# data[].attributes.headline
Mencari solusi teknologi produksi pengganti plastik

# data[].attributes.subject
Mencari solusi teknologi produksi pengganti plastik

# data[].attributes.body
sebagai pejabat pemerintah, saya akan membentuk satgas khusus sampah plastik di laut.

# data[].attributes.headline
Mengadvokasi masyarakat terkait pelestarian alam, terutama penanganan limbah plastik.

# data[].attributes.subject
Mengadvokasi masyarakat terkait pelestarian alam, terutama penanganan limbah plastik.

# data[].attributes.body
This is a good, simple Padlet task, especially as an example of using technology without making the technology itself the learning objective.

From a pedagogical perspective, I would give Seva these comments:

Clear task and manageable cognitive load. Students know exactly what they need to do: watch → understand → summarize.

Good use of authentic material. The National Geographic video provides meaningful content and visual support.

The instruction “using your own words” is important because it moves the activity beyond simple copying and toward comprehension and paraphrasing.

However, the task could be strengthened by specifying the expected output: e.g., 3–5 sentences, 50–70 words, or include the main problem and one proposed solution. Without this, students may produce very different levels of response.

I would also add a small interaction component. For example, after posting, students read one peer’s summary and comment: “What important point did your friend include that you missed?” This makes better use of Padlet’s affordances rather than treating it simply as a submission space.

For language learning, Seva could add a language focus, depending on the objective: identifying key vocabulary, practicing paraphrasing, or using cause–effect expressions such as because, therefore, as a result, and leads to.

The key question I would raise in discussion with Seva is: “What does Padlet add pedagogically to this activity that a conventional worksheet does not?” If the answer is visibility of peers’ work, interaction, comparison, and collaborative learning, then those affordances should be deliberately built into the task.

So, I would rate this as a good starting design, but currently still at the substitution/augmentation level. A small peer-comparison or response stage could make the technology integration much more pedagogically meaningful.

# data[].attributes.headline
Membuat gerakan use your tumblr untuk mengurangi penggunaan plastik. 

# data[].attributes.subject
Membuat gerakan use your tumblr untuk mengurangi penggunaan plastik. 

# data[].attributes.headline
saya melakukan rekayasa genetika agar ada binatang pemakan segala jenis plastik

# data[].attributes.subject
saya melakukan rekayasa genetika agar ada binatang pemakan segala jenis plastik

# data[].attributes.body
Saya dapat berkontribusi mengurangi pencemaran plastik melalui penelitian, inovasi ramah lingkungan, edukasi masyarakat, dan penerapan praktik berkelanjutan yang berbasis bukti ilmiah.

# data[].attributes.headline
Memasang jari sampah di seluruh muara sungai yang langsung mengolah sampai jadi produk bermanfaat

# data[].attributes.subject
Memasang jari sampah di seluruh muara sungai yang langsung mengolah sampai jadi produk bermanfaat

# data[].attributes.headline
Memberikan sosialisasi kepada warga dan masyarakat ttg bahaya polusi dan cara pengurangannya

# data[].attributes.subject
Memberikan sosialisasi kepada warga dan masyarakat ttg bahaya polusi dan cara pengurangannya

# data[].attributes.body
Saya akan meminta para pejabat publik untuk menggunakan public transportation untuk mengurangi emisi karbon, dan supaya mereka bisa merasakan jadi ikan sarden di KRL Depok-Jakot pas rush hour

# data[].attributes.body
Menciptakan alat pirolisis massal yang bisa digunakan tiap kelurahan sehingga bisa digunakan untuk produksi BBM dan menghemat anggaran BBM ✌