Environmental Education In Indonesia

It has been known that cultural and socioeconomics factors might impact one’s attitude and value towards the environment. Indeed, culture strongly relates to a country’s educational systems, particularly in the term of its curriculum (Tao et al., 2013), even Brunner (1966) argued that education especially schooling is a place to enculture children and to maintain the culture itself. Cogan et al. (2001) adds that culture is reflected especially in the learning processes. Accordingly, everything resulted as learning outcomes, mainly attitude and value towards particular subject which is in this context towards environment, inevitably is reflected from local culture.

Many researches uncovered that not only culture that impacts one’s learning outcomes,

This is with regard to Indonesia's achievement in science international test, especially PISA, is always placed at the bottom (OECD, 2013). Therefore, improving the performance, especially science literacy in PISA is one of the main goals of the Indonesia new curriculum, Curriculum 2013 (Mendikbud, 2013). Along with the times, the Indonesian government has seen the emergence of environmental damages that occurred in Indonesia. Therefore, in order to increase public awareness towards the environment, starting in 2006 Indonesia began with the implementation and the addition of Environmental Education in the Indonesia National Curriculum. Unlike in some countries that use the term of sustainable education, in Indonesia uses the term environmental education (pendidikan lingkungan hidup or PLH). Consequently, from that time Environmental Education is a compulsory subject in most Indonesian schools (Indonesian Ministry of Environment, 2012). Indonesian government’s concern on environmental education is not only explicitly stated in environmental education curriculum, but in other parts of the curriculum there are some points that are related to environmental education. Those points are stated in the purpose of Indonesian education, which said "geography, ethnic, economic potential and diversity in

The beauty and exoticism of Indonesia tropical land and ocean, which is rich with natural resources, is a major source of Indonesia macro-economic (Wingvist et al., 2008). It has brought the Indonesian economy rank 16th among world biggest economic countries (World Bank, 2014; Indonesia Invetsment, 2016). In addition, from 2006 Indonesia GDP growth has reached more than 6% (Indonesia Investments, 2014). Despite the Indonesia economic potential is high, but the poverty rate in Indonesia is still in the high rate, in 2012, of the 252 million Indonesian people (as the fourth most populous country in the world), 28.6 million is still at the poor level (World Bank, 2016) and approximately 27.6% of Indonesian people are still unemployed (Wingvist et al., 2008; World Bank, 2016). Most poor people in Indonesia still rely and earn US $2 a day, and almost Indonesian poor people working in the agricultural sector in rural areas. Even so, the World Bank (2014) noted that economic growth and poverty reduction, the longer the better, and make Indonesia is currently at the level of lower-middle income