A Narrative Review of Practices and Pedagogical Innovations in Indonesian Science Education Strengthening Learning through Education for Sustainable Development (ESD)
Keywords:
Differentiated Instruction, Education for Sustainable Development, Problem-Based Learning Project-Based Learning, Sustainability Competencies, Science EducationAbstract
Background: This narrative review examines how Education for Sustainable Development (ESD) is implemented in Science (IPA) education in Indonesia, from elementary to upper secondary levels, between 2020 and 2025. It investigates how ESD is operationalized through various instructional models, evaluates curriculum alignment, identifies implementation challenges, and highlights pedagogical innovations that support sustainable learning outcomes
Methods: A descriptive-qualitative study combined direct field observation of the dumpsite with in-depth interviews of local residents and waste pickers to portray accumulation patterns and environmental impacts.
Results: Findings show that teachers often initiate ESD practices through creative strategies such as PJBL, PBL, differentiated instruction, and sustainability competency development, although systemic curriculum integration remains limited. The absence of formal ESD indicators in several Science topics constrains scalability.
Conclusion: Nevertheless, significant gains were observed in students’ critical thinking, creativity, environmental care, and systems awareness. Community partnerships and science learning also enhance ESD awareness among learners. This narrative review emphasizes the need for clear curriculum reform and sustained teacher professional development to effectively integrate ESD into Science education.
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