A Strategic Roadmap for the Follow-Up of Continuing Education in the Implementation of Mathematics Learning: A Case Study at a Driving School

Abstract

Background: Education for Sustainable Development (ESD) has become a crucial approach in the Merdeka Curriculum to address the challenges of the 21st century. However, the implementation of ESD in Indonesia still faces significant obstacles, such as lower teacher competency, limited infrastructure, to the suboptimal integration of sustainability values in learning, including in mathematics subjects.

Aims: This roadmap was developed by identifying specific gaps between existing national ESD policies and their actual implementation in mathematics learning, especially within the “Sekolah Penggerak” framework. Unlike previous roadmaps that often focus on general sustainability education, this study offers a contextualized approach by integrating project-based numeracy, teacher capacity building through thematic training and digital platforms, and participatory monitoring and evaluation mechanisms.

Methods: The methods used include a literature review and document analysis employing a thematic content approach. To construct the strategic roadmap, this study adopts a modified SWOT analysis to identify strengths, weaknesses, opportunities, and threats in the current implementation of ESD in mathematics learning. The roadmap was developed by synthesizing findings into five strategic focus areas, ensuring alignment with the contextual needs of Sekolah Penggerak. To ensure validity, triangulation was applied by cross-referencing data from policy documents, statistical reports, and previous research, supported by expert judgment to refine the roadmap's relevance and applicability. Covering four main focuses: sustainability values in educational documents, implementation gaps, teacher competencies, and the potential application of ESD in the school context.

Result: The findings indicate five strategic steps in the roadmap: (1) strengthening teacher capacity, (2) developing learner-centered learning based on student needs, (3) strengthening the dimensions of sustainability attitudes, knowledge, and skills, (4) strengthening policies and infrastructure, and (5) continuous monitoring and evaluation. In mathematics learning, ESD can be implemented through environmental data analysis, contextual numeracy projects, and real-world data-based problem solving.

Conclusion: Sekolah Penggerak holds great potential as a center for good ESD practices, including in mathematics subjects. This roadmap is expected to serve as a guide in shaping learners who are critical, adaptive, and empowered for social and environmental sustainability.