Volume 6 Nomor 2 .
Pages 234-247 Edubase : Journal of Basic Education Email Journal : edubase.
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Web Journal: https://jurnal.
id/index.
php/edubase/index An Innovative Approach to Implementing a Green Economy Through Javanese Local Wisdom in Elementary School Learning Bramianto Setiawan1.
Septian Mukhlis2.
Dea Nur Hafifah3.
Zulela MS4.
Vina Iasha5
1,2,3
Universitas Pelita Bangsa.
Bekasi.
Indonesia Universitas Islam Sultan Agung.
Semarang.
Indonesia SD Negeri Pondok Bambu 06.
Jakarta.
Indonesia Received: 2025-03-25.
Revised: 2025-07-19.
Accepted: 2025-08-30 Abstract Objective: This study examines the implementation of Green Economy concepts through Cultural-Based Learning in Indonesian elementary schools, focusing specifically on Javanese cultural contexts.
Novelty: Addressing a critical gap in sustainability education, the study demonstrates how integrating local traditions can effectively contextualize global sustainability goals in the classroom.
Methods: The study uses a mixed-methods design, surveying 200 teachers across four provinces in Java and conducting in-depth interviews with 30 participants.
Results: Quantitative findings indicate strong teacher understanding of Green Economy principles (M=4.
, but relatively lower application levels (M=3.
, with significant regional disparities (F=3.
864, p=0.
Qualitative analysis reveals three main themes: .
teacher commitment to environmental stewardship, .
systemic barriers such as curriculum overload and limited facilities, and .
the role of Javanese cultural practicesAisuch as Sedekah BumiAiin enhancing student engagement.
Conclusions: Practical implications include the development of culturally responsive curricula and targeted teacher training programs.
The study is limited to the Javanese region, and further research is needed to explore its applicability in other cultural settings.
Keywords: Green Economy Education.
Javanese Cultural Traditions.
Elementary Schools.
This is an open access article under the CC BY-SA license.
*Corresponding Author:
Bramianto Setiawan Universitas Pelita Bangsa Jl.
Inspeksi Kalimalang No.
Bekasi.
West Java 17530.
Indonesia Email: sbramianto@pelitabangsa.
EduBase: Journal of Basic Education.
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INTRODUCTION
Primary education plays a strategic role in shaping studentsAo mindsets, attitudes, and behaviors towards both the environment and their cultural heritage (Zulela et al.
, 2.
In an era marked by global challengesAiranging from climate change and environmental degradation to the erosion of local identity due to globalizationAithe urgency for implementing sustainability-based education has increased (Naheed & Shooshtarian, 2.
One integrative framework that offers promise in this regard is the Green Economy, which advocates for sustainable economic development by minimizing environmental harm while promoting social welfare (Adamowicz, 2.
Concurrently.
Cultural-Based Learning has been shown to reinforce studentsAo local identity and increase the relevance of classroom content by connecting it to their lived experiences (Windiyani et al.
, 2.
Java, as the most populous and culturally rich island in Indonesia, presents a unique context for this study (Miksic, 2.
The island is home to longstanding environmental traditions, such as Sedekah Bumi .
arth gratitud.
(Hastuti et al.
, 2.
Ruwatan .
itual cleansin.
(Atrinawati et al.
, 2.
Nyadran .
ncestor homag.
(Sartini et al.
, 2.
Wiwitan .
re-planting blessin.
(Verrysaputro, 2.
Unan-Unan .
isaster preventio.
(Putri et al.
Merti Desa .
illage cleansin.
(Anindyarini et al.
, 2.
, and Labuhan .
ea offerin.
(Bagas et al.
, 2.
, which reflect a deep-rooted cultural commitment to nature and These practices offer an organic foundation for implementing Green Economy principles in educational settings.
Despite this, little empirical research has explored how such traditions can be meaningfully integrated into formal learning, particularly at the elementary school level (Johnson & Majewska, 2.
Existing research has established that integrating environmental themes into primary curricula fosters ecological awareness and pro-environmental behavior (Otieno et al.
, 2020.
Tilbury, 2.
Culture-based pedagogy, in turn, has been found to boost student engagement and pride in local identity (Darong, 2022.
Iasha et al.
, 2.
However, most Green Economy studies have concentrated on secondary or higher education settings, often overlooking the foundational role of primary education (Ngare et al.
, 2022.
Sun et al.
, 2024.
Wu & Zhang.
Furthermore, comparative studies from regions outside Java reveal varying patterns in the implementation of sustainability-oriented education.
For instance, research in Bali highlights the strong integration of environmental education with religious rituals, such as Tri Hita Karana .
he three causes of well-bein.
, which emphasizes harmony with nature, humans, and God (Lasmawan & Sanjaya, 2.
In contrast, studies in Kalimantan and Papua emphasize ecological knowledge rooted in indigenous traditions and forest-based livelihoods, yet these often lack formal curricular support (Fatem et al.
, 2023.
Nugroho et al.
, 2.
Internationally, countries like Finland and Japan have successfully incorporated sustainability values through student-centered pedagogies and nature-based learning activities (Hu & Mou.
Lee, 2.
Compared to these contexts, the integration of the Green Economy and Cultural-Based Learning in Java is unique due to its blend of institutional education and rich local wisdom embedded in daily life practices.
However, such comparative insights are rarely examined in depth, especially concerning how local cultural assets can be systematically leveraged to support sustainability education at the primary levelAihighlighting a significant research gap this study seeks to address.
Another identified gap lies in the limited exploration of how these educational concepts are enacted in actual school practice.
Prior studies frequently address theoretical models or macro-level policy frameworks (Timm & Barth, 2.
, leaving a void in understanding how primary school teachers interpret, adapt, and apply Green Economy and Cultural-Based Setiawan.
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Aspects such as teacher preparedness, institutional support, curriculum flexibility, and local cultural adaptation remain under-examined (Rahmawati et al.
, 2.
Moreover, while student perspectives are essential for measuring learning effectiveness, this study narrows its scope to teachersAo perspectives to focus on implementation-level dynamicsAiacknowledging that future research should include students to complete the educational narrative.
Based on this context, the present study aims to investigate how elementary school teachers in Java implement Green Economy and Cultural-Based Learning in their classrooms.
The study seeks to uncover not only the instructional strategies employed but also the challenges and supporting factors encountered in the process.
Ultimately, it aspires to contribute to the development of sustainability-oriented and culturally responsive primary education in Indonesia.
METHODS
Research Design This study employed a mixed-methods approach, combining quantitative and qualitative data collection techniques to provide a comprehensive understanding of implementing Green Economy concepts through Cultural-Based Learning Models in elementary schools.
convergent parallel design was adopted, wherein quantitative .
and qualitative .
data were collected simultaneously, analyzed separately, and then merged during interpretation to obtain a holistic view (Creswell & Creswell, 2017.
Fraenkel et al.
, 1.
This design enabled the researchers to validate and complement the findings through different data Participants Participants in this study consisted of 200 elementary school teachers from four provinces in Java: West Java.
Banten.
Central Java, and East Java.
Participants were selected using purposive sampling based on four criteria: .
actively teaching in an accredited elementary school, .
having at least two years of teaching experience, .
previous exposure to environmental or sustainability-related programs .
, local green school initiatives, teacher workshop.
, and .
willingness to participate voluntarily.
Java was chosen as the research location because of its accessibility, diversity of cultural backgrounds, and density of educational institutions, making it a strategic representation of the Indonesian elementary education landscape.
While this provides rich contextual insights, it also presents limitations in terms of generalization outside the island, particularly to schools outside the island with different infrastructure and cultural ecosystems.
The demographic characteristics of the participants are summarized in Table 1.
Table 1.
Demographic Characteristics of Participants Gender Age Demographic Category Male Female 21Ae30 years 31Ae40 years 41Ae50 years Setiawan.
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Master's degree (S.
237 of 247 Data Collection Instruments The data in this study were collected through two main instruments, namely a questionnaire and a semi-structured interview guide.
The questionnaire was designed to explore teachers' perceptions, knowledge, and experiences related to the implementation of the Green Economy concept and culture-based learning models in elementary school education.
This instrument consists of 30 statements divided into three main domains: .
understanding the Green Economy concept, .
application of green economy principles in classroom learning practices, and .
integration of local cultural values in the learning process.
A five-point Likert scale was used to measure the level of respondent agreement with each statement, ranging from 1 .
trongly disagre.
to 5 .
trongly agre.
, in order to provide space for a more vocal and measurable variation in responses.
The development of the questionnaire items was carried out through a literature review, especially literature on sustainable education and culture-based learning.
To ensure content validity, this instrument has been reviewed by three experts in the fields of education for sustainable development and culturally responsive pedagogy.
Revisions were made based on expert input, especially to ensure that each statement item is relevant to the context of elementary education in Indonesia.
Next, a pilot test was conducted on 30 teachers outside the main research sample to test the clarity and consistency of the items.
The pilot test results showed that the questionnaire had high internal reliability, with a Cronbach's Alpha value of 87, indicating that this instrument is reliable for use in large-scale data collection.
In addition to the questionnaire, semi-structured interviews were conducted to gain a deeper understanding of how teachers implement the Green Economy concept and local cultural values in learning.
Interviews were conducted with 30 teachers who were purposively selected from various cultural and geographical backgrounds.
The interview guide included open-ended questions regarding teachers' perceptions of the green economy concept, their experiences in integrating cultural values into teaching, challenges faced, and strategies they The interview process was conducted flexibly, either in person or through an online platform (Zoom or Google Mee.
, depending on the availability and location of the participants.
All interviews were recorded with the consent of the participants and transcribed verbatim for qualitative analysis purposes.
The use of these two instruments allowed for data triangulation to increase the validity of the findings and strengthen the interpretation of the research results.
Data Analysis Techniques The collected data were analyzed using a combination of quantitative and qualitative Quantitative data from the questionnaires were subjected to descriptive statistical analysis, including calculating means, standard deviations, and frequency distributions to summarize teachers' perceptions and practices.
To identify potential differences between Setiawan.
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Banten.
Central Java, and East Jav.
, analysis of variance (ANOVA) tests was conducted.
A thematic analysis approach was applied to the qualitative data following the six-phase procedure outlined by Braun and Clarke .
This involved familiarising with the interview transcripts, generating initial codes, searching for patterns and emergent themes, reviewing and refining them, and finally defining and naming them.
This iterative process identified key insights into the implementation challenges and successful strategies.
Triangulation was employed by cross-referencing the survey results with the qualitative data from interviews to ensure the credibility and trustworthiness of the findings.
RESULT AND DISCUSSION
Quantitative Findings The quantitative analysis revealed important insights into teachers' understanding, application, and integration of Green Economy concepts and Cultural-Based Learning Models.
Table 2 presents the descriptive statistics of teachers' responses across the three main domains.
Table 2.
Mean and Standard Deviation of Teachers' Perceptions Domain Understanding of Green Economy Application of Green Economy in Classroom Integration of Cultural Values in Learning Mean Table 2 showed that teachers generally had a strong understanding of the Green Economy, with a mean score of 4.
12 (SD = 0.
This indicates widespread awareness of sustainable development principles and eco-friendly educational practices.
However, the application of these concepts in classroom settings was slightly lower (M = 3.
SD = 0.
suggesting that while conceptual knowledge was high, practical implementation faced barriers.
Interestingly, integrating cultural values received the highest mean score (M = 4.
SD = 0.
reflecting a strong tradition of incorporating local wisdom into pedagogical practices.
Table 3.
Mean Scores by Province Province West Java Banten Central Java East Java Understanding of Green Economy Application of Green Economy Integration of Cultural Values Central Java consistently recorded the highest scores across all domains, especially in the application of Green Economy practices.
This trend may be influenced by the region's proactive environmental education programs and longstanding integration of ecological values into school activities.
Central JavaAos local government has introduced supportive policies, including funding for school-based environmental initiatives and training for teachers, which likely contributed to these higher scores.
In contrast.
Banten had the lowest scores, particularly in the application domain (M = Interviews and field notes revealed that this region faces several structural challenges.
Setiawan.
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These constraints may hinder effective classroom implementation, even when teachers possess adequate understanding.
To statistically examine whether these inter-regional differences were significant, a oneway ANOVA was conducted on the application domain.
The results are presented in Table 4.
Table 4.
ANOVA Results for Application of Green Economy Practices by Province Source Between Groups Within Groups Total Sum of Squares Mean Square p-value The ANOVA showed a statistically significant difference in the application of Green Economy practices across provinces (F.
, .
= 3.
864, p = 0.
This reinforces the hypothesis that regional characteristics influence implementation.
Factors such as local government support, availability of teaching resources, administrative encouragement, and integration of environmental topics in regional curricula likely contribute to these differences.
For instance, the higher scores in Central Java may reflect better institutional alignment and greater community engagement with sustainability, while lower scores in Banten point to infrastructural and policy-related gaps.
Qualitative Findings Thematic analysis of interview data from 30 participants revealed three major overarching themes: .
Teacher Awareness and Commitment, .
Challenges in Implementation, and .
Cultural Synergy in Green Practices.
The coding process involved initial open coding, axial coding to identify patterns, and selective coding to finalize themes.
Figure 1 illustrates the thematic map generated.
Figure 1.
Thematic Map of Green Economy Implementation in Cultural-Based Learning Teacher Awareness and Commitment In this study, nearly all participants demonstrated a high level of awareness regarding the principles of the Green Economy, reflecting a strong commitment to environmental responsibility within the educational framework.
Teachers recognized that fostering environmental stewardship from an early age was crucial for cultivating a sustainable future and promoting broader educational goals, including moral and civic development.
The Green Setiawan.
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uch as waste reduction, resource conservation, and promoting sustainable consumption habit.
were seen by teachers as complementary to the values of responsibility, care, and respect integral to elementary school character education.
Teachers explained that integrating these Green Economy principles into their lessons was not an additional burden but a natural extension of the ethical principles they already emphasized in their teaching.
For instance, many believed that instilling a sense of environmental responsibility in students aligned closely with their schools' core moral education goals.
One teacher from West Java shared the following perspective:
"Teaching about protecting the environment is part of building students' Green Economy concepts fit very well into what we already emphasize: responsibility, care, and respect.
Furthermore, the findings revealed that teachers possessed a strong intrinsic motivation to promote environmental stewardship, even when it was not explicitly required or mandated by the curriculum.
Despite the absence of formal directives, they felt a moral obligation to equip students with the knowledge and values necessary to become responsible environmental This motivation stemmed from recognising that teaching sustainable practices could shape students' habits and worldviews, fostering long-term environmental consciousness.
Challenges in Implementation While teachers expressed a deep commitment to implementing Green Economy principles, several practical challenges that hindered the consistent application of these concepts in classroom settings were identified.
One of the most significant barriers was the limited school facilities.
Many teachers reported that their schools lacked the physical infrastructure to support environmental practices such as recycling, waste segregation, or Translating environmental awareness into practical action became challenging without adequate facilities like recycling bins or green spaces.
As one teacher from Banten "We understand the importance, but we lack real facilities.
ThereAos no composting area and no proper recycling system.
It becomes just theory without Moreover, curriculum overload was another critical issue highlighted by many teachers.
Integrating Green Economy topics into an already full and rigid curriculum created a sense of time pressure.
Teachers often found it difficult to balance sustainability topics with other subjects, especially when standardised testing requirements left little room for additional This struggle to align Green Economy principles with prescribed educational frameworks made it difficult for teachers to devote adequate time to these topics.
Another recurring challenge was the lack of administrative support.
While some teachers received encouragement from school leaders, only a few schools had formalized programs or specific incentives designed to support environmental education.
The absence of clear institutional policies or dedicated green initiatives meant that much of the responsibility for Setiawan.
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The challenge was compounded by the reality that these initiatives often depended on teachers' enthusiasm rather than being embedded within the schoolAos broader educational objectives.
Cultural Synergy in Green Practices A striking and positive finding from the interviews was the role of cultural-based learning as a significant enabler of Green Economy education.
Teachers in various regions of Indonesia, particularly in areas with strong local traditions, creatively integrate cultural values and practices that emphasize harmony with nature into their environmental education efforts.
This approach made the Green Economy concepts more relatable and meaningful to students by grounding them in familiar cultural contexts.
Teachers often drew upon local wisdom from indigenous practices, folklore, and ceremonies that promoted environmental care.
Teachers usually used storytelling traditions to convey the importance of respecting natural resources.
For example, in West Java and Central Java, stories about the sanctity of forests and rivers, derived from local myths and traditions, were employed as teaching tools.
These cultural narratives fostered respect for the environment and helped students see themselves as part of a larger ecological and cultural web.
In addition to storytelling, teachers also utilized community farming projects based on traditional sustainable methods.
These educational and practical activities allowed students to engage directly with sustainability concepts, such as organic farming and water conservation.
Furthermore, cultural ceremonies like Sedekah Bumi (Earth Offerin.
and Nyadran .
itual honouring ancestors and the environmen.
were integrated into lessons, providing students with hands-on opportunities to connect cultural practices with environmental stewardship.
A teacher from Central Java shared the following:
"By embedding the lessons in local traditions like AoSedekah Bumi,Ao students naturally appreciate the connection between culture and environmental care.
This fusion of cultural traditions with Green Economy practices was viewed as an effective way to engage students, making environmental issues more accessible and meaningful to them.
Teachers noted that cultural-based learning enhanced students' understanding of environmental concepts and helped foster a sense of pride in their cultural heritage while reinforcing the importance of preserving the natural environment.
DISCUSSION
The findings of this study on implementing the Green Economy concept and the CultureBased Learning Model in elementary schools reveal several insights that contribute to the existing knowledge on sustainability education.
The study identifies several key themes:
Teachers' Awareness and Commitment.
Challenges in Implementation, and Cultural Synergy in Green Practices.
These findings are further interpreted through the lens of global environmental education frameworks, particularly UNESCOAos Education for Sustainable Setiawan.
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Teacher Awareness and Commitment The results of this study show that elementary school teachers possess a high level of awareness and commitment to integrating Green Economy principles into their teaching The findings align with existing research emphasizing the importance of environmental education in fostering sustainable development from an early age.
Studies by Goodale et al.
and Chavula et al.
stress that environmental education is essential for cultivating a sense of responsibility and environmental stewardship, which are key goals of Green Economy principles.
Teachers in the current study expressed the view that Green Economy values, such as resource conservation and waste reduction, naturally complement the moral and civic education already embedded in their curricula.
This finding supports the argument by Jordan .
and Coelho & Menezes .
, who posit that sustainability education must be integrated into schools' broader ethical and civic mission rather than being treated as an isolated subject.
Furthermore, even without formal curriculum mandates, the intrinsic motivation observed among teachers is consistent with other studies on teacher motivation in sustainability education (Bukhari et al.
, 2023.
Yalynkaya et al.
, 2.
TeachersAo willingness to promote environmental stewardship reflects a personal commitment to creating a sustainable future, which is often driven by a deep-rooted belief in the importance of ecological responsibility (Huang et al.
, 2.
This aligns with the "teacher agency" construct, as defined by Parry & Metzger .
, where teachers take initiative in integrating sustainability practices, even when systemic or institutional support is lacking.
Moreover, such teacher-led initiatives resonate with the "transformative action" outlined in the UNESCO ESD framework, where educators act as change agents in driving sustainability transitions.
Challenges in Implementation Despite the teachers' awareness and commitment, the study identified several barriers to implementing Green Economy practices effectively in elementary schools.
The key challenges, including limited facilities, curriculum overload, and lack of administrative support, echo findings from previous research on the obstacles to environmental education in schools.
According to Alam .
, inadequate resources and infrastructure significantly hinder the effective delivery of environmental education.
This studyAos finding that schools often lack recycling bins, green spaces, or composting areas underscores the importance of providing adequate physical and institutional support for environmental initiatives.
Additionally, the curriculum overload cited by teachers resonates with research by Dunlop et al.
and Berrone et al.
, who argue that the inclusion of sustainability topics often competes with other pressing educational priorities, making it challenging to give sustainability the attention it deserves.
The lack of administrative support also mirrors the findings of Laufer et al.
, who emphasize the crucial role of school leadership in driving educational reforms.
When administrative support is minimal, sustainability initiatives tend to be fragmented and heavily reliant on individual teacher efforts, as observed in this study.
This highlights the need for systemic change at the institutional level, where school leadership is pivotal in fostering a supportive environment for sustainability education (Weiss et al.
, 2.
While anecdotal evidence suggested student enthusiasm toward green practices, this study did not systematically measure changes in student behavior such as recycling habits.
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Thus, future research should consider using behavioral indicators or observational tools to assess the actual implementation impact at the student level, as recommended by ESD evaluation guidelines (UNESCO, 2.
Cultural Synergy in Green Practices One of the most compelling findings of this study is the significant role of cultural-based learning in facilitating the implementation of Green Economy practices.
Teachers in this study utilized local traditions, rituals, and cultural practices to enhance the relevance and effectiveness of environmental education.
This approach aligns with the theory of culturally responsive pedagogy (Ladson-Billings, 1.
, emphasising the importance of integrating students' cultural backgrounds into the learning process.
By drawing upon local cultural traditions such as "Sedekah Bumi" (Earth Offerin.
and storytelling practices from Sundanese and Javanese cultures, teachers were able to make Green Economy concepts more meaningful and engaging for their students.
This cultural synergy improved students' understanding of sustainability and fostered a deeper emotional connection to environmental care.
This practice also reflects the ESD principle of utilizing indigenous and local knowledge as key sources for sustainability learning.
Integrating cultural practices into environmental education is also supported by research on the relationship between cultural heritage and environmental awareness.
According to Collado-Ruano & Segovia Sarmiento .
, indigenous knowledge systems often emphasize sustainable resource management and environmental respect, making them an ideal context for teaching Green Economy principles.
The use of local wisdom, as found in this study, provides a valuable framework for implementing sustainability education in a culturally appropriate and contextually relevant way.
However, it is essential to acknowledge potential challenges.
Cultural traditions such as Sedekah Bumi may not be relevant or appropriate in all educational settings, especially in multicultural or urban schools with students from diverse backgrounds (Hastuti et al.
, 2.
There is also the risk of romanticizing local traditions without addressing how these may evolve, conflict, or be contested in modern school environments.
As such, educators must critically assess the adaptability and inclusiveness of culture-based learning approaches, particularly when applied beyond their original cultural contexts.
Furthermore, the success of cultural-based learning in this study aligns with findings by Croizet & Millet .
, who argue that students are more likely to internalize environmental concepts when framed within the cultural contexts they are familiar with.
The cultural integration observed in this study also supports the argument by Windiyani et al.
that integrating local and cultural knowledge into science and environmental education enhances students' learning outcomes and fosters a more holistic understanding of environmental issues.
Limitations of the current study include the lack of data on how cultural-based approaches function in diverse school environments and the absence of quantitative behavioral data on students' ecological practices.
These gaps suggest the need for future studies using mixed methods and comparative approaches across different cultural contexts.
CONCLUSION
In conclusion, this study demonstrates that implementing Green Economy principles in elementary education through a cultural-based learning model offers a contextually relevant and effective strategy for promoting sustainability.
Teachers in Javanese elementary schools showed a strong understanding and commitment to Green Economy values, leveraging cultural Setiawan.
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This cultural integration not only enhanced studentsAo conceptual grasp of sustainability but also fostered a deeper emotional connection with their heritage and environment.
Nonetheless, the study identified key limitations in practice.
These include infrastructural shortcomings, such as the absence of green school spaces and waste management facilities, as well as systemic barriers like curriculum overload and minimal institutional support.
Importantly, this research was geographically limited to Java and focused solely on teachersAo therefore, the findings may not be generalizable to other regions or stakeholder groups, such as students or policymakers.
To address these challenges, we recommend the development of culturally responsive teacher training programs that integrate local traditions with environmental education.
Additionally, partnerships with environmental NGOs can provide both resources and technical guidance to schools lacking infrastructure.
Local education authorities should also consider allocating dedicated funding for Green Economy initiatives, including eco-literacy materials and school greening projects.
Future research should incorporate student voices and explore the applicability of this model in other cultural contexts across Indonesia.
ACKNOWLEDGMENTS
The author would like to thank Universitas Pelita Bangsa for supporting this research through the Universitas Pelita Bangsa Internal Research Grant with contract number 2151/7/KP/UPB/2024 dated December 30, 2024.
This funding support has enabled the study to be carried out optimally, from developing teaching materials to data analysis.
REFERENCE