Academic Writing for Sustainability: Content Analysis of Indonesian Language Curriculum in Senior High School

Abstract

Abstract: Ecological literacy is a key competency in 21st-century education, essential for addressing the global environmental crisis. However, the integration of sustainability values into the Indonesian language learning curriculum at the high school level has been rarely studied in depth, especially in the context of academic writing. This study aims to explore the extent to which ecological literacy principles are integrated into the Indonesian language curriculum documents and teaching modules at the high school level, and to identify the dominant or neglected dimensions of ecoliteracy in academic writing learning. Using Krippendorff's (2013) content analysis approach, 30 documents were systematically analyzed, covering Learning Outcomes (CP), regular teaching modules, and project modules (P5). The results showed that 60% of the documents demonstrated high integration, with an emphasis on real action, campaigns, and reflection; 23% showed moderate integration, characterized by ecological themes but minimal action; and 17% fell into the low category, focusing on technical aspects of writing without incorporating sustainability content. The dimensions of ecological knowledge and sustainability values were the most dominant, while systemic thinking and ecological action were still underexplored. This confirms that academic writing has not been fully utilized as a means of critical reflection and ecological advocacy, resulting in a gap between curriculum rhetoric and pedagogical practice. This finding indicates the importance of reorienting writing pedagogy towards transformation by emphasizing action-based assignments, value reflection, and socio-ecological participation. This study contributes to the development of curriculum design, teaching modules, and teacher training to support integrative and cross-disciplinary sustainability education.

Keywords: eco-literacy; independent curriculum; sustainability literacy; academic writing; language education