Author/s:
Prihantoro, C. Rudy*
Graduate School of Education, Jakarta State University, Indonesia (rudy_prihantoro@yahoo.co.id)
Abstract:
Environmental education is the education activities in the environmental field that are organized by all levels of education. These activities are carried out in a structured and tiered with an integrated curriculum approach and as well as monolithic curriculum. In its implementation, there is a problem related to the low participation of the public to participate in environmental education due to a lack of understanding of the problems of the existing environmental education. The curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used to guide the organization of learning in order to achieve certain educational goals”. Meanwhile, the 2013 curriculum states that the purpose of the curriculum is the development of the demands, needs and conditions relating to aspects of the community in educational output. The curriculum is designed based competency, that is the outcomes-based curriculum and therefore the development of the curriculum is geared to the achievement of competencies stated in the graduate competency standards. The learning system of the curriculum is based on the active learning approach that encourages students to do observing, questioning, associating, experimenting, and networking. Students are encouraged to find out not to be told (discovery learning). This article discusses environmental education which is set up in the Curriculum 2013 in Indonesia in terms of the broad aspects of the subject matters that are not just about national scope, but the output can meet the challenges of the world.
Keywords: curriculum; environmental education
DOI: https://doi.org/10.5861/ijrse.2014.915
*Corresponding Author