Analysis of the Implementation of ESD in Online Science Learning during the Covid-19 Pandemic

Authors

Mia Aina , Dalimawaty Kadir , Baso Intang Sappaile , Dara Mutiara Aswan , Asita Al Mufida

DOI:

10.29303/jppipa.v9i6.3818

Published:

2023-06-25

Issue:

Vol. 9 No. 6 (2023): June

Keywords:

Education for sustainable development, Online science learning

Research Articles

Downloads

How to Cite

Aina, M. ., Kadir, D. ., Sappaile, B. I. ., Aswan, D. M. ., & Al Mufida, A. (2023). Analysis of the Implementation of ESD in Online Science Learning during the Covid-19 Pandemic. Jurnal Penelitian Pendidikan IPA, 9(6), 4395–4401. https://doi.org/10.29303/jppipa.v9i6.3818

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Education for Sustainable Development (ESD) is a program designed to achieve sustainable development goals. In the 2013 curriculum, ESD has been used as one of the bases for teaching science to students. However, the existence of the Covid-19 outbreak in Indonesia has had an effect on science learning activities in junior high schools, so that face-to-face learning has been shifted to online learning. This study aims to analyze activities in online learning, the obstacles experienced by teachers and students, and their effectiveness in implementing ESD principles. The method used is descriptive qualitative to describe online learning at one of the Junior High School (SMP) and Islamic Junior High School (MTs) in West Java. The Researchers used data from the analysis of the teacher's lesson plan and semi-structured interviews with 2 teachers and 2 students. Data analysis was performed by reducing data, presenting data, and drawing conclusions. The results show that online learning is less effective in implementing ESD values because the material presented is limited and learning is only one-way (teacher center). Online learning is carried out using WhatsApp, Google Classroom, and e-learning media with obstacles in the form of internet network instability and a lack of student motivation. Therefore, it is hoped that the teacher can use a learning model that is more attractive, student-centered, and can implement the principles of ESD.

References

Bürgener, L., & Barth, M. (2018). Sustainability Competencies in Teacher Education: Making Teacher Education Count in Everyday School Practice. Journal of Cleaner Production, 174, 821–826. https:// doi.org/10.1016/j.jclepro.2017.10.263

Burmeister, M., & Eilks, I. (2013). An Understanding of Sustainability and Education for Sustainable Development Among German Student Teachers and Trainee Teachers of Chemistry. Science Education International, 24(2), 167–194. Retrieved from https://files.eric.ed.gov/fulltext/EJ1015833.pdf

Cahyani, P. A. H. I., Nurjaya, I. G., & Sriasih, S. A. P. (2015). Analisis Keterampilan Bertanya Guru dan Siswa Dalam Pembelajaran Bahasa Indonesia di Kelas X TAV 1 SMK Negeri 3 Singaraja. E-Juornal Universitas Pendidikan Ganesha, 3(1), 1–12. http://dx.doi.org/10.23887/jjpbs.v3i1.7204

Cebrián, G., & Junyent, M. (2015). Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability (Switzerland), 7(3), 2768–2786. https://doi.org/10. 3390/su7032768

Clarisa, G., Danawan, A., Muslim, M., & Wijaya, A. F. C. (2020). Penerapan Flipped Classroom dalam Konteks ESD untuk Meningkatkan Kemampuan Kognitif dan Membangun Sustainability Awareness Siswa. Journal of Natural Science and Integration, 3(1), 13-25. https://doi.org/10.24014/ jnsi.v3i1.8953

Danial, M., Gani, T., & Husnaeni. (2017). Pengaruh Model Pembelajaran dan Kemampuan Awal terhadap Kemampuan Berpikir Kritis dan Pemahaman Konsep Peserta Didik. Journal of Educational Science and Technology (EST), 3(1), 18-32. Retrieved from https://media.neliti.com/media/publications/177107-ID-pengaruh-model-pembelajaran-dan-kemampua.pdf

Fantini, M. D. (1979). Quality Education. Educational Forum, 44(1), 121-122. Tylor & Francis Group. https://doi.org/10.1080/00131727909338347

Hasanah, Z., Tenri, A. U., Safrida, S., Artika, W., & Mudatsir, M. (2021). Implementasi Model Problem Based Learning Dipadu LKPD Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi Pencemaran Lingkungan. Jurnal Pendidikan Sains Indonesia, 9(1), 65–75. https://doi.org/10.24815/jpsi.v9i1.18134

Indrati, D. A., & Hariadi, P. P. (2016). ESD ( Education for Sustainable Development) melalui Pembelajaran Biologi. Symposium on Biology Education, 371–382. Retrieved from http://symbion.pbio.uad.ac.id/prosiding/prosiding/ID_316_Dika%20Agustia%20Indrati_Revisi_Hal%20371-382.pdf

Klosterman, M. L., & Sadler, T. D. (2010). Multi-level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues-based Instruction. International Journal of Science Education, 32(8), 1017–1043. https://doi.org/10. 1080/09500690902894512

Kollmus, A., & Agyeman, J. (2015). Mind the Gap: Why Do People Act Environmentally and What Are the Barriers Mind the Gap : Why do People Act Environmentally and What are the Barriers to. Environmental Education Research, 37–41. https://doi.org/10.1080/1350462022014540

Kusuma, A., Candramila, W., & Ariyati, E. (2017). Respon Siswa terhadap Pembelajaran Berbasis Masalah pada Materi Pencemaran Lingkungan di Kelas X SMA. Jurnal Pendidikan Dan Pembelajaran Untan, 6(10). http://dx.doi.org/10.26418/jppk.v6i10.22392

Macalalag, A. Z., Johnson, J., & Lai, M. (2020). How do We do This: Learning How to Teach Socioscientific Issues. Cultural Studies of Science Education, 15(2), 389–413. https://doi.org/10.1007/s11422-019-09944-9

Maya, S., Sholikhan, S., & Sundaygara, C. (2020). Pengaruh Model PBL terhadap Berpikir Kritis Ditinjau dari Kemandirian Belajar Siswa. RAINSTEK: Jurnal Terapan Sains & Teknologi, 2(1), 9-16. https://doi.org/10.21067/jtst.v2i1.4376

Monalisa, C., Ahda, Y., & Fitria, Y. (2019). Critical Thinking Skill Improvement Using Problem Based Learning (PBL) Model of 4th Grade Students of Elementary School. International Journal of Science and Research, 8(2), 429-432. Retrieved from http://repository.unp.ac.id/21930/

Nikolic, V., Vukic, T., Maletaski, T., & Andevski, M. (2020). Students’ Attitudes towards Sustainable Development in Serbia. International Journal of Sustainability in Higher Education, 21(4), 733–755. https://doi.org/10.1108/IJSHE-11-2019-0336

Nurmasitoh, Q. A., & Rahayu, R. (2021). Pengaruh Pembelajaran Berbasis Lingkungan terhadap Sikap Pelestarian Lingkungan pada Materi Pencemaran Lingkungan. Jurnal Riset Fisika Edukasi Dan Sains, 8(1), 1–7. https://doi.org/10.22202/ jrfes.2021.v8i1.4570

Putri, T., Suwarma, I. R., Danawan, A., & Wijaya, A. F. C. (2019). Penerapan Model Real World Situation Problem Based Learning Menggunakan Konteks Esd Dalam Meningkatkan Sustainability Awareness Siswa Di Kelas X. SNF, VIII, 419–428. https://doi. org/10.21009/03.snf2019.01.pe.53

Razak, F. (2017). Hubungan Kemampuan Awal terhadap Kemampuan Berpikir Kritis Matematika pada Siswa Kelas VII SMP Pesantren IMMIM Putri Minasatene. Mosharafa: Jurnal Pendidikan Matematika, 6(1), 117-128. https://doi.org/10.31980/mosharafa.v6i1.299

Sartopo. (2006). Metodologi Penelitian Kualitatif. Surakarta: Universitas Sebelas Maret.

Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: alfabeta.

Surakusumah, W. (2009). Konsep Pendidikan Lingkungan di Sekolah: Model Uji Coba Sekolah Berwawasan Lingkungan. Skripsi. Retrieved from http://file.upi.edu/Direktori /FPMIPA/JUR._PEND._BIOLOGI/197212031999031-WAHYU_SURAKUSUMAH/Konsep_Pendi dikan_Lingkungan_Hidup.pdf

Suryaningsih, S., Nurlita, R., Islam, U., Syarif, N., & Jakarta, H. (2021). Pentingnya Lembar Kerja Peserta Didik Elektronik (E-LKPD) Inovatif Dalam Proses Pembelajaran Abad 21. Jurnal Pendidikan Indonesia (Japendi), 2(7), 1256–1268. https://doi.org/10.36418/japendi.v2i7.233

Waltner, E. M., Scharenberg, K., Hörsch, C., & Rieß, W. (2020). What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class. Sustainability (Switzerland), 12(4), 1690. https://doi.org/10.3390/su12041690

Yusida, L. P., Ibrahim, I., & Said, A. (2014). Hubungan Self-Confidence dengan Kecemasan Siswa Ketika Bertanya di Dalam Kelas. Konselor, 3(4), 132-138. https://doi.org/10.24036/02014344014-0-00

Author Biographies

Dalimawaty Kadir, Universitas Muslim Nusantara Al Washliyah

Baso Intang Sappaile, Universitas Negeri Makassar

Dara Mutiara Aswan, Universitas Jambi

Asita Al Mufida, Universitas Pendidikan Indonesia

License

Copyright (c) 2023 Asita Al Mufida, Mia Aina, Dalimawaty Kadir, Baso Intang Sappaile, Dara Mutiara Aswan

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).