Designing the Structure of the Environmental Education Curriculum Through the Landscape and Contextualism Approach in Indramayu Regency, Indonesia

Abstract

Disasters and environmental damage that are happening globally are currently important concerns. The current decline in environmental quality causes us to consider and relate this incident to the educational process. Meanwhile, education is the right tool to build a community that cares about the environment and applies sustainability principles and environmental ethics. The curriculum is a dynamic learning tool, and it must continue to develop and keep up with environmental changes. To support sustainable environmental education curriculum development, the form of the curriculum must synergize between theory and real-life (contextual) in the place of the curriculum so that students and teachers can work together in studying their environment (landscape). The purpose of this study is to see how the landscape and contextual conditions of Indramayu Regency are, how the curriculum used at the high school (SMA) level, especially subjects that are integrated with environmental material, and how the curriculum design follows the landscape and contextual conditions of Indramayu Regency and coast. The qualitative method is used with gap analysis (GAP Analysis) and GIS (Geographical Information System) analysis to support the research objectives. Researchers conducted seven stages, grouped into three groups: process, analysis, and output. Landscape Indramayu is divided into 2 (two) parts, namely land and sea (coastal). Results of curriculum analysis show that 5 (five) subjects have integrated environmental material, namely biology, physics, chemistry, geography, and entrepreneurship. Curriculum design is divided into 2 (two), 1. provides learning directions with topics according to the material in the curriculum and syllabus but adds material according to the landscape and context of Indramayu and coastal characteristics, while the 2nd design. Provides direction materials that do not yet exist and need to be added to learning, matters relating to Indramayu’s landscape and contextual conditions, and coastal states in general (national/global). So, that in the future, the material contained in the curriculum, syllabus, and other learning tools can be designed and developed according to the landscape and contextual conditions of the coastal area to create a sustainable environment.