Sultan, Anang Santoso, Gatut Susanto
This study investigates how green ideology is linguistically and ideologically constructed in Indonesian high school textbooks, focusing on the nationally approved Cerdas Cergas Berbahasa dan Bersastra Indonesia series for Grades X-XII under the Merdeka curriculum. Amid growing environmental challenges, textbooks serve not only as instructional tools but also as vehicles for shaping ecological values and civic identities. Using a qualitative design, the research applies systemic functional linguistics (SFL) to examine ideational and interpersonal metafunctions-specifically, process types, participants, modality, and lexical choices-and critical discourse analysis (CDA) to interpret their ideological implications. The corpus consists of clauses explicitly or implicitly addressing ecological awareness, ecosystem protection, and ecological sustainability, extracted through systematic document analysis. The findings reveal a discourse dominated by material processes (44%), actor participants, and declarative moods, framing environmental responsibility primarily as observable action and compliance. Notably, mental processes, dialogic structures, and high-value modalities are absent, limiting opportunities for critical reflection, systemic critique, or student agency. Ecological awareness is framed through personal-emotional connections, ecosystem protection through regulation and institutional action, and sustainability through longterm policy alignment, often with reference to national decrees. However, responsibility is individualized, with systemic drivers of environmental harm largely unexamined, reflecting a depoliticized and state-aligned form of green ideology. The study concludes that while the textbooks integrate environmental themes effectively, they risk reinforcing compliance with transformation. Recommendations include embedding reflective and participatory discourse strategies that balance behavioral guidance with critical inquiry, thereby fostering ecological literacy that empowers students to question, analyze, and actively engage with sustainability challenges. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Faculty of Letters, Universitas Negeri Malang, Indonesia
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