A Thematic Literature Review on Integrating Circular Economy in Contextual Mathematics Learning at Green-Based Schools

jovita sandi Irawati; Mujib; Agung Wicaksono; Pandya Azalia

doi:10.64780/dpje.v1i1.51

Authors

Jovita Sandi Irawati Universitas Islam Negeri Raden Intan Lampung
Mujib Universitas Islam Negeri Raden Intan Lampung
Agung Wicaksono Universitas Negeri Islam Datokarama, Indonesia
Pandya Azalia Universitas Islam Negeri Raden Intan Lampung

DOI:

https://doi.org/10.64780/dpje.v1i1.51

Keywords:

Basic numeracy, Circular economy, Contextual mathematics, Environmental awareness, Green learning

Abstract

Background: Global environmental challenges such as climate change and waste growth are rising. These require sustainable approaches in education.One such approach is the circular economy, which emphasizes reducing, reusing, and recycling to foster environmentally responsible behavior from an early age.

Aims: This study aims to evaluate the extent to which the circular economy concept has been integrated into contextual mathematics learning in elementary schools implementing green learning programs. It also seeks to identify best practices and challenges encountered in its implementation.

Methods: This study employed a thematic literature review involving 22 sources to explore how circular economy (CE) principles are integrated into contextual mathematics learning at green-based schools. Thematic analysis revealed four key themes: (1) Mathematical Applications in Waste Quantification, (2) Integration Through the P5 Project and Interdisciplinary Contexts, (3) Implementation Gaps and Institutional Disparities, and (4) Best Practices in CE-Math Integration at Model Schools. These findings contribute a conceptual framework for sustainability-oriented mathematics education aligned with the Merdeka Curriculum.

Result: Students improved their data analysis and awareness of sustainability through hands-on recycling math projects. These include measuring waste volume, calculating land area, and analyzing environmental data. Best practices were found in schools such as SDN Larangan and MI Al-Falah Jepara, where reduce, reuse, and recycle principles were applied through contextual, project-based mathematics activities.

Conclusion: Mathematics learning based on circular economy principles can serve as a strategic pedagogical approach to support the Merdeka Curriculum and the development of the Pancasila Student Profile. This integration promotes not only numeracy competencies but also sustainable character formation by involving students in contextual activities that cultivate environmental responsibility and awareness.

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