MAPPING OF SUSTAINABLE DEVELOPMENT IN INDONESIA THROUGH EDUCATION FOR SUSTAINABLE DEVELOPMENT

: Universities need to work on interdisciplinary education for sustainable development. SDG 4.7 promotes sustainable development education to develop leaders. Sustainable development includes economic prosperity, equitable resource distribution, energy use, health and environmental awareness, and global environmental issues like climate change, biodiversity loss, and poverty. This research uses a qualitative approach with content analysis method. The data for this research is the students' final results in compiling social mapping related to SDGs issues in their region. Local SDG 2030 implementation maps diverse development issues. 33 Indonesian university students participated in the Permata Sari online student exchange. Concept mapping enhances learning, thinking, and action. Fieldwork requires observation and data collection. Adult learning theory and content/situation analysis are used. Experiential learning is mandatory for students. Students observe local development issues and use problem-solving theory to solve student environment interaction. Students' observations, interviews, and other data promote campus sustainability. Indonesian province concept maps summarize the findings. This course encourages sustainability. The results of this research are revealing students' knowledge and experience regarding concepts such as economic prosperity,equal distribution of resources, energy use, as well as health and environmental concerns. It is hoped that it can be developed into a sustainable future education system. The conclusion of thisb reasearch underline the state policy on the need for a learning system oriented towards Sustainable Development


INTRODUCTION
The world's change in realizing a sustainable future is one of the biggest challenges every country, including Indonesia, faces.As an archipelagic country rich in natural resources, Indonesia is experiencing a concerning ecological disaster.Various facts prove the damage caused to humans and the natural environment.The blurry picture of Indonesia's face from the results of research by (Avonanova, 2012) shows that the situation of forest degradation has been getting worse, namely since [1982][1983][1984][1985][1986][1987][1988][1989][1990], it has reached 0.9 million hectares per year, in the period 1990-1997 degradation has reached 1.8 million hectares per year.Furthermore, in 1997-2000, forest damage reached 2.83 million hectares per year.From 2000-2006, forest damage reached 1.08 million hectares per year.In 2007, the degraded forest area in Indonesia reached 59.62 million hectares caused by illegal logging activities, conservation of forest areas into oil palm and rubber plantations, and forest fires.The decreasing area of Indonesia's forests has made most parts of Indonesia vulnerable to ecological disasters, such as droughts, floods, and landslides.
Indonesia has made various efforts to guide human activities towards sustainable development.However, in realizing it, obstacles must be faced.One of them is the ignorance or apathy of the community towards the concept of sustainability.The idea of sustainable development is complex and influenced by different pressures, experiences, and cultures (Bass et al., 1995).Although the concept of sustainable development has always been stated as a fundamental goal by governments, companies, nongovernmental organizations, and national and international conference participants, this concept is still too general (Albareda et al., 2008;Bossel, 1999;Godemann & Michelsen, 2011;Husser et al., 2012).According to (Godemann & Michelsen, 2011), The idea of sustainable development necessitates a social understanding process that reaches the causes of problems and their solutions.
Education is critical to promote sustainable development and increase community capacity, especially for the younger", the United Nations stated in 2002 in Chapter 36 of Agenda 21.Therefore, they know about economic growth, resource allocation, energy use, and environmental and health concerns (UN, 1992).In many cases, our future generation needs insight, commitment, and understanding of their roles and responsibilities to create meaningful beliefs and actions related to sustainability.However, the problem is whether the awareness of schools and campuses as educational institutions has promoted sustainable development to become an important issue in developing the learning system.The next question is how should promoting sustainable development be fostered in appropriate learning methods.Learning methods are taken to find a formula for promoting sustainable development introduced to students.
Theory of Education for Sustainable Development, ESD (Åhlberg et al., 2005) highlights the growing significance of development that is culturally sustainable.It underlines the key components of sustainable development education-abilities, skills, expertise, knowledge, intelligence, creativity, and wisdom-for all facets of sustainable development.In order to make informed decisions that will benefit both the present and the future, people must develop the attitudes, skills, and knowledge that ESD promotes.Through interdisciplinarity and shared knowledge, it seeks to provide a high-quality education that addresses developmental and environmental challenges for a sustainable future.(Anyolo et al., 2018;Iliško & Badyanova, 2014).It has been recognized in several critical international documents (UNESCO, 2005(UNESCO, , 2006(UNESCO, , 2010) ) that By fostering the values and attitudes required for constructive social transformation, education plays a significant role in attaining sustainable development.According to (Ssossé et al., 2021), Although there are many examples of ESD around the world, It has a minimal effect on accomplishing sustainable development objectives and is ineffective at scaling up.The foundational pillar of ESD underlines the significance of possessing the knowledge and abilities necessary to tackle the difficulties of establishing a more sustainable world.
Several countries have made sustainable development an essential issue in their learning systems.In Finland, concept mapping and heuristics Vee used to educate teachers about sustainable development were developed in the 1980s as a powerful form of self-analysis (Novak, 2010;Novak et al., 1984).GHK consultant in collaboration with Danish Technology Institute and Technopolis (2008) has implemented ESD in 33 European countries through various activities based on the three pillars of sustainable development (environmental, economic, and social).
A study by (Manolas & Littledyke, 2010), focusing on sustainable development education such as CO2 campaigns for students in partnership with researchers and policymakers in Denmark, helps the students feel 'capable' of doing something for sustainable development as citizens and small researchers This activity teaches students to analyze CO2 emissions and compare and discuss the results, then find solutions that can reduce CO2 emissions.In addition, the most important thing is that these activities foster understanding and increase students' awareness of the importance of sustainable development.

ESD in Indonesia through the Permata Sari Program
Through the Directorate General of Basic Education, the Government of Indonesia succeeded in compiling Education Guidelines for Development and Sustainable Development in 2011.The objectives of preparing these Guidelines are 1) To provide stakeholders with an understanding of ESD; 2) to provide information on the direction of implementation and integration of ESD materials in the curriculum supported by curricular, extracurricular, local content, and cultural development programs in the education unit for participants; 3) provide an affirmation of the orientation of Education that is more in line with and more towards sustainable development; 4) develop public understanding and concern for sustainable development; and 5) provide knowledge and skills for teachers in making ESD models that include knowledge, values and abilities/generic life skills for students (Kemendikbudristek, 2011).Now the Indonesian Ministry of Education and Culture has the Permata Sari education program.Permata Sari is an Online Student Exchange Program (on the network), attended by 33 State Universities from all regions in Indonesia.Sustainable development education has been studied through CSR and Community Development courses at the Veterans National Development University, Jakarta, as the organizing institution.Participants consisted of 33 students from various regions in the Indonesian archipelago with learning outcomes seeking the formation of student attitudes as future leaders to face the challenges of sustainable development.The method used is the application of the experiential learning model.This model is based on Experiential Learning Theory (ELT), which Kolb developed in the 1980s.
Rapid socio-cultural changes and improving education require new pedagogical approaches in the educational process.A learner-centered active/participative learning experience has replaced traditional teaching's teacher-centered assimilative learning.Experiential learning, based on (Rogers, 1969) The idea of "learning to do" refers to how students learn and experience things during their time in school, where they gain practical knowledge and a healthy outlook on life.Experiential learning is a kind of active learning that enables students to use and analyze their experiences as they learn.In experiential learning, the focus is on the students themselves, and the efficiency of learning depends on "how to learn" and "how to think" (Baker & Robinson, 2016;Boggu & Sundarsingh, 2016;Chan, 2012).The "learning cycle," often known as the theory of practical learning, was developed by David Kolb.According to Kolb, experience learning is a comprehensive strategy that integrates experiences, logic, emotions, and senses as well as active experimentation, critical reflection, connections, and intelligence, which results in metacognition.The student may start their education at any point in the circle (Voukelatou, 2019).The creation of graduate traits and educational goals, which are essential for society, is being led by experiential learning pedagogy.It helps to improve socio-cultural understanding (Tomaškinová & Tomaškin, 2018), linking to extra curriculum activity (Kemp, 2011), improve students' participatory and critical thinking (Quesada-Pineda & Haviarova, 2014) and improve team work and collaborative skills (Bozoglu et al., 2016).
Source Reprinted by : Kolb, D. A. (1984) the source of learning and development

Figure 1. Kolb's Learning Cycle
This methodology places a strong emphasis on a holistic approach to learning.Experience is key to learning in experiential learning, according to Kolb in (Baharudin & Wahyuni, 2017).By encouraging students to gain knowledge and skills through handson experience, the experiential learning model can therefore incorporate the idea of sustainable development at the same time.This model aims to influence students in three ways: a. Changing the cognitive structure of students, b.Changing student attitudes, and c.Extending students' existing skills.The three components interact and have an impact collectively rather than individually.Students' own involvement, initiative, self-evaluation, and the consequences that stick with them are all components of experiential learning's quality.Students practice in the field, record observations, and gather data during lectures.They conducted social mapping in their locality and research on the chosen field.We go into great detail on one part of the data in this study.Specifically, the way that students' fieldwork, which involves mapping out areas based on SDGs indicators using observations, interviews, and other data they gather, promotes sustainable development.

METHODE
With the use of the content analysis method, this study takes a qualitative approach.The data for this research is the final result of students compiling a social mapping related to SDGs in their area.Furthermore, how do they solve problems through CSR programs that are oriented to sustainable development promotions?Permata Sari Program students come from campuses in Indonesia.In this paper, temporary conclusions are drawn on how students understand their area during field practice related to sustainable development problems in Indonesia.This research aims to provide analysis, evaluation, and input on the importance of sustainable development-oriented Education as a form of debriefing for students as the younger generation.

Study Area
There are 20 students with the age range of the 20s in the third year of university.The program consists of 6 months which is in one semester.During the field trip, the students gather data about the local issues in their place related to specific goals of SDGs, their developed the CSR and community development as part of the solution from the SDGs issue.This research reveals the student knowledge and experience related to well-being and economic concept, pomeranian natural resources, energy consumption, and health and environmental concerns which it hopes will develop the Education system in sustainable development.Furthermore, the result of this study contributes to policy related to the educational system towards sustainable development.(Figure 2).), but it's still ineffective and needs other solutions to ease the government's burden.
Medan,Sumatera Utara Figure. 2 Study Area Figure. 3 SDGs Indicator Diagram Seawater pollution is caused by indiscriminate dumping of garbage that accumulates, causing seawater to change colour, where the beach is a tourism icon.(Student 14) pollutes rivers, seas, and marine ecosystems, making water dirty.Thus, proper handling prevents river and ocean pollution.Cleaning shrimp pond and community waste-contaminated rivers.The increase in organic waste at the household level during the COVID-19 pandemic caused various environmental problems due to the absence of final waste management facilities in Bogor City (Student 17The increase in organic waste at the household level during the Covid-19 pandemic caused various environmental problems due to the absence of final waste management facilities in Bogor City (Student 18).Tangerang residents suffer from many ex-sand excavations.If examined closely, this phenomenon could become a new tourist attraction.Telaga Biru, like Cisoka's ex-lake, is a tourist attraction.(Student19)

Table . 2 Mapping SDGs Issue in Indonesia 1 SDGs 15 Gelumbang
Ogan Komering Ulu Regency's Residential Areas Housing and Settlement Service Office wants ugly public spaces.Poorly managed public spaces show it.Many Baturaja City public spaces are unused and damaged after a year.
District, Muara Enim Regency, South Sumatra Province's massive tourism development often outpaces its citizens' ability to manage it.Thus, Tourism Village Development is the best CSR program to address the above issues.Student 1 Environmental issues in Medan City, North Sumatra, the 2019 Dirtiest Metropolitan City.The global governance system has begun to reorganize law and handling (PERGUB No. 3 of 2020, PERDA No. 6 of 2015, and PERWALI No. 26 of 2019