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The environmental degradation that occurred in the past and continues nowadays is a failure of our society and education system in providing the understanding and skills needed by students. Schools and teachers have the responsibility to develop students’ literacy skills, especially ecological literacy. Therefore, to achieve that purpose, the availability of teaching materials with ecological literacy is needed. This research aims at explaining the ecological literacy values in four Indonesian language textbooks for senior high school students based on 2013 curriculum. To examine the ecological literacy values both descriptive and distributive, content analysis is used as the main method. The study used a mixed approach to analyze both qualitative and quantitative data in a single study. Based on the analysis result, the ecological literacy values include (1) ecological knowledge (general knowledge, socio-political systems, and environmental issues), (2) affective tendency (factors within the individual), (3) behaviour (assumption of personal responsibility and self-control), and (4) cognitive skills (related to environmental issues). However, the content of ecological literacy value is more dominant on materials dealing with ecological knowledge and has not emphasized on all other components. Furthermore, the analysis of the passage about knowledge component contains the most comprehensive information of all.

Ecological literacy values in Indonesian language textbook for senior high school students published by Ministry of Education and Culture