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All Journal Journal of Environment and Sustainability Education
Shelly Efwinda
Universitas Mulawarman, Indonesia
Chemistry Education Environmental Science Physics Other

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Analysis of the need for science literacy-based textbooks to improve students' competence in the earth and space course Puardmi Damayanti; Shelly Efwinda; Abdul Hakim; Muliati Syam; Putri Dwi Sundari
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.59

Abstract

In the 21st-century learning era, the quality of teaching materials is crucial in meeting current educational needs. This study highlights the urgency of developing a science literacy-based textbook for the Earth and Space course to enhance students' scientific literacy competence in the Physics Education Study Program at Mulawarman University. The research aims to analyze the necessity of such a textbook using the 4D development model, focusing on the Define phase to identify key learning challenges and curriculum needs. Data were collected through classroom observations, student questionnaires involving 42 participants from the 2023 cohort, and the formulation of learning outcomes aligned with the three scientific literacy competencies of the Programme for International Student Assessment (PISA): (1) explaining scientific phenomena (2) evaluating and designing scientific investigations, and (3) interpreting data and scientific evidence. The data analysis process involved data reduction, presentation, and conclusion drawing. The findings indicate that the current teaching materials do not fully support the learning objectives, leading students to rely on fragmented online resources, often in English. The study also identified a strong demand for structured, interactive textbooks integrating scientific literacy. The validation process involved three expert validators using a Likert scale assessment. This validation resulted in eight valid learning outcomes (CPMK) with a corrected item-total correlation of r > 0.3 and a Cronbach's Alpha of 0.848, confirming high reliability. These findings provide a foundational framework for developing an Earth and Space textbook, ensuring its alignment with science literacy competencies in subsequent research phases.
Integration of ESD-based EDP model to improve students' ability to apply physics concepts to sustainable energy Andhika Aditiya Pratama; Atin Nuryadin; Shelly Efwinda; Lambang Subagiyo
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.101

Abstract

This study aims to determine the effect of the Engineering Design Process (EDP) learning model based on Education for Sustainable Development (ESD) in improving students' ability to apply physics concepts to sustainable energy, particularly in the topics of energy transformation and renewable energy at the senior high school level. This research used a pre-experimental method with a one-group pretest-posttest design. The research subjects were 33 students of class X at senior high school 1 Muara Bengkal, Indonesia. The instrument used was an essay test based on the context of sustainable energy to measure the ability of students before and after learning. The results showed an increase in the ability of students, with an average pre-test score of 20.61 to 81.67 in the post-test. The N-Gain value obtained was 0.76, including in the high category. In addition, the results of non-parametric statistical tests using the Wilcoxon Signed Rank Test showed a significant difference between the pre-test and post-test scores (p < 0.05), which indicated that the ESD-based EDP model had a significant effect on improving students' abilities. The one-group pretest-posttest design without a control group limits the generalizability of the findings and the extent to which learning gains can be attributed solely to the implemented model. This model encourages learners not only to understand physics concepts but also to relate these concepts to real contexts and design creative solutions that support the Sustainable Development Goals (SDGs). The learning approach also promotes responsible decision-making and environmental awareness, which are essential components of sustainable development education. Therefore, the ESD-based EDP model is effectively applied in physics learning to improve the ability to apply physics concepts to sustainable energy.
Co-Authors Abdul Hakim Andhika Aditiya Pratama Atin Nuryadin Lambang Subagiyo Muliati Syam Puardmi Damayanti Putri Dwi Sundari