PENDIDIKAN LINGKUNGAN DALAM KERANGKA EDUCATION FOR SUSTAINABLE DEVELOPMENT: TINJAUAN LITERATUR INTEGRATIF

Rezza, Ari Gustika (2026) PENDIDIKAN LINGKUNGAN DALAM KERANGKA EDUCATION FOR SUSTAINABLE DEVELOPMENT: TINJAUAN LITERATUR INTEGRATIF. Diploma thesis, UIN RADEN INTAN LAMPUNG.

PDF Download (3MB)

Abstract

ABSTRAK Krisis lingkungan global menuntut pendidikan yang tidak hanya mentransfer pengetahuan ekologis, tetapi juga membentuk literasi, nilai, sikap, dan kompetensi aksi keberlanjutan. Penelitian ini bertujuan untuk menganalisis dan menyintesis literatur ilmiah mengenai pendidikan lingkungan dalam kerangka Education for Sustainable Development (ESD). Penelitian menggunakan pendekatan integrative literature review dengan menelaah dua belas artikel terpilih yang relevan dengan pendidikan lingkungan, ESD, literasi lingkungan, literasi keberlanjutan, green school, whole-school approach, dan kompetensi aksi. Data dianalisis melalui sintesis tematik untuk mengidentifikasi pola konseptual, kontribusi, strategi implementasi, dan keterbatasan pendidikan lingkungan berbasis ESD. Hasil kajian menunjukkan bahwa pendidikan lingkungan telah bergeser dari pendekatan kognitif menuju pendekatan transformatif yang mengintegrasikan literasi lingkungan, pedagogi kontekstual, partisipasi siswa, budaya sekolah, dan kompetensi aksi. Program sekolah hijau, Adiwiyata, pembelajaran IPA berbasis EESD, citizen science project, dan whole-school approach terbukti mendukung penguatan pemahaman, sikap, dan praktik keberlanjutan siswa. Namun, efektivitas implementasi sangat bergantung pada integrasi kurikulum, kapasitas guru, dukungan kelembagaan, kepemimpinan sekolah, serta keterlibatan komunitas. Implikasi penelitian ini menegaskan perlunya pendidikan lingkungan ditempatkan sebagai agenda sistemik sekolah yang menghubungkan pembelajaran, manajemen, budaya organisasi, dan aksi nyata keberlanjutan. ABSTRACT Global environmental crises require education that goes beyond the transmission of ecological knowledge and instead develops literacy, values, attitudes, and action competence for sustainability. This study aims to analyze and synthesize scholarly literature on environmental education within the framework of Education for Sustainable Development (ESD). An integrative literature review approach was employed by examining twelve selected articles relevant to environmental education, ESD, environmental literacy, sustainability literacy, green schools, the whole school approach, and action competence. The data were analyzed through thematic synthesis to identify conceptual patterns, contributions, implementation strategies, and limitations of ESD-oriented environmental education. The findings indicate that environmental education has shifted from a predominantly cognitive approach toward a transformative educational approach that integrates environmental literacy, contextual pedagogy, student participation, school culture, and action competence. Green school programs, Adiwiyata, EESD-based science learning, citizen science projects, and the whole-school approach contribute to strengthening students‘ understanding, attitudes, and sustainability practices. However, implementation effectiveness depends strongly on curriculum integration, teacher capacity, institutional support, school leadership, and community engagement. This study implies that environmental education should be positioned as a systemic school agenda that connects classroom learning, school management, organizational culture, and concrete sustainability actions.

Actions (login required)

View Item