Integrating Environment-Based Mathematics Learning into the Indonesian Curriculum: A Comparative Study with Singapore’s Sustainable Education Model

Nurfadilah Siregar

doi:10.64780/dpje.v1i1.53

Authors

Nurfadilah Siregar Universitas Tanjungpura Pontianak

DOI:

https://doi.org/10.64780/dpje.v1i1.53

Keywords:

Mathematics Learning, Environmental Context, Sustainable Education, National Curriculum, Government Support

Abstract

Background: Integrating environment-based mathematics learning offers a strategic pathway toward contextual and sustainable education in the 21st century. It addresses global concerns of environmental degradation and declining numeracy levels reflected in international assessments.

Aims : This study explores the implementation, strategies, challenges, and policy support for environment-based mathematics learning within Indonesia’s curriculum, and compares it with Singapore’s sustainable education model. The aim is to generate conceptual insights and policy recommendations to inform cross-national educational reforms.

Methods: A qualitative approach was employed through a literature-based and comparative study design. This approach is appropriate given the study’s reliance on secondary sources rather than empirical field data. Data were purposively collected from education policy documents, curricula, academic publications, and international reports. Thematic analysis was used to interpret patterns in curriculum integration, pedagogical strategies, and institutional support mechanisms.

Results: Nature-based schools in Indonesia demonstrate full implementation of this learning model, while conventional schools show limited adoption, often relying on individual teacher initiatives. In contrast, Singapore has systemically embedded this model through inquiry-based curricula, centralized teacher training, and structured policy frameworks.

Conclusion: Environment-based mathematics learning can enhance both environmental literacy and numeracy skills. However, broader implementation in Indonesia is constrained by uneven teacher certification, limited training access, and lack of systemic support. The study proposes a framework for future implementation and highlights the need for further research to strengthen interdisciplinary curriculum design, expand model school networks, and improve professional development structures

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