SLR Fatmawati
Description
Environmental literacy has become a central objective of contemporary education, yet the effectiveness of environmental literacy teaching materials depends on how well they integrate knowledge, values, identity, and action competence in meaningful learning contexts. This systematic literature review synthesizes empirical studies on teaching materials for environmental literacy, with particular attention to value and character education, cultural and contextual anchoring, and biographical exemplarity. Following PRISMA-informed procedures, a Scopus search identified 361 records, from which 28 studies were included after eligibility screening. Thematic and narrative synthesis were used to examine design features, pedagogical mechanisms, learning outcomes, and gaps in the literature. The findings show that inquiry-based learning, project-based learning, narrative pedagogy, experiential activities, and digital support consistently contribute to environmental knowledge, value internalization, identity formation, and action competence. Teaching materials grounded in local culture, community relevance, and learner identity strengthen engagement and sustainability-oriented behavior. Biographical exemplarity, when historically authentic and critically framed, offers a promising mechanism for linking environmental ethics, civic agency, and participatory action. However, the evidence base remains limited in longitudinal designs, behavioral measurement, comparative evaluation, and scalability. This review proposes design principles for Fatmawati-inspired sustainability pedagogy that integrates values, culture, narrative reflection, and action-oriented learning while avoiding heroification and ideological simplification