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All Journal International Journal of Education and Learning Studies Indonesian Journal of Community Service in Education Jurnal Inovasi dan Riset Pendidikan Dasar
Vina Iasha
SD Negeri Pondok Bambu 06 Jakarta Timur
Education Languange, Linguistic, Communication & Media Mathematics Other

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Mapping Climate Change Education in Primary Schools: A Bibliometric Analysis of Research Trends and Thematic Evolution Bramianto Setiawan; Septian Mukhlis; Vina Iasha
Jurnal Inovasi dan Riset Pendidikan Dasar Vol. 1 No. 2 (2026): Jurnal Inovasi dan Riset Pendidikan Dasar
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/jirpd.v1i2.90

Abstract

Climate change education at the primary school level has gained increasing scholarly attention in recent years; however, a systematic mapping of its research landscape remains limited. This study aims to analyze publication trends, scientific contributions, thematic structures, and the evolution of research topics in climate change education in primary schools. A bibliometric approach was employed using data retrieved from the Scopus database covering the period 2012–2025. The search was conducted using specific keywords related to climate change, education, and primary schools, followed by a PRISMA-based selection process. Data were analyzed using Microsoft Excel for descriptive statistics, VOSviewer for keyword co-occurrence and network visualization, and Biblioshiny for collaboration and thematic mapping analysis. The findings indicate a significant growth in publications after 2020, with contributions dominated by European and English-speaking countries, although participation from Asia and Africa has increased. Thematic analysis reveals a shift from studies focusing on physical and health impacts toward more pedagogical and participatory approaches, including environmental citizenship and students’ emotional engagement. Overall, the field demonstrates a transition toward a more holistic orientation that positions primary schools as strategic spaces for strengthening climate literacy and sustainability competencies.
Enhancing Environmental Awareness through STEAM-Based Learning with ESD Principles in Elementary Education Bramianto Setiawan; Awalina Barokah; Dea Nur Hafifah; Vina Iasha
International Journal of Education and Learning Studies Vol. 1 No. 1 (2025): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v1i1.1

Abstract

This study aimed to examine the effectiveness of the STEAM approach implemented with principles of Education for Sustainable Development (ESD) in improving elementary students' environmental awareness. A quantitative method was used with a one-group pretest-posttest design. Thirty fifth-grade students participated in a four-week project-based learning program. The results showed an increase in the average environmental awareness score from 69.5 (pretest) to 83.2 (posttest), with a significance value of p = 0.000 < 0.05. Project-based learning that applied ESD principles within a STEAM approach helped students understand environmental issues concretely and encouraged pro-environmental attitudes. The study concludes that integrating ESD principles into STEAM-based learning is effective in fostering early environmental awareness. The implication is that this model can be adopted as a contextual learning strategy in primary education.
Pendekatan STEM untuk Meningkatkan Literasi Lingkungan dan Kesadaran Sosial-Ekologis Siswa Sekolah Dasar Berbasis Tujuan Pembangunan Berkelanjutan (SDGs) Bramianto Setiawan; Ira Restu Kurnia; Dea Nur Hafifah; Vina Iasha
International Journal of Education and Learning Studies Vol. 1 No. 1 (2025): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v1i1.5

Abstract

Penelitian ini bertujuan mengkaji efektivitas pendekatan STEM berbasis Tujuan Pembangunan Berkelanjutan (SDGs) dalam meningkatkan literasi lingkungan dan kesadaran sosial-ekologis siswa sekolah dasar. Menggunakan desain explanatory sequential mixed-methods, intervensi dilakukan selama tujuh minggu pada 120 siswa kelas V di Jawa Barat. Hasil uji statistik menunjukkan peningkatan signifikan pada kelompok eksperimen dengan effect size besar (literasi lingkungan d=0,89; kesadaran sosial-ekologis d=0,68). Analisis tematik mengungkap keterlibatan emosional, pemaknaan tanggung jawab sosial-ekologis, serta refleksi nilai SDGs dalam proses belajar. Kendala utama meliputi keterbatasan kompetensi guru dan fasilitas. Implikasi penelitian menunjukkan bahwa integrasi STEM dan SDGs efektif membentuk fondasi pendidikan berkelanjutan sejak dini. Pendekatan ini relevan sebagai strategi transformatif dalam pendidikan dasar untuk membekali siswa menghadapi tantangan lingkungan global.
Workshop Integrasi STEM dan Deep Learning (Pedagogical Approach) dalam Pengembangan Profesional Guru di Sekolah Indonesia Bangkok Bramianto Setiawan; Ira Restu Kurnia; Septian Mukhlis; Vina Iasha; Nika Sulistiawati; Muhammad Alvin Firmansyah
Indonesian Journal of Community Service in Education Vol. 1 No. 3 (2025): Indonesian Journal of Community Service in Education (IJCSE)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijcse.v1i3.50

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan kompetensi pedagogik guru melalui integrasi pendekatan STEM dan prinsip Deep Learning (pendekatan pedagogis) dalam pembelajaran di Sekolah Indonesia Bangkok. Program pengembangan profesional dilaksanakan secara daring melalui Zoom dalam bentuk pelatihan intensif satu hari yang dirancang secara terstruktur, interaktif, dan berbasis praktik. Subjek kegiatan adalah 28 guru Sekolah Indonesia Bangkok yang mengikuti seluruh rangkaian pelatihan. Data dikumpulkan melalui kuesioner pra dan pascaprogram, analisis rancangan pembelajaran mendalam (RPM) yang dikembangkan peserta, serta refleksi tertulis. Hasil menunjukkan bahwa skor rata-rata pemahaman guru terhadap integrasi STEM dan Deep Learning meningkat dari kategori sedang (M = 3,02) menjadi tinggi (M = 3,86). Sebanyak 82% peserta mampu menyusun RPM yang mengintegrasikan unsur STEM dengan prinsip pembelajaran bermakna (keterhubungan lintas disiplin, konteks nyata, dan refleksi siswa). Selain itu, 76% guru menunjukkan peningkatan kesiapan dalam merancang pembelajaran berbasis masalah kontekstual. Meskipun dilaksanakan dalam durasi terbatas, kegiatan ini memberikan penguatan awal yang signifikan terhadap praktik pedagogik guru. Program ini dapat menjadi model alternatif PkM berbasis pelatihan daring bagi pengembangan profesional guru, khususnya pada konteks sekolah Indonesia di luar negeri.
Co-Authors Barokah, Awalina Bramianto Setiawan Dea Nur Hafifah Ira Restu Kurnia Muhammad Alvin Firmansyah Mukhlis, Septian Nika Sulistiawati