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Hana Syarifah, University of East Anglia, United KingdomAbstract
This study examines the implementation of environmental education (EE) in the independent curriculum of junior high schools in urban and rural areas of Bandung, Indonesia. The study employs a qualitative approach, using semi-structured interviews with seven urban and five rural teachers. The findings show that the new Indonesia National Curriculum (Merdeka Curriculum) flexibility enables participants to expand the scope of EE subjects in science lessons, such as digital waste and healthy eating. Participants have shifted away from traditional methods to student-centred approaches such as project-based and problem-based learning to enhance EE learning. Furthermore, incorporating EE into civic education through the student Project that called P5 Project allows us to see EE from various perspectives, such as science, social studies, art, and economics. The P5 Project also encourages students to take actual actions to address climate change, such as starting social media campaigns, participating in conservation activities, and creating recycled products. However, there is a need to investigate another impact of flexibility and interdisciplinary collaboration in the independent curriculum. Despite implementing transformative teaching approaches and activities, participants consider these efforts were insufficient to improve pro-environmental behavior among pupils. This is likely due to the many variables that influence environmental awareness.
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Conference: ACEID2026Stream: Education
This paper is part of the ACEID2026 Conference Proceedings (View)
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To cite this article:
Syarifah H. (2026) Environmental Education Practice in Independent Curriculum: Science Teacher Perspective in Indonesia Junior High School ISSN: 2189-101X – The Asian Conference on Education & International Development 2026 Official Conference Proceedings (pp. 413-425) https://doi.org/10.22492/issn.2189-101X.2026.34
To link to this article: https://doi.org/10.22492/issn.2189-101X.2026.34
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