UNDERSTANDING OF SUSTAINABLE DEVELOPMENT EDUCATION (ESD) IN HIGH SCHOOL (SMA) STUDENTS

Abstract

Education for Sustainable Development (ESD) is an educational approach that emphasizes environmental awareness, social responsibility, and sustainable economic practices. At the high school level, ESD plays a crucial role in shaping students who are critical, empathetic, and capable of contributing to a sustainable future. This study aims to explore the extent of high school students’ understanding of ESD through a systematic literature review (SLR) of 15 national and international journal articles published between 2019 and 2024. The findings reveal four dominant themes: (1) curriculum integration is still partial but developing, particularly through science and social subjects; (2) contextual learning strategies such as project-based learning (PjBL), problem-based learning (PBL), and STEM-ESD approaches significantly enhance critical thinking and sustainability awareness; (3) digital learning media such as e-modules and educational videos effectively support visual and practical learning; and (4) challenges persist in terms of teacher capacity, infrastructure, and the absence of standardized national evaluation tools. The review concludes that effective ESD implementation requires comprehensive support from schools, innovative pedagogy, and systemic policy alignment. These insights are valuable for educators, curriculum developers, and policymakers aiming to strengthen ESD in secondary education