weight (157.82; Hierarchy I). The findings indicate that PBL can generate a conceptual framework linking daily needs, facilities, accessibility, mobility, networks, spatial structure, environmental quality, and equitable service distribution.

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