ANALYSIS OF STUDENT TEXT BOOKS FROM ECOLITERACY PERSPECTIVE IN INDONESIA
Eli Nurlela Andriani1*, Tatat Hartati2, Eri Kurniawan3
1 S.Pd., Universitas Pendidikan Indonesia, Bandung, email@example.com
2 Dr., M.Ed.,Ph.D., Universitas Pendidikan Indonesia, firstname.lastname@example.org
3 Ph.D., Universitas Pendidikan Indonesia, email@example.com
Children's awareness of the environment or well known as ecological literacy (ecoliteracy) is an interesting issue for many researchers around the world. Its implementation is considered crucial for the student of elementary school to encourage their awareness, feelings and willingness for protecting the earth from environmental damage and crisis. Unfortunately, the research on this issue is still rarely existing in Indonesia. Thus, the present study aims to investigate the Indonesian elementary school textbooks to find out whether the textbooks have been encapsulated ecoliteracy-related materials. The investigation was conducted using narrative analysis method to the four of Grade 1 textbooks content with Indonesia’s new 2013 curriculum. The instrument was designed from the four core competencies suggested by The Center for Ecoliteracy, namely: cognitive, emotional, active, and connectional which those competencies were redeveloped into 15 indicators. The results of the analysis revealed that those textbooks had embraced ecoliteracy concepts. There were three most important ecological values identified from the books such as Turning convictions into practical and effective action, and apply ecological knowledge to the practice of ecological design; Feeling concern, empathy, and respect for other people and living things; and understanding the fundamental of ecological principles (harmony, interdependence, diversity, and interaction). Those textbooks were suggested to be good tools that can help the children to enhance their ecoliteracy competencies as well as improve their sensitivity to environmental issues.
Keywords: ecoliteracy, elementary school textbooks, Indonesia.
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