Representation of Ecopedagogy in Indonesian Language Textbooks for Grade 3 Elementary School
Keywords:
Ecopedagogy, Ecological awareness, Environmental literacy, Indonesian language, TextbooksAbstract
Environmental education at the elementary school level needs to be developed not only through the delivery of ecological knowledge, but also through the formation of concern, responsibility, critical awareness, and concrete actions towards the environment. Indonesian language textbooks have the potential as a medium for integrating language literacy and ecological literacy because environmental issues can be presented through texts, stories, questions, activities, and language tasks. This study aims to analyze the representation of ecopedagogy in the Indonesian language book: Kawan Sepanjang for Elementary Schools/Islamic Elementary Schools Grade III (Revised Edition) by Gantino Habibi and S. Nailul Muna Aljamaliah. The study uses a qualitative approach with a qualitative content analysis method for texts, dialogues, questions, instructions, and learning activities related to the environment. The analysis uses deductive coding based on six categories operationalized from the thinking of Freire, Gadotti, and Misiaszek, namely ecological awareness, human-nature relations, ecological ethics and concern, ecological responsibility, ecological critical awareness, and ecological action. The results of the study indicate that the six dimensions are present in the textbook with a strong tendency towards ecological care, responsibility, and action, while critical awareness emerges primarily through the causal relationship between human behavior and environmental damage. The findings indicate that the Indonesian language textbook for third grade has the potential to be an ecopedagogical medium that integrates language skills with the formation of students' ecological awareness.
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