Learning transformation of the 21st century curriculum for prospective teacher in term of eco-literacy

Abstract

Abstract The 6 C’s for the 21st century play an essential role in developing an independent learning curriculum in Indonesia: critical thinking, collaboration, communication, creativity, citizenship/culture, and character education/connectivity. This study explores the eco-literacy of prospective teachers in Universitas Negeri Jakarta, especially during the implementation of the 21st Century Curriculum in Indonesia. The method used in this research is a survey method. The results of the study show that critical thinking was the most challenging part of the 6C’s. Several factors lead to critical thinking becoming the most challenging part of achieving by the prospective teacher. Critical thinking skills include the ability to access, analyze, and synthesize information. A combination of these specific skills will lead to a professional critical thinker. So, this study supports relevant research and provides new empirical data that eco-literacy and critical thinking skills can be learned, trained, and mastered. Within eco-literacy and critical thinking, implementing the 21st-century curriculum in terms of environmental education will contribute to preserving the environment. Therefore, the implementation of eco-literacy must begin early.