Holistic philosophy in developing environmental education curricula

Dian Andriani; Babang Robandi

doi:10.17509/jik.v22i1.65967

Holistic philosophy in developing environmental education curricula

Dian Andriani, Babang Robandi

Abstract

Environmental education is vital in a global environmental crisis. Climate change, environmental damage, and environmental degradation require a holistic approach to education to create meaningful knowledge and action. The holistic philosophy emphasizes an understanding of human life, the environment, and the importance of education in promoting environmental sustainability, thus encouraging global thinking and action on environmental issues while recognizing that all aspects of this subject must be considered in the broader environmental context. This article aims to learn the application of holistic philosophy in developing an environmental education curriculum, focusing on the role of a holistic approach in achieving better understanding and action. Research is carried out using the literature review method, with four main steps: providing research questions, making lists of libraries, adjusting periods, and making summaries of research so as not to be corrupted by various subjects and topics. At the end of the research on the entire component of the development of the curriculum of environmental education, through a holistic approach, it can be found that a holistic approach can be applied in curricular development to a deeper understanding, active involvement, and responsibility for environmental sustainability.

Abstrak

Pendidikan lingkungan hidup sangat penting dalam upaya menanggapi krisis lingkungan global. Perubahan iklim, kerusakan lingkungan, dan degradasi lingkungan membutuhkan pendekatan pendidikan holistik untuk menciptakan pengetahuan menjadi tindakan yang bermakna. Filosofi holistik menekankan pada pemahaman tentang kehidupan manusia, lingkungan, dan pentingnya pendidikan dalam mempromosikan kelestarian lingkungan, sehingga mampu mendorong pemikiran dan tindakan nyata terhadap isu-isu lingkungan, sambil mengakui bahwa semua aspek dari subjek ini harus dipertimbangkan dalam konteks lingkungan yang lebih luas. Tujuan artikel ini adalah mengetahui penerapan filosofi holistik dalam pengembangan kurikulum pendidikan lingkungan hidup, dengan fokus pada peran pendekatan holistik dalam mencapai pemahaman dan tindakan yang lebih baik. Penelitian ini menggunakan metode tinjauan literatur, dengan empat langkah utama, yaitu menyediakan pertanyaan penelitian, membuat daftar pustaka, menyesuaikan jangka waktu, dan membuat ringkasan penelitian agar tidak dirusak oleh berbagai subjek dan topik. Pada akhir penelitian terhadap seluruh komponen pengembangan kurikulum pendidikan lingkungan hidup, dapat diketahui bahwa pendekatan holistik dapat diterapkan dalam pengembangan kurikulum untuk mencapai pemahaman yang lebih mendalam, keterlibatan aktif, dan tanggung jawab terhadap keberlanjutan lingkungan.

Kata Kunci: filosofi holistik; pendidikan lingkungan hidup; pendidikan untuk pembangunan berkelanjutan; pengembangan kurikulum

Keywords

holistic philosophy; environmental education; education for sustainable development; curriculum development

Full Text:

Download PDF (Bahasa Indonesia)

References

Akbar, A., & Ali, A. M. (2021). Peran sekolah dalam upaya pelestarian green child sebagai upaya pelestarian lingkungan hidup. Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton, 7(3), 321-327.

Algifahmy, A. F. (2022). Holistic education in the implementation of Islamic value morality in inclusion schools in the COVID-19 pandemic period. Ta’dibuna: Jurnal Pendidikan Agama Islam, 5(1), 63-77.

Bilancini, E., Boncinelli, L., & Di Paolo, R. (2023). Game-based education promotes practices supporting sustainable water use. Ecological Economics, 208(1), 1-9.

Bobowski, B., & Fiege, M. (2023). Elegant conservation: reimagining protected area stewardship in the 21st century. Ecology and Society, 28(1), 1-22.

Bopape, J. (2022). SWOT Analysis of selected schools involved in greening and sustainable development programmes. Southern African Journal of Environmental Education, 38(1), 77-100.

Capra, F. (2007). Sustainable living, ecological literacy, and the breath of life. Canadian Journal of Environmental Education, 12(1), 9-18.

Daga, A. T., Wahyudin, D., & Susilana, R. (2023). Students’ perception of elementary school teachers’ competency: Indonesian education sustainability. Sustainability (Switzerland), 15(2), 1-18.

Ding, Y., Zhao, M., Li, Z., Xia, B., Atutova, Z., & Kobylkin, D. (2022). Impact of education for sustainable development on cognition, emotion, and behavior in protected areas. International Journal of Environmental Research and Public Health, 19(15), 1-21.

Fernández-Martín, F. D., Arco-Tirado, J. L., Carrillo-Rosúa, F. J., Hervás-Torres, M., Ruiz-Hidalgo, J. F., & Romero-López, C. (2020). Making STEM education objectives sustainable through a tutoring program. Sustainability (Switzerland), 12(16), 1-15.

Firdaus, F. A. (2024). Membangun kesadaran lingkungan melalui kurikulum pendidikan Islam kontribusi terhadap SDGs. Jurnal TarbiyahMu, 4(2), 13-21.

Fronza, V., & Gras-Velazquez, A. (2020). Sustainability in formal education: Ways to integrate it now. IUL Research, 1(2), 154-175.

Greenland, S., Saleem, M., Misra, R., & Mason, J. (2022). Sustainable management education and an empirical five-pillar model of sustainability. International Journal of Management Education, 20(3), 1-18.

Hadiapurwa, A., Ali, M., Ropo, E., & Hernawan, A. H. (2024b). Trends in climate change education studies in the last ten years: A systematic literature review. Jurnal Mimbar Ilmu, 29(1), 32-45.

Hadiapurwa, A., Ali, M., Ropo, E., & Hernawan, A. H. (2024a). Teacher effort in strengthening student’s thinking skill and awareness upon environment conservation: PLS-SEM of Climate Change Education (CCE) study. International Journal of Environmental Impacts, 7(1), 111-119.

Hamami, T., & Nuryana, Z. (2022). A holistic-integrative approach of the Muhammadiyah education system in Indonesia. HTS Teologiese Studies / Theological Studies, 78(4), 1-10.

Hanafy, Muh. S. (2014). Konsep Belajar dan pembelajaran. Lentera Pendidikan, 17(1), 66-79.

Haryadi, D., & Widodo, H. (2020). Pengembangan kurikulum berbasis Adiwiyata untuk meningkatkan kemampuan practical life. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 5(2), 195-210.

Hidayatullah, E. (2024). Rekonstruksi konseptual pendidikan holistik: Pendekatan fenomenologis terhadap inklusivitas dan kesadaran sosial. Jurnal Studi Edukasi Integratif, 1(1), 55-68.

Indahri, Y. (2020). Pengembangan pendidikan lingkungan hidup melalui program Adiwiyata (studi Kota Surabaya). Aspirasi: Jurnal Masalah-Masalah Sosial I, 11(2), 121-134.

McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?. Ecosphere, 4(5), 1-20.

Mufidah, Z. R., Iswara, P. D., & Hermanto, F. Y. (2021). Mengembangkan ekoliterasi dan ekopreneurship siswa sekolah dasar melalui pembelajaran tematik berbasis model Project Based Learning (PjBL). At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 5(1), 75-78.

Muthmainnah, L., Mustansyir, R., & Tjahyadi, S. (2020). Meninjau ulang sustainable development: Kajian filosofis atas dilema pengelolaan lingkungan hidup di era post modern. Jurnal Filsafat, 30(1), 23-45.

Nguyen, L. H. P., Bui, N. B. T., Nguyen, T. N. C., & Huang, C. F. (2022). An investigation into the perspectives of elementary pre-service teachers on sustainable development. Sustainability (Switzerland), 14(16), 1-22 .

Nofiyanti, K., & Hidayati, Y. M. (2024). Eco-literacy components on kurikulum merdeka: 5th-grade elementary school’s IPAS textbook analysis. Inovasi Kurikulum, 21(1), 163-176.

Nopitasari, D., & Juandi, D. (2020). Persepsi guru terhadap pembelajaran Matematika berbasis lingkungan. Teorema: Teori dan Riset Matematika, 5(2), 156-162.

Pérez-Guilarte, Y., Armas-Quintá, F. X., & Macía-Arce, X. C. (2022). Social sciences teaching: Building a holistic approach from student teachers’ social representations. Social Sciences, 11(7), 1-17.

Piccioli, M. (2019). Framework of values in primary school teachers and education to sustainable development. International Journal of Humanities and Social Science, 9(11), 71-76.

Rezkita, S., & Wardani, K. (2018). Pengintegrasian pendidikan lingkungan hidup membentuk karakter peduli lingkungan di sekolah dasar. Jurnal Pendidikan Ke-SD-An, 4(2), 327-331.

Rybska, E., & Błaszak, M. (2020). Holistic education-a model based on three pillars from cognitive science: An example from science education. Problemy Wczesnej Edukacji, 49(2), 45-59.

Safei, A. A., & Himayaturohmah, E. (2023). Development of environmentally friendly culture in the Islamic boarding school through social intervention strategy. Al-Hayat: Journal of Islamic Education, 7(1), 226-242.

Sari, A. P., & Nurizka, R. (2021). Implementasi sekolah Adiwiyata di SD negeri Serayu Yogyakarta. Jurnal PGSD Indonesia (JPI), 7(2), 17-29.

Setyobudi, F., & Saliman. (2018). Pendidikan lingkungan hidup di SMP negeri 3 Kebumen Jawa Tengah. JIPSINDO, 5(1), 1-20.

Supadmini, N. K., Wisnu Budi Wijaya, I. K., & Larashanti, I. A. D. (2020). Implementasi model pendidikan lingkungan UNESCO di sekolah dasar. Cetta: Jurnal Ilmu Pendidikan, 3(1), 77-83.

Sutarman, S., Nurhayati, N., Utami, R. D., Idarianty, I., & Akzam, I. (2022). Implementation of character based integrated holistic education in early childhood education. International Journal of Health Sciences, 6(4), 5405-5419.

Velázquez, D, C, F., & Rivas, F. L. (2020). Education for sustainable development in STEM (technical drawing): Learning approach and method for SDG 11 in classrooms. Sustainability (Switzerland), 12(7), 1-18.

Wahyudin, D., & Singh Malik, R. (2019). Teaching environmental education for sustainable development: strategies and challenges. Journal of Sustainable Development Education and Research, 3(1), 51-70.

Widodo, H., Sutrisno, S., & Hanum, F. (2019). The urgency of holistic education in Muhammadiyah schools. Al-Ta Lim Journal, 26(2), 160-174.

Worker, S., McCambridge, J., Stevenson, A., Fields, J., Maille, A., Meehan, C., Mondl, A., Malone, C., & Smith, M. H. (2022). Sustainable polymers: New 4-H STEM curricula. Journal of Extension, 60(1), 1-6.

Zandroto, A. D., & Indriani, S. (2023). An analysis on learning loss and holistic education. Polyglot: Jurnal Ilmiah, 1(19), 156-168.

Zwolińska, K., Lorenc, S., & Pomykała, R. (2022). Sustainable development in education from students’ perspective-implementation of sustainable development in curricula. Sustainability (Switzerland), 14(6), 1-27.

DOI: https://doi.org/10.17509/jik.v22i1.65967