Integration Of Cultural Ecoliteracy In The Sociology Curriculum In High School
Keywords:
Keywords: Culture, Eco-literacy, Integration, Sociology Curriculum
Abstract
This study aims to analyze: 1) The forms of cultural literacy integration in the Sociology curriculum at senior high schools, 2) Catalysts for integration and structural constraints in the integration process. The researchers employed a qualitative method using a case study approach. Data collection techniques included observation, interviews, and documentation. Data validity was assessed through data triangulation. Data analysis involved data reduction, data presentation, and drawing conclusions. The sample consisted of sixteen informants, namely: 1) High school Sociology teachers actively designing and implementing instruction. 2) School Principals or Vice Principals in charge of the curriculum. 3) High school students enrolled in Sociology courses. The results of this study indicate that: 1) the integration of cultural eco-literacy into Sociology instruction has been implemented through various forms, namely the use of local learning resources, project-based learning, and the involvement of the local community. 2) Supporting factors in the cultural eco-literacy integration process identified include school policies that provide teachers with the freedom to innovate in teaching, an environment rich in local cultural learning resources, local community involvement, and the motivation of teachers and students. Barriers to integration include limited teaching materials and the absence of specific policies governing the implementation of integration.
References
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Hanifah, Munawaroh, S., & Jelita, S. (2025). Pre-service English Teachers’ Perceptions on Developing Ecotourism-Based Teaching Materials for Enhancing Eco-Literacy. IOP Conference Series: Earth and Environmental Science, 1559(1), 012040. https://doi.org/10.1088/1755-1315/1559/1/012040
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Arifah, A. R. (2024). Analysis of the Need for a Local Wisdom Learning Module on Sedekah Bumi to Improve Eco-literacy in Indonesian Language Education. Ghancaran: Journal of Indonesian Language and Literature Education, November, 91–102. https://doi.org/10.19105/ghancaran.vi.17194
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Berchin, I. I., Sima, M., de Lima, M. A., Biesel, S., dos Santos, L. P., Ferreira, R. V., Guerra, J. B. S. O. de A., & Ceci, F. (2018). The importance of international conferences on sustainable development as higher education institutions’ strategies to promote sustainability: A case study in Brazil. Journal of Cleaner Production, 171, 756–772. https://doi.org/https://doi.org/10.1016/j.jclepro.2017.10.042
Berman, N. (2021). Environmental education catalyzed by tourism: Ecoliteracy initiatives on the coast of Kenya. Sustainability (Switzerland), 13(15). https://doi.org/10.3390/su13158501
Casarejos, F., Frota, M. N., & Gustavson, L. M. (2017). Higher education institutions: a strategy towards sustainability. International Journal of Sustainability in Higher Education, 18(7), 995–1017.
Chaesar, A. S. S., & Andayani. (2024). Investigating the Effectiveness of Ecoliteracy-Integrated Project-Based Learning in Fostering Creative Thinking Skills Among Elementary School Students. KEMBARA Journal of Scientific Language, Literature, and Teaching, 10(1), 295–311. https://doi.org/10.22219/kembara.v10i1.28030
Charokar, K., & Dulloo, P. (2022). Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner. Journal of Advances in Medical Education and Professionalism, 10(3), 135–144. https://doi.org/10.30476/jamp.2022.94833.1609
Creswell, John W.; Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
DANIEL, Julia; QUARTZ, Karen Hunter; OAKES, J. (2019). Teaching in Community Schools: Creating Conditions for Deeper Learning. Review of Research in Education, 43(1), 453–480.
Demirbilek, M. (2024). Barriers to technology integration. In Social Studies Teaching III: Integrating Technology into the Social Studies (pp. 51–68).
Dewi, I. (2014). THE INFLUENCE OF ALUK TODOLO CULTURE ON THE LIVES OF THE MUSLIM COMMUNITY IN RARU SUBUNUANG VILLAGE, SOUTH SANGALLA’ DISTRICT, TANA TORAJA REGENCY. UIN Alauddin Makassar. 011, 219–230.
Febrianto, A. (2016). Ecological Anthropology: An Introduction. Prenada Media.
Fien, J., & Tilbury, D. (2025). Ecoliteracy: Education for Sustainable Development. Bima Cendikia: Journal of Community Engagement and Empowerment, 2(2), 235–252.
Firmansyah, B., & Maulana, R. A. (2025). Development of Integrated Science Modules with Local Wisdom to Improve Environmental Literacy at State Junior High School 46 Jakarta. Journal of Science and Mathematics Education, 1(4), 103–110. https://doi.org/10.70716/josme.v1i4.331
Golden, D., Erdreich, L., Stefansen, K., & Smette, I. (2021). Class, education, and parenting: cross-cultural perspectives. British Journal of Sociology of Education, 42(4), 453–459. https://doi.org/10.1080/01425692.2021.1946301
Haddade, R. A. F. (2021). The application of the student teams achievement division learning mode in dance performances as an effort to boost the self-confidence of 10th-grade MIPA students at State High School 4 North Toraja. Department of Performing Arts, Makassar State University, 1(1), 1–13.
Hanifah, I., Isroyati, I., & Thi Thuy Trang, T. (2025). Development of Nature-Themed Language Literacy Teaching Materials to Enhance Language Skills and Environmental Awareness of Elementary School Students. IJORER: International Journal of Recent Educational Research, 6(6), 2041–2059. https://doi.org/10.46245/ijorer.v6i6.1134
Hanifah, Munawaroh, S., & Jelita, S. (2025). Pre-service English Teachers’ Perceptions on Developing Ecotourism-Based Teaching Materials for Enhancing Eco-Literacy. IOP Conference Series: Earth and Environmental Science, 1559(1), 012040. https://doi.org/10.1088/1755-1315/1559/1/012040
HANNAFIN, Michael; LAND, Susan; OLIVER, K. (2013). Open learning environments: Foundations, methods, and models. In Instructional-Design Theories and Models.
Hatibu, H., Makassar, U. N., & Info, A. (2025). Ecological Literacy as a Pedagogical Framework in Elementary Social Studies: Analysis. 3(3), 83–91.
Hendratno, Istiq Faroh, N., & Yasin, F. N. (2025). Effectiveness of local culture supplement books in improving students’ ecoliteracy in coastal areas. Perspektivy Nauki i Obrazovania, 73(1), 202–216. https://doi.org/10.32744/pse.2025.1.13
Jadidah, I. T., Alfarizi, M. R., Liza, L. L., Sapitri, W., & Khairunnisa, N. (2023). Analysis of the Influence of Globalization on Local Culture (Indonesia).
Academy of Social Science and Global Citizenship Journal, 3(2), 40–47. https://doi.org/10.47200/aossagcj.v3i2.2136
Junaedy, A. G. R. D. H., & Asyiah, I. N. (2025). Developing a Culturally Integrated E-Module on Madurese Herbal Knowledge to Enhance Students’ Ecoliteracy Skills. Lectura: Journal of Education, 16(2), 602–615.
Kazazoglu, S. (2025). Environmental Education Through Eco-Literacy: Integrating Sustainability into English Language Teaching. Sustainability (Switzerland), 17(5). https://doi.org/10.3390/su17052156
Kim, G. W., Vaswani, R. T., Kang, W., Nam, M., & Lee, D. (2017). Enhancing ecoliteracy through traditional ecological knowledge in proverbs. Sustainability (Switzerland), 9(7). https://doi.org/10.3390/su9071182
Klaran, H. (2023). Integration of Local Wisdom Values of the Duakoran Community in Sociology Learning at SMAN Raimanuk, East Nusa Tenggara. PENSOS: Journal of Sociology Education Research and Community Service, 1(1), 8–14. https://doi.org/10.59098/pensos.v1i1.938
Kouam, A. W. F. (2025). Teachers as environmental educators: Exploring perceptions and practices of green pedagogies in fostering eco-literacy. Journal of Applied Learning & Teaching, 8(S1), 37–46.
Lian, Y., & Xie, J. (2024). The Evolution of Digital Cultural Heritage Research: Identifying Key Trends, Hotspots, and Challenges through Bibliometric Analysis. Sustainability (Switzerland), 16(16). https://doi.org/10.3390/su16167125
Mamik Indrawati, & Sari, Y. I. (2024). Journal of Social Studies Research and Education. Journal of Social Studies Research and Education, 1(18), 40–48.
Mathews, S. M., & Arulsamy, D. (2020). (PDF) The Role of Education in Transmitting Culture in Society. 1–6. https://www.researchgate.net/publication/339816271_Role_of_Education_in_Transmitting_Culture_in_Society
Mawarni, I. S., Kamaruddin, S., & Awaru, A. O. T. (2024). The Role of Youth in Preserving Local Wisdom and Rambu Solo' Culture in North Toraja. 7, 560–565.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Modjo, A. S. (2025). The Role of Schools in Promoting Environmental Awareness and Green Living. MSJ: Majority Science Journal, 3(4), 150–162. https://www.jurnalhafasy.com/index.php/msj/article/view/461%0A https://www.jurnalhafasy.com/index.php/msj/article/download/461/731
MORRIS, T. H. (2020). Creativity through self-directed learning: Three distinct dimensions of teacher support. International Journal of Lifelong Education, 39(2), 168–178.
Narulita, N., Yanita Sari, Y., & Fatayan, A. (2024). Natural and Social Science Learning Module Based on Augmented Reality Technology Containing Ecoliteracy in the Independent Curriculum in Elementary Schools. Scientific Journal of Education and Learning, 8(3), 567–577. https://doi.org/10.23887/jipp.v8i3.85805
Paganggi, R. R., Hamka, H., & Asmirah. (2021). Shifting Meanings in the Implementation of the Rambu Solo' Traditional Ceremony in Toraja Society. Journal of Contemporary Sociology, 1(1), 9–20. https://journal.unibos.ac.id/jsk
PANDIS, E. (2025). European literature as a catalyst for sustainable awareness in primary school education: a design-based research approach. Environmental Education Research, 1–41.
Prisilya, D. (2023). Shifting Cultural Values from an Archaeological Perspective. Scientific Journal, 2(1), 15.
PUSPITA, Hilya; FIRDAUS, Fery Muhamad; KAWURYAN, S. P. (2024). Self-Directed Learning Model Based on Local Wisdom Values on Student Learning Outcomes. Journal of Innovation in Educational and Cultural Research, 5(1), 22–28.
Rahayu, N., Kawuryan, S. P., & Buaga, G. F. (2025). Differentiated Project-Based Learning Model: An Effective Strategy in Ecoliteracy Education for Elementary School Students. Journal of Science Education Research, 11(3), 178–186. https://doi.org/10.29303/jppipa.v11i3.10389
Rahmita, A. (2018). Analysis of educational interaction patterns with nuances of local wisdom in economics learning. 4(1), 1–23.
Ruiz-Mallén, I., & Heras, M. (2020). What sustainability? Higher Education Institutions’ pathways to reach the Agenda 2030 goals. Sustainability (Switzerland), 12(4), 1290. https://doi.org/10.3390/su12041290
Rukin, S. P. (2019). Metodologi penelitian kualitatif. Yayasan Ahmar Cendekia Indonesia.
Sampe, J., Maknun, T., & Iswary, E. (2022). Dimensi Praksis Sosial Leksikon Flora dalam Kada Tominaa pada Acara Ma’bua’ Suku Toraja Analisis Ekolinguistik. Gema Wiralodra, 13(2), 858–882. https://doi.org/10.31943/gw.v13i2.344
Sampe, N., Kerja, E., Muda, G., & Utara, T. (2013). Naomi Sampe, Ethos Kerja Generasi Muda Toraja Utara, (Tana Toraja: Penelitian Reguler, UPPM ST AKN Toraja 2011), 57 1 1. 1–10.
Saputra, L. E. (2022). Model Integrasi Kurikulum Pembelajaran Pendidikan Agama Islam di SMK IT Al-Husna Lebong. Jurnal Ilmiah Mandala Education, 8(2), 1255–1259. https://doi.org/10.36312/jime.v8i2.2982
SEMETSKY, I. (2010). Ecoliteracy and Dewey’s educational philosophy: implications for future leaders. Foresight, 12(1), 31–44.
Soon, J. P., Lanlan, P., Ji, Y., Luo, J., Yuen, P. K., & Donghui, X. (2025). Big data assisted eco-learning environment framework for inclusive education. International Journal of Advances in Applied Sciences, 14(1), 200–208. https://doi.org/10.11591/ijaas.v14.i1.pp200-208
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Published
2026-06-16
How to Cite
Rettang, L., Najamuddin, & Alwi, A. (2026). Integration Of Cultural Ecoliteracy In The Sociology Curriculum In High School. International Journal of Education, Vocational and Social Science , 5(03), 1688-1703. https://doi.org/10.63922/ijevss.v5i03.3278
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
