The Importance of Environmental Education as a STEM Education in the

Field of Science for Elementary School Students to Anticipate Natural

Disasters in Indonesia

Sita Ratnaningsih

aculty of Educational Sciences, Universitas Islam Negeri Syarif

idayatullah Jakarta,

ndonesia

Keywords: Environmental Education, STEM Education, Disaster Anticipation in Indonesia.

Abstract: Along with the many natural disasters that hit the world recently, making Indonesia one of the countries that

cannot escape natural disasters that hit the country. Ranging from volcanic eruptions, tsunamis, floods,

droughts, earthquakes to forest fires, often occur in Indonesia. Throughout 2018, there were 2,349 disasters,

up 39% compared to the number of disasters in 2017. Thus, it is an obligation for all parties to be able to

overcome any natural disasters. In the field of STEM education, especially in science subjects in elementary

schools, mitigation of natural disasters can be overcome by providing environmental education to students,

especially for elementary school students in Indonesia. In this study, the following methods were used:

descriptive, classification methods, analysis and synthesis methods, generalization methods and

specifications. The results obtained, students can develop a better understanding of environmental problems,

have the skills to overcome disasters, and can explain to their families and surrounding communities to be

able to support the Indonesian government in preventing natural disasters in their country.

1 INTRODUCTION

Environmental education in Indonesia is facing

serious problems when compared with

environmental education and its application in the

life of people in developed countries. When

compared with education in Singapore, starting from

primary education and continued to higher

education, environmental education in Indonesia has

not been a real positive impact. It was marked by a

change in the faster the environment, disasters come

and go, it is a tragic phenomenon that occurs in the

country of Indonesia.

Some disasters are largely due to environmental

degradation, making the thought that connects these

events with the educational process applied. Musing

deforestation causes soil erosion and landslides

resulted in many casualties due to avalanches befall

dense residential areas, the problem of air pollution

in large cities due to the use of motor vehicles, the

attitude of the population that still littering, and

many irregularities of behaviour which can degrade

the quality of the environment.

1.1 STEM Education

STEM Education is an interdisciplinary approach to

learn where rigorous academic concept are coupled

with real world lessons as students apply science,

technology, engineering, and mathematic in context

that make connections between school, community,

work, and the global enterprise enabling the

development of STEM literacy and with it the ability

to compete in the new economy. (Southwest

Regional STEM Network, 2009).

STEM education has to be interdisciplinary

borderless and require learners to make connections

with real life contexts. Thus, it would require

integrating concepts of Science, Technology,

Education, and Mathematics in project, problem-

based learning projects, or case studies to help

student connect. All these years, these concepts have

been taught through separate subjects in schools and

by different teachers who have different fields of

expertise. (Suraya, 2018). Being connected is very

important for the teachers to acquire STEM thinking

in the education. (Reeve, 2015), introduced the term

STEM thinking which be defined as purposely

thinking about how STEM concepts, principles, and

Ratnaningsih, S.

The Importance of Environmental Education as a STEM Education in the Field of Science for Elementary School Students to Anticipate Natural Disasters in Indonesia.

DOI: 10.5220/0009914606810689

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 681-689

ISBN: 978-989-758-458-9

681

practices are connected to most of the products and

systems we use in our daily lives.

Some research results related with STEM

education are as follows: (Tamara et all., 2018), the

purpose of this study was to investigate the

commonalities and variations in educators’

conceptualizations of STEM education. Sense

making theory framed our analysis of ideas that

were being selected and were retained in relation to

professional learning experiences in three contexts:

two traditional middle schools, a STEM-focused

school, and state-wide STEM professional

development. Concept maps and interview

transcripts from 34 educators holding different roles

were analysed: STEM and non-STEM teachers,

administrators, and STEM professional development

providers. Results three themes were included on

over 70% of the 34 concept maps: interdisciplinary

connections; the need for new, ambitious

instructional practices in enacting a STEM

approach; and the engagement of students in real-

world problem solving. Conceptualizations of

STEM education were related to educational

contexts, which included the STEM education

professional development activities in which

educators engaged. We also identified differences

across educators in different roles (e.g., non-STEM

teacher, administrator). Two important attributes of

STEM education addressed in the literature appeared

infrequently across all contexts and role groups:

students’ use of technology and the potential of

STEM-focused education to provide access and

opportunities for all students’ successful

participation in STEM. Conclusions given the

variety of institutionalized practices and school

contexts within which STEM education is enacted,

we are not convinced that a single worldwide

definition of STEM education is critical. This is

especially important in the current reform contexts

related to STEM education. We also see that

common conceptions of STEM education appear

across roles and contexts, and these could provide

starting points for these discussions. Explicitly,

identifying the ideas educators are and are not

selecting and retaining can inform professional

learning activities at local and larger scales.

(Chittum, 2018), Conclusions through this

study, the researchers found that students could be

motivated in Studio STEM and that the experience

had a positive impact on their perceptions about

science as a field. Importantly, Studio STEM

appeared to halt the decline in these students’

motivational beliefs about science that typically

occurs during the middle school years, indicating

that afterschool programs can be one way to help

students maintain their motivation in science.

Studying the program features that the students

found motivating may help educators to make

connections between research and theory, and their

classroom instruction to motivate their students.

(Baker, 2017), the researchers continued to

support the school division during monthly

academic-year professional development sessions as

the teachers and coaches created and enacted

prototype lessons. Research integration capacity

with a specific focus on mathematics content can

offer a model for STEM integration using MEAs

that challenges one-size-fits-all professional

development, encourages STEM instructional

leadership, and promotes mathematical readiness for

STEM citizenship and careers.

(Kartal, 2018), the results indicated that the

NOS-CPD program improved the teachers’ NOS

views more effectively than previously reported

short-term teacher development programs, and thus,

the findings should be useful for future studies in

support of the professional development of teachers.

The article concludes with practical advice for

implementing NOS-focused, in-service teacher

development programs.

(Roberts, et. All, 2018), results the research

used a naturalistic inquiry, phenomenological

approach to examine students’ perceptions of STEM

while participating in a summer informal learning

experience. Data came from students at the summer

informal STEM learning experiences at three diverse

institutions across the USA. Data were collected

from reflection forms and interviews that were

designed to explore students’ “lived experiences”,

( Manen, 1990) and how those experiences

influenced their STEM learning. As we used a

situate lens to examine the research question of how

participation in an informal learning environment

influences students’ perceptions of STEM learning,

three prominent themes emerged from the data. The

informal learning environment (a) provided context

and purpose to formal learning, (b) provided

students opportunity and access, and (c) extended

STEM content learning and student engagement.

Conclusions by using authentic STEM workplaces,

the STEM summer learning experience fostered a

learning environment that extended and deepened

STEM content learning while providing opportunity

and access to content, settings, and materials that

most middle level students otherwise would not have

access to. Students also acknowledged the access

they received to hands-on activities in authentic

STEM settings and the opportunities they received

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to interact with STEM professionals were important

components of the summer informal learning

experience if connected STEM education, especially

for science field, environmental education is

important factor for elementary school students. The

purpose of environmental education (Stapp, 1969;

Meilani 2009; Denkova, 2011) is to make the public

more aware of environmental issues, understanding

the human responsibility and its role for the

environment, and build a sense of environmental

preservation and the ability to solve environmental

problems. The core purpose of environmental

education is about understanding and attitude.

Environmental education is based on the four pillars

of education (Delor’s report in Campbell, 2001).

First, education is to know and understand the

environment in all its aspects (learning to know).

Second, education is to instil an attitude, ability and

skills in preserving the environment (learning to do).

Third, education is to instil a way of living together

on earth to be secured preserved for generations to

come (learning to live together). Fourth, education is

to instil deep belief that human beings are part of

nature, which man is a friend and not foe of nature,

as well as in life must act friendly and thoughtful in

treating nature (learning to be).

2 METHODOLOGY

In the study, used the following methods:

descriptive, the classification method, the method of

analysis and synthesis, the methods of generalization

and specification (Zelenika, 2000). Data was

gathered through analysis of documents (material for

Environmental Education STEM education, and

natural and social sciences). The research is limited

to the material of natural disaster for the six grade of

primary school in Indonesia and teaching methods

material of natural disaster in the six grade primary

school.

3 RESULTS AND DISCUSSIONS

3.1 The Development of Environmental

Education

3.1.1 Development of Environmental

Education at the International Level

In 1975, an international workshop on

environmental education was held in Belgrade,

Yugoslavia. At the meeting produced a statement

among participating countries on environmental

education known as "The Belgrade Charter - a

Global Framework for Environmental Education". In

brief, the purpose of environmental education were

formulated in Belgrade Charter mentioned above are

follows:

Raising awareness and attention to linkages

economic, social, political, and ecology.

Provide opportunities for everyone to acquire the

knowledge, skills, attitudes / behavior, motivation

and commitment, which is needed to work

individually and collectively to solve environmental

problems today and prevent the emergence of new

problems. Creating a whole new behavior patterns

for individuals, groups and communities to the

environment.

3.1.2 Development Environmental

Education in the Nations of ASEAN

Region

Program development of environmental education is

not a new thing in the scope of ASEAN. ASEAN

member countries have developed programs and

activities since the international conference of the

first environmental education in Belgrade in 1975.

Since the issuance of the ASEAN Environmental

Education Action Plan 2000-2005, each ASEAN

member countries need to have a framework for the

development and implementation of environmental

education. Indonesia as the ASEAN member

countries actively participate in designing and

implementing the ASEAN Environmental Education

Action Plan 2000-2005. In essence, the ASEAN

Environmental Education Action Plan 2000 - 2005 is

an important milestone in the efforts of regional

cooperation among fellow ASEAN members to help

improve the implementation of environmental

education in each of the ASEAN member countries.

3.1.3 Development of Environmental

Education in Indonesia Country

In Indonesia the development of the implementation

of environmental education began in 1975 where for

the first time in Jakarta Teachers' Training College

pioneered the development of environmental

education by arranging Outlines Environmental

Education Teaching Program being piloted in 15

primary schools in Jakarta in the 1977/1978.

In 1979 established and growing Center for

Environmental Studies (PSL) in various public and

private universities. Along with that also began to

study the development of the EIA by all PSL under

The Importance of Environmental Education as a STEM Education in the Field of Science for Elementary School Students to Anticipate

Natural Disasters in Indonesia

683

the coordination of Minister of State for

Development Supervision and the Environment

(Minister for State-PPLH). Currently the number of

PSL is a member BKPSL has grown to 87 PSL, in

addition, various universities, both public and

private sector started to develop and establish a

special program of environmental education, for

example, in the Department of Forestry IPB. At the

primary and lower education level (general

secondary and vocational), the eye of delivering

teaching on population and environment issues in an

integrative manner set forth in the curriculum system

in 1984 to include the issues of population and

environment in almost all subjects. Since the year

1989/1990 to date training on the environment have

been introduced by the Ministry of Education for

teachers of elementary, junior and senior high

schools, including vocational schools.

3.1.4 Application of Enviromental

Education in Primary Schools

Environmental education that is given to students in

primary schools include matters relating to the

environment, natural disasters and ways to overcome

them. Material natural disasters and natural disasters

measures given in the sixth grade students in chapter

IX. Basic competence of this chapter is that students

understand and are able to explain the existence of

earthquakes, tsunamis, floods, volcanic eruptions

and catastrophic landslides. Each such disasters can

be explained as follows:

1)Earthquake

An earthquake is a natural disaster that was terrible.

It was because the earthquake resulted in homes and

buildings collapsed. Human victims of earthquakes

are usually caused by the collapse of the building.

Therefore, residents should find a way to save

themselves. How to rescue from earthquake disaster

covers 2 things; before the earthquake and during

the earthquake. Things that must be done before the

earthquake are as follow: try to get our building

earthquake resistant, placing the location of

settlements / housing away from vulnerable areas,

educating the public so that the public has the

vigilance and nimble in the face of earthquakes,

form an organization tackling earthquakes within a

community for them to have a cooperative spirit in

the face of an earthquake, fire fighting training in

order to have the skills to prevent and mitigate fires

that occur during earthquakes in the Indonesia

country, training in first aid (P3K) so that they have

the skills to help the quake victims before being

taken to a hospital, train all family members so they

have enough ability in the face of earthquakes, held

a simulation of an earthquake that they deftly in an

attempt to rescue themselves and their families,

storing dangerous goods so that in the event of an

earthquake is not lost due to act of people who are

not responsible, enroll families on insurance so that

each family has a guaranteed soul, setting up siren,

gong, or other tools producing sounds to tell the

entire community about the earthquake. As for how

to save themselves in the event of an earthquake are

as follow: leave the house if there is an earthquake,

turn off power to avoid fire, wake and led out of the

house all members of the family, away from the

building, lies down in order not to fall, sound an

alarm to notify all members.

2)Tsunami

The tsunami was a high sea waves that strike the

ground. Tsunami usually occurs after an earthquake.

Examples of the tsunami disaster that occurred in

Indonesia is occurring on December 26, 2004 in

Nanggroe Aceh Darussalam, which killed about 270

thousand people. Although the tsunami can also be

caused by the eruption of the seabed and the seabed

rock landslides, but most of the tsunami caused by

earthquake. To avoid the enormity of the tsunami,

then the things that must be implemented are:

education about tsunamis through both formal and

non-formal, increase self-awareness of the whole

family, government building tsunami early warning

system (TEWS = Tsunami Early Warning System),

the construction of the barrier / retaining tsunami

waves near the shoreline, planting mangrove trees to

preserve the mangrove forest that serves as a

protective beach from waves, the construction of a

safe evacuation order when the tsunami hit the

people, much easier to safety, introduction to the

public about the signs of a tsunami, construction of

houses for tsunami. Ways of dealing with the

tsunami is to: report on the tsunami phenomenon,

equip yourself with the tools of communication and

the formation.

3) Disaster Mount Erupt

The next dangerous natural disaster in Indonesia is

Disaster Mount Erupt. The mountain erupted, a

natural disaster that is quite dangerous. Indonesia

has many active volcanoes, including some very

active mountain in East Java.

Some things to note are: recognizing signs of

volcanic eruption (heat, strange animal movement,

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earthquake), to understand the impacts and disaster

(hot cloud, material), to build a house in the safe

area and does not affordable volcanic eruptions,

forming action groups care disaster, leaving the

place / evacuate if there is advice of the government,

securing valuables, lock your home when leaving

the house, preparing meals and the availability of

sufficient clothing, social solidarity, turn off the

electricity to prevent fires.

4)Floods

Floods are disasters that frequently hit the lowland

areas. Actually flood was a natural disaster caused

by the behavior of humans. The cause of the flood is

deforestation, throwing garbage in waterways,

building in flood plains region, torrential rains, and

so on. Flooding often accompanied by mud in large

quantities,

How to save ourselves from the flood: to recognize

the signs of flood, understood as a result of floods

and disasters, build houses in the safe area which is

not affordable by the floods, formed action group

concerned catastrophic, leaving the place / refuge if

at any time there was a flood , securing valuables in

a place that is inaccessible by the flood, locked the

house when leaving the house, prepare the

availability of food and sufficient clothing,

mobilizing social solidarity, help clean the river of

garbage, help prevent deforestation, help the

reforestation program, turn off the power to prevent

Fire.

5)Landslides

Landslides are a chunk of land located on a cliff,

then slid downward. Landslides most likely occur in

areas of steep mountain slopes. Often Landslides

cause damage such as road closures, hoarding

houses, etc.

Some counter measures are as follows: avoid

building homes under the slopes prone to landslide,

building a house in the safe zone which is not

affordable by the disaster, preserving the trees

around, recognizing the signs of flood,

understanding the implications and disaster, forming

action groups concerned disaster, leave / flee in case

of landslides, valuables, lock your home when

leaving the house, preparing meals and the

availability of sufficient clothing, social solidarity.

Prevent deforestation, and help the reforestation

program. Material about natural disasters and the

ways to overcome the above, the students will be

able to understand about natural disasters and how to

avoid or how to prevent the occurrence of natural

disasters. But in environmental education a student

must be supported by good teaching methods and

appealing for students, so that the learning

objectives will be achieved.

3.2 Teaching Methods Material of

Natural Disaster in the Six Grade

Primary School

Environmental education in the STEM education

process is an environmental system consists of

several components that interact in creating the

learning process focused on a particular goal. These

components, according (Gulo, 2012) is (a) learning

objectives, (b) teachers, including his experience and

knowledge, (c) learners, (d) the subject matter, (e)

the method of teaching, (e) the medium of

instruction , (f) administrative and financial factors.

In teaching environmental education, a teacher must

understand what factors can affect the effectiveness

of teaching and learning. The learning process

cannot be separated from the teacher's decision in

choosing one or more methods to teach a lesson to

students. According to (Anas, 2014), there are

several factors that influence the selection of

teaching methods, namely: (1) learners, including:

differences in levels of education, background of

learners, and intellectual level; (2) the class

dynamics, including: the number of students, the

class character, how cooperative people learn, the

dominant group in the classroom, as well as the

performance and level of class participation; (3) the

availability of teaching and learning; (4) the learning

objective to be achieved; (5) learning materials; (6)

the allocation of instructional time; (7) the ability of

teachers.

(Carlson, et all., 2011) and (Dewey in Kochhar,

1992) wrote that many authors agree that the best

practice for environmental education is the field

experience, as one of the informal environmental

education, children should learn through activity.

Learning from experience or learning by doing

(Gandhi, Kilpatrick and Dewey in Kochhar, 1992)

recommended today and is defined as the process of

reaching an understanding, knowledge, skills, and

attitudes through practical and applied activities.

Some of the methods used in teaching environmental

education include lectures, discussions, question and

answer, experiments, storytelling, demonstrations,

practice of direct experience, and so forth. Here are

today several types of teaching methods that can be

practiced in teaching environmental education in the

STEM education:

The Importance of Environmental Education as a STEM Education in the Field of Science for Elementary School Students to Anticipate

Natural Disasters in Indonesia

685

1. Method Lecture—Lecture (Kochlar, 1992;

Lee in Kochhar, 1992; Gulo, 2012; Vishwanath,

2006; Anas, 2014), is the way teachers deliver

lessons orally, formal, well planned and aimed at

clarifying some issues or particular topic to a group

of learners. In this lecture method, the teacher can

explain to various media that exists to provide direct

explanations about natural disasters means of

prevention for them.

2. Discussion—Discussions (Kochhar, 1992;

Gulo, 2012; Rianto, 2006; Lakshmi, 2010;

Vishwanath, 2006; Anas, 2014) is a way of

presenting the lesson in which the students are active

in expressing their opinions, knowledge, or

experience from material have been determined. The

goal is to solve problems, increase the knowledge of

students, exchange knowledge / opinions, but it is

not a debate that is both arguments. Having given an

explanation, a teacher should also give their lesson

with the method of discussion, so that students will

be able to exchange opinions and complementarity

his opinion when discussing the matter of natural

disasters.

3. Demonstration—Demonstration (Kochlar,

1992) is a method used to teach participants to act or

demonstrate the steps to work on something.

Demonstration is a practice that is demonstrated to

the participants. On the matter of natural disasters all

very well if there is a demonstration method, so it

can provide a picture of how the event of natural

disasters and how to prevent it through

demonstration or demonstrations in act out by the

students, in addition to their more familiar.

4. Assignment—Recitation (Rianto, 2006; Anas,

2014) is a way of presenting the subject matter by

assigning the students to engage in activities outside

school hours face to face. This natural disaster on

the material the teacher should assign tasks to

students to find out the sources from outside

depicting natural disasters, so that students have an

extensive knowledge of the existence of natural

disasters.

5. Observation—Observation (Anas, 2014;

Lakshmi, 2010) is a way to learn the subject matter

by making observations in an attempt to obtain

information about objects and particular events by

using the senses. The observations made in the

students can do at the scene of natural disasters, or

can view the video of natural disasters, so student

can see it.

6. Story telling—Telling method (Lakshmi,

2010) is a way of delivering the lesson by telling the

stories or events of a thing, with the aim that

students can take lessons, especially moral contained

in the story. In storytelling, the teacher should tell

stories that happen when a natural disaster occurs,

for example, by telling the victims' suffering are at

capacity in the camps, the mosque was not damaged

when the tsunami, and others that lead students into

sympathy to help and provide relief to disaster

victims, and tried to keep the surrounding

environment so as to avoid natural disasters.

7. Experiment—Experiment (Lakshmi, 2010) is

the way it is done through a process or experiment in

the learning process. Methods experiments were

carried tools or specific media and made more than

once. This method makes students believe the

correctness or conclusions based on experiments

rather than simply accept the word from teachers or

books. Learners are encouraged to develop

exploratory study attitudes about science or

technology, and expected to bring new

breakthroughs. In this method, for example, students

were invited to make compost, which is the

processing of the waste bin, so that garbage can be

separated from waste-separating organic and non-

organic, which then can be process into fertilizer.

The benefit is in addition to be able to utilize the

existing waste could also preserve the environment

with fertilizer on the plants that make the plant can

thrive.

8. The practice of direct experience –

experiential (Meilani, 2009) is a way of delivering

the subject matter by getting learners interact

actively and directly with natural activities to gain

understanding and knowledge directly with nature.

This practice can be done by the teacher invites

students to view composters directly to the people

who have done it, so they can get a first-hand how to

make compost as part of efforts to green the

environment and prevent flooding. As research

conducted by (Slobodova, Novakova, Giertlová,

2016) which invites elementary school students to

practice direct way of farming in urban areas, in

anticipation of greening the urban environment and

the prevention of flooding.

9. Tourism—Field Trip (Rianto, 2006, Kocchar,

1992) is a way of presenting a lesson by bringing

learners directly to the object to be learned outside

the classroom. At the time travel works of teachers

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and learners only act as a tourist. The work can be

done by teachers travel with the students to see the

area directly affected by natural disasters, can all

provide assistance both physical and non-physical.

10. Question & Answer (Rianto, 2006, Kocchhar,

1992) is a method used to convey the lesson by

asking questions later learners to answer or

otherwise. Question and answer important in doing

by teachers at the material related with natural

disaster, because it will make students understand

and animating how natural disasters and ways to

overcome them. So that students will have the

critical thinking of the existence of a natural disaster,

as well as research results (Serhat, 2012), which

examines the Effect of Environmental Education in

Critical Thinking and Attitude Environment. The

results showed that the subjects in the sample had a

critical level thinking skills average in

environmental education. ANNOVA and t-test

results also showed meaningful statistical

significance in critical thinking skills of students and

attitudes towards the environment in terms of

gender, socio-cultural and other types of schools. In

addition, in accordance with the results obtained

from this study, it can be stated that the Thinking

Test Critical in Environmental Education can be

used to identify critical skills to students in

elementary school.

11. Role Playing / Simulation—Role Playing

(Rianto, 2006; Dawson in Rianto, 2006; Anas,

2014). That means the delivery of content through

the development of imagination and appreciation of

learners to act it as a character living or inanimate.

Ways of presenting the material in the form of

impersonation acts, plays to enable learners to have

better understanding with the material being taught.

This method of learning to play a role in conveying

the material chapter of natural disasters is very

important, because it can be simulated how to give

first aid to victims of natural disasters, which include

providing medicines and demonstrations to help

victims who have to wear a stretcher, and so on. So

the child will feel directly how the situations of

natural disasters and the ways to handle it.

From the discussion of several methods that can

be applied in the schools in Indonesia are expected

no sense of belonging Indonesian students to the

environment, so as to have a caring and a good

attitude towards the environment, as well as the

results of research (Kollmuss, 2010); (Carmi,2014);

(Julie Ernst, 2015); (Prati, 2015), which states that

the attitude of students has concern for the

environment should have been in shape through

environmental education implemented in schools.

Natural disasters that will occur can be prevented by

good if there is cooperation between the community

and local government.

4 CONCLUSIONS

Of material discussion about natural disasters and

ways to cope natural disasters with learning methods

on students in elementary school, it can be

concluded that the matter of environmental

education is very important to give to the students

starts from ground level up to college, so that

students will understand and be able to explain to the

family and the surrounding community to be able to

support the Indonesian government in preventing the

occurrence of natural disasters, and also able to

provide relief and response to victims of natural

disaster when a disaster occurs. For the role of

teachers as educators are required to provide the

knowledge and example as a good role in the care

for the environment, maintain and at the same time

be able to cope if a natural disaster occurs. As well

as the leader for the students, teacher able to give

more attention to the environment. So the effect on

the environmental education leadership model is a

person to influence his men to have better care for

and maintain the surrounding environment.

(Kyoungjin, Akiyama, Kim, Hoshiko, Furumai,

2011).

In addition to professional teachers and trainer in

providing the needed environmental education is

also an environmental education curriculum that is

neatly arranged and sustainable ranging from

primary school to college level, so that it can

achieve the learning objectives given environmental

education. As the research results (Huz, 2016),

which states in the environmental education program

nine years of basic school system in the Republic of

Slovenia since 1957 with curricular reform

happened.

Therefore, it concluded that it is very important

environmental education given to all students from

primary school to college, to prevent the occurrence

of natural disasters in Indonesia. In addition to other

factors that support the curriculum is the

professionalism of teachers, teaching methods and

approach to students and support of school leaders

and the government of the Republic of Indonesia as

a whole to support the accomplishment of

The Importance of Environmental Education as a STEM Education in the Field of Science for Elementary School Students to Anticipate

Natural Disasters in Indonesia

687

environmental education that is given to all students

in the country of Indonesia.

ACKNOWLEDGEMENTS

Researchers are grateful to the Faculty of

Educational Sciences State Islamic University

Jakarta and the State University of Jakarta that have

provided a lot of encouragement in the process of

this research.

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The Importance of Environmental Education as a STEM Education in the Field of Science for Elementary School Students to Anticipate

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