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This article examines developing a community that cares about the environment through education in schools. As a place to study, Adiwiyata school has a special role in improving environmental literacy through green projects. The study used descriptive qualitative to determine the delay in green programs at Adiwiyata School at the high school level in Banda Aceh City. In addition, this study also wants to reveal the role ofAdiwiyataSchool in realizing school community who is responsible for environmental protection and management efforts through good school governance to support sustainable development. One of its roles is the development of student work through green projects. The research result revealed that green project encourages students to learn more effectively and creatively. Because students need the flexibility to think, act and channel various needs, abilities, and skills in meeting environmental needs. Competency development of students can be honed through real work such as products that utilize waste, contain articles, art training and so on. In addition,Adiwiyataprogrammeenhances learning and action, thus providing effective methods to improve student environmental literacy. Adiwiyataschool is expected to be an agent of change for the community in the environment around the school. The schools must be a model in realizing a healthy and comfortable environment as a model in realizing caring and cultured citizens of the school.

This paper discusses whether instructional material questions about disaster in geography textbooks contain three components of spatial thinking, namely: 1) concepts of space, 2) tools of representation, and 3) processes of reasoning. The taxonomy of spatial thinking is used to evaluate the instructional material questions about disaster in geography textbook of senior high school in Indonesia. A survey was conducted to select geography textbooks that were most dominantly used in senior high school. Four geography textbooks with curriculum 2013 were chosen and evaluated. These textbooks are used as learning resources by majority of teachers and standardized by the National Education Standards Agency (BSNP).Then, the books were reviewed in instructional material questions about disaster and the questions were evaluated. Evaluation is done by coding technique using taxonomy of spatial thinking. The evaluation result showed that spatial concepts of instructional material questions about disaster were still classified as low, even 73 percent of questions was designed without using concepts of space (non-spatial). Besides, the majority of representation tools were not used. From 189 questions evaluated, only 27 questions or 14 percent used tools of representation. In addition, the majority of reasoning processes was at the average level (processing) or 47 percent. The processes of reasoning should be run with student’s activities to obtain high level cognitive processes, for example by create maps and designing an area for disaster evacuation. In brief, from spatial perspective, this study revealed that instructional material questions about disaster in geography textbooks have not supported preparedness in facing disaster. Therefore, teachers and textbook writers need to develop instructional material questions about disaster from spatial perspective to support disaster preparedness.