Abstract
This study aims to provide an overview of infusion of environment dimension of ESD into thematic learning thought the RADEC learning model in elementary schools. This study used a descriptive qualitative approach involving four teachers and twenty students in elementary school Bogor City who were taken based on purposive sampling technique. Data were collected through interviews, observation, and primary school science curriculum documents, which were processed using triangulation techniques. The results of this study indicate that in general, indicators derived from basic competencies can be oriented towards the goal of sustainable education in the dimensions of environmental preservation. Natural science learning which is packaged in thematic learning at the elementary school level can provide opportunities in the process of implementing sustainable development education holistically and comprehensively. The RADEC model can stimulate students to learn actively, not only mastering the concept of environmental conservation but also thinking skills and attitudes in preserving the environment. The RADEC model can be applied in synchronous and asynchronous online learning so it is suitable for use during the Covid-19 pandemic
Highlights
Development has positive impacts such as increasing the welfare of people with rapid economic growth, and has negative impacts such as pollution and environmental damage (Komarudin, et al, 2019; Ali, 2017)
This study aims to provide an overview of infusion of environment dimension of Education for Sustainable Development (ESD) into thematic learning thought the RADEC learning model in elementary schools
Enviroment dimension of ESD in Science Learning The results of the analysis of curriculum documents and learning tools designed by the teacher, it was found that (1) science learning in elementary schools was implemented with an integrative thematicbased learning system; (2) in general, indicators derived from basic competencies in science learning can be oriented towards ESD objectives; (3) Basic Competence in the realm of knowledge and skills in science learning implicitly contains the objectives of sustainable development in the dimensions of environmental preservation but has not been explicitly translated into indicators of competency attainment and learning objectives, so a science learning design is needed, with learning indicators oriented towards objectives sustainable development an explicit dimension of environmental preservation
Summary
Development has positive impacts such as increasing the welfare of people with rapid economic growth, and has negative impacts such as pollution and environmental damage (Komarudin, et al, 2019; Ali, 2017). Various environmental problems that continue to occur indicate that a commitment from the entire world community is needed to implement sustainable development as a principle in life (Ali, 2017; Eilks, 2015). Sustainable development integrates three dimensions of development that are interrelated, namely the sociocultural development of the community, economic growth, and utilization and preservation of the environment (Cebrián & Junyent, 2015). Development is said to be sustainable if the three dimensions are synergized, it can be understood that sustainable development seeks economic growth and development of a prosperous society while preserving the environment to be able to meet and support the needs of current and future generations. One of the ways to achieve sustainable development is through education.
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