Abstract
This paper aims to scrutinize how Indonesian religious education, particularly the 2013 curriculum of junior high schools (7-9-year-old), has addressed environmental issues in its concepts or practices. In the Indonesian context, Education for Sustainable Development (ESD) has been implemented since 2009, and it ideally should be integrative in the curriculum. Religious education as the core of the national curriculum has pivotal roles in guiding students on how to be good people. In line with the ESD vision in preserving this Earth, a religious education curriculum has visions similar to the ESD. Therefore, this research reviewed the religious education curriculum literature and conducted an in-depth interview with five religious education teachers. Its results conveyed that the ESD values have existed within the religious education curriculum. However, practically it is less effective because the curriculum tends to focus on cognitive goals. In addition, more training is necessary to increase teachers’ capacity.
Highlights
According to livescience.com, the Earth's average temperature has risen between 0.4 and 0.8 ° C over the past 100 years
To address our ecological crisis, education as a social agent has played significant roles through Education for Sustainable Development (ESD) that has been initiated by UNESCO to solve our ecological problems
The context of the ESD link to the United Nations Conference on Environment and Development (UNCED) in which 178 Member States agreed to the framework for action in Agenda 21 - chapter 36, recognizes that education, training, and public awareness are essential tools for transition for sustainable development
Summary
According to livescience.com, the Earth's average temperature has risen between 0.4 and 0.8 ° C over the past 100 years. Ecosystem assessment of Millennium reports that biodiversity has suffered significant losses because around 10-30% of mammal, bird, and amphibian species are threatened by extinction due to human actions. Promoting Sustainable Life through Education for Sustainable Development (ESD) and Religious Education – Sari Okta Fiana (p.35-42) 36. To address our ecological crisis, education as a social agent has played significant roles through Education for Sustainable Development (ESD) that has been initiated by UNESCO to solve our ecological problems. The ESD has been implemented in Indonesia since 2009, but previously since 1986 the Indonesian government has initiated environmental education existing until today with a program, namely “green school”. According to the World Value Survey 2015, it was reported that religion is very important to Indonesian’s life. Religious education must be taught in Indonesian schools. The national curriculum has set that religious education is the core of the curriculum
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