Education for Sustainable Development (ESD) in Students^ Textbooks Eliyawati (a*), Ari Widodo (a), Ida Kaniawati (a) and Hiroki Fujii (b)
a) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung, West Java 40154,
Indonesia
*eliyawati[at]upi.edu
b) Department of Science Education, Graduate School of Education, Okayama University, Japan
Abstract
ESD is acknowledged as essential for promoting future generations^ awareness of sustainability. Unfortunately, there is no established curriculum for ESD learning. Students learn ESD through students^ textbooks in certain subjects. The importance of books as a source of student learning is the main focus, so it is crucial to ensure that the book meets the standard. This research aims to analyze the student^s textbooks from an ESD perspective. Twelve students^ textbooks consist of six textbooks for Elementary School, three for Junior High School, and three for Senior High School have analyzed. The analysis includes content, sustainability context, articulation, and action-knowledge oriented. The result shows that eleven main contents are learned in stages according to the school level. At the high school education level, students thoroughly study the context of sustainability. It implies that sustainability does not begin in elementary school. As a result, the articulation score of books for elementary school is zero or one, while books for senior high school have the highest articulation score of three. In terms of action-oriented knowledge, it turns out that there is no action-oriented knowledge that focuses on change strategies (Dimension III). Almost all of them only concentrate on environmental problem knowledge (Dimension I) and understanding the root cause of the environmental problem (Dimension II). This study is expected to be a starting point for developing students^ textbooks that meet ESD standards.
