Geography Education for Promoting Sustainability in Indonesia

Abstract

Education for the environment and sustainable development is the one important thing for being studied. At formal school in Indonesia, it was integrated into the subject matter like social science, natural science, geography, or biology. The study about geography education for promoting sustainability had not been thoroughly done in Indonesia. Therefore, this study examined and investigated articles about geography learning and sustainability in Indonesia from 2010 to 2020. The materials were searched through the Garuda and ERIC application, by using keywords related to geography education. It was selected to published articles in journals indexed by Scopus and Sinta. The data were analyzed by a qualitative method with a content analysis approach. The foci of analysis are topics of sustainability elements, learning methods and models, learning media and resources, and students’ assessment in geography learning. All of these were investigated in concern to their relationships and achievements to sustainable development goals (SDGs). As a result, the topics of geography education in Indonesia have contained three main elements of sustainability, namely environment which the most stated, then social, and economic. The learning model and method that was mostly used was outdoor learning with contextual method. The learning media that mostly mentioned were maps, while the learning resources were local wisdom. Aspects of students’ assessment that mostly studied in geography education for promoting sustainability were students’ knowledge, attitude, and skills. Overall, this study has shown that the topics related to sustainability elements contained in the articles on geography education in Indonesia includes their learning components.

Integrating Geospatial Technology in Learning: An Innovation to Improve Understanding of Geography Concepts

“…Creativity in the use of technology can make learning more engaging and have a deeper impact on student understanding. Facilitation of Analysis and Understanding: Teachers have a key role in guiding students in analyzing and understanding geographic information presented through geospatial technologies (Hawa et al, 2021). They can help students recognize patterns, make inferences, and relate geography concepts to real cases.…”

“…Continuity of Professional Development: The implementation of geospatial technology requires continuous professional development for teachers (Hawa et al, 2021). Teachers must constantly update their knowledge on the latest developments in geospatial technology and the best teaching strategies (Lane & Bourke, 2019).…”

How Does the Geography Curriculum Contribute to Education for Sustainable Development? Lessons from China and the USA

“…Bednarz sees an important core of geography in "man-land, human-environment, or environment-society relationships" [18], as an appropriate discipline for environmental or sustainability education and research. The topic of geography education has contained the main elements of sustainability, mostly in the field of environmental issues, as well as developing students' knowledge, attitudes, and skills in promoting economic and social sustainability [19]. Bardsley summarized the issues of social and ecological sustainability in geography, which focus on values, skills, and knowledge [20].…”

Element of Disaster Risk Reduction in Geography Education in Malaysia

“…Studies of the relationship between geography and disaster education have developed, starting from the concept of disaster in geography education [10], and disaster risk reduction education [11][12][13][14][15], to the study of the disaster risk reduction (DRR) curriculum in geography [16]. A previous study by [17] stated that geography education in Indonesia contained topics about disasters as an element of environmental sustainability. Another study also mentioned that there are two main concepts of disasters in geography education; namely, natural disasters and human disasters [10].…”