HOW DOES STUDENTS' ENVIRONMENTAL LITERACY SUPPORT THE SUSTAINABLE DEVELOPMENT GOALS? A LITERATURE REVIEW

Hery Fajeriadi, Fahmi Fahmi, Riza Arisandi

Abstract


The importance of environmental literacy as a supporting factor for achieving the Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education). Improving environmental literacy among students is necessary to be able to face global challenges such as climate change and environmental degradation. This study aims to evaluate the extent to which environmental literacy supports quality education related to sustainability issues through a literature review of scientific articles published in national journals. The research method involved a literature search using the keyword “literasi lingkungan” on Google Scholar, with article selection based on inclusion and exclusion criteria. Out of 2280 articles, the 10 most relevant articles were selected for analysis. The results showed that problem-based and experiential learning approaches proved effective in improving students' environmental knowledge and awareness, although cognitive abilities still need to be improved. Improved environmental literacy is also very important in shaping environmentally responsible behavior, which supports the achievement of other SDGs such as SDG 12 (Responsible Consumption and Production), 13 (Climate Action), 14 (Life Below Water), and 15 (Life on Land). The findings of this study emphasize the need for more strategic and effective programs to improve environmental literacy at the education level and its more focused analysis on achieving the SDGs targets.

Keywords: Environmental literacy, sustainable development goals, education, attitude.

 

Pentingnya literasi lingkungan sebagai faktor pendukung pencapaian Tujuan Pembangunan Berkelanjutan (SDGs), khususnya SDG 4 (Pendidikan Bermutu). Peningkatan literasi lingkungan pada siswa diperlukan untuk mampu menghadapi tantangan global seperti perubahan iklim dan degradasi lingkungan. Penelitian ini bertujuan untuk mengevaluasi sejauh mana literasi lingkungan mendukung pendidikan bermutu terkait isu keberlanjutan melalui kajian pustaka terhadap artikel ilmiah yang dipublikasikan di jurnal nasional. Metode penelitian yang digunakan adalah pencarian pustaka menggunakan kata kunci “literasi lingkungan” pada Google Scholar, dengan pemilihan artikel berdasarkan kriteria inklusi dan eksklusi. Dari 2280 artikel, dipilih 10 artikel yang paling relevan untuk dianalisis. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran berbasis masalah dan pembelajaran eksperiensial terbukti efektif dalam meningkatkan pengetahuan dan kesadaran lingkungan siswa, meskipun kemampuan kognitif masih perlu ditingkatkan. Peningkatan literasi lingkungan juga sangat penting dalam membentuk perilaku bertanggung jawab terhadap lingkungan, yang mendukung pencapaian SDG lainnya seperti SDG 12 (Konsumsi dan Produksi yang Bertanggung Jawab), 13 (Aksi Iklim), 14 (Kehidupan di Bawah Air), dan 15 (Kehidupan di Daratan). Temuan penelitian ini menekankan perlunya program yang lebih strategis dan efektif untuk meningkatkan literasi lingkungan di tingkat pendidikan dan analisis yang lebih terfokus pada pencapaian target SDGs.

Kata kunci: Literasi lingkungan, tujuan pembangunan berkelanjutan, pendidikan, sikap.


Full Text:

PDF

References


Agustina, M. D., Hudha, M. N., & Kumala, F. N. (2022). Pengembangan Video Pembelajaran (Animasi) Lingkungan Terhadap Peningkatan Literasi Lingkungan Siswa Tentang Topik Hemat Energi. Experiment: Journal of Science Education, 2(1), 1-10.

Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353.

Bhowmik, S. (2022). Ecological and economic importance of wetlands and their vulnerability: a review. Research Anthology on Ecosystem Conservation and Preserving Biodiversity, 11-27.

Brennan, M., & Widdop Quinton, H. (2020). An ethical re-framing of curriculum for sustainability education. Curriculum Perspectives, 40(1), 105-110.

Daniyarti, W. D. (2022). Pendidikan Literasi Lingkungan Sebagai Penunjang Pendidikan Akhlak Lingkungan. Tamaddun Journal of Islamic Studies, 1(2), 89-101.

Datta, S., Sinha, D., Chaudhary, V., Kar, S., & Singh, A. (2022). Water pollution of wetlands: a global threat to inland, wetland, and aquatic phytodiversity. In Handbook of research on monitoring and evaluating the ecological health of wetlands (pp. 27-50). IGI Global.

Dharmono, D., Mahruddin, M., Irianti, R., & Fajeriadi, H. (2022). Aquatic plants as niche for lay eggs and raising juveniles by freshwater fish in three swamp habitats in South Kalimantan, Indonesia. Biodiversitas Journal of Biological Diversity, 23(3), 1520-1526.

Fakhriyah, F., Masfuah, S., & Margunayasa, I. G. (2024). A Review of Environmental Literacy Learning for Prospective Teachers. Jurnal Penelitian Pendidikan IPA, 10(8), 536-547.

Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: the implications for education for sustainable development. Environmental Education Research, 27(9), 1343-1359.

Fitri, R. A., & Hadiyanto, H. (2022). Kepedulian Lingkungan melalui Literasi Lingkungan pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 6690-6700.

Gebre, E. H., & Polman, J. L. (2020). From “context” to “active contextualization”: Fostering learner agency in contextualizing learning through science news reporting. Learning, Culture and Social Interaction, 24, 100374.

Hayati, R. S. (2020). Pendidikan lingkungan berbasis experiential learning untuk meningkatkan literasi lingkungan. Humanika: Kajian Ilmiah Mata Kuliah Umum, 20(1), 63-82.

Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291.

Kumar, P., Sahani, J., Rawat, N., Debele, S., Tiwari, A., Emygdio, A. P. M., ... & Pfautsch, S. (2023). Using empirical science education in schools to improve climate change literacy. Renewable and Sustainable Energy Reviews, 178, 113232.

Luna-Nemecio, J., Tobón, S., & Juárez-Hernández, L. G. (2020). Sustainability-based on socioformation and complex thought or sustainable social development. Resources, Environment and Sustainability, 2, 100007.

Maesaroh, S., Bahagia, B., & Kamalludin, K. (2021). Strategi menumbuhkan literasi lingkungan pada siswa. Jurnal Basicedu, 5(4), 1998-2007.

Mishra, S., Page, S. E., Cobb, A. R., Lee, J. S. H., Jovani‐Sancho, A. J., Sjögersten, S., ... & Wardle, D. A. (2021). Degradation of Southeast Asian tropical peatlands and integrated strategies for their better management and restoration. Journal of Applied Ecology, 58(7), 1370-1387.

Morris, T. H., & König, P. D. (2020). Self-directed experiential learning to meet ever-changing entrepreneurship demands. Education+ Training, 63(1), 23-49.

Murdiyarso, D., Lestari, I., Hanggara, B. B., Saragi‐Sasmito, M., Basuki, I., & Taufik, M. (2021). Managing water regimes: controlling greenhouse gas emissions and fires in Indonesian tropical peat swamp forests. Wetland Carbon and Environmental Management, 355-369.

Norman, L. M., Lal, R., Wohl, E., Fairfax, E., Gellis, A. C., & Pollock, M. M. (2022). Natural infrastructure in dryland streams (NIDS) can establish regenerative wetland sinks that reverse desertification and strengthen climate resilience. Science of the Total Environment, 849, 157738.

Nugraha, F., Permanasari, A., & Pursitasari, I. D. (2021). Disparitas literasi lingkungan siswa sekolah dasar di Kota Bogor. JIPI (Jurnal IPA dan Pembelajaran IPA), 5(1), 15-35.

Nugraha, L., Saud, U. S., Hartati, T., & Damaianti, V. S. (2022). Profile of Learning Environmental Literacy in Elementary School. PrimaryEdu: Journal of Primary Education, 6(2), 211-222.

Nurwidodo, N. M. A. I. I. S. S., Amin, M., Ibrohim, I., & Sueb, S. (2020). The role of eco-school program (Adiwiyata) towards environmental literacy of high school students. European Journal of Educational Research, 9(3), 1089-1103.

Rokhmah, Z., & Fauziah, A. N. M. (2021). Analisis literasi lingkungan siswa SMP pada sekolah berkurikulum wawasan lingkungan. Pensa: E-Jurnal Pendidikan Sains, 9(2), 176-181.

Santoso, R., Roshayanti, F., & Siswanto, J. (2021). Analisis literasi lingkungan siswa SMP. JPPS (Jurnal Penelitian Pendidikan Sains), 10(2), 1976-1982.

Shava, G. N. (2020). Quality Education for Sustainable Development in Zimbabwean Higher Education: Towards UNDP 2030 SDG. The Education Systems of Africa, 1-26.

Siddiq, M. N., Supriatno, B., & Saefudin, S. (2020). Pengaruh penerapan problem based learning terhadap literasi lingkungan siswa SMP pada materi pencemaran lingkungan. Assimilation: Indonesian Journal of Biology Education, 3(1), 18-24.

Siregar, K. E. (2024). Increasing Digital Literacy In Education: Analysis Of Challenges And Opportunities Through Literature Study. International Journal of Multilingual Education and Applied Linguistics, 1(2), 10-25.

Soboka, D. M., & Gemechu, L. H. (2021). Identifying cause and drivers of wetland degradation in Ethiopia: a review. Journal of Environment and Earth Science, 11(2), 2224-3216.

Sriyati, S., Marsenda, P. H., & Hidayat, T. (2022). Pemanfaatan kearifan lokal orang rimba di jambi melalui pengembangan bahan ajar untuk meningkatkan literasi lingkungan siswa. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 10(2), 266-278.

Turner, L. M., Hegde, S., Karunasagar, I., & Turner, R. (2022). How university students are taught about sustainability, and how they want to be taught: the importance of the hidden curriculum. International Journal of Sustainability in Higher Education, 23(7), 1560-1579.




DOI: https://doi.org/10.20527/i.v4i2.13443

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Indonesian Journal of Science Education and Applied Science



IJSEAS has been Indexed by:

This work is licensed under CC BY-SA 4.0