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All Journal Cakrawala Pendidikan Edutech Jurnal Pendidikan Indonesia Jurnal Sosioteknologi Al Ishlah Jurnal Pendidikan PEDAGOGIA Educatio Edukasi Islami: Jurnal Pendidikan Islam Jurnal Basicedu Journal of Education Technology (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Journal of Elementary School (JOES) Tik Ilmeu : Jurnal Ilmu Perpustakaan dan Informasi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran JPUA: Jurnal Perpustakaan Universitas Airlangga: Media Informasi dan Komunikasi Kepustakawanan Inovasi Kurikulum Indonesian Journal of Multidiciplinary Research (IJoMR) LOGON ZOES: Jurnal Teologi, Sosial, dan Budaya Indonesian Journal of Multidisciplinary Science caXra: Jurnal Pendidikan Sekolah Dasar West Science Social and Humanities Studies Jurnal Abmas
Laksmi dewi
Universitas Pendidikan Indonesia
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Day Care Management Course Design Based on OBE and PjBL for Teacher Education of Early Childhood Education Program Azizah Muis; Laksmi Dewi
Inovasi Kurikulum Vol 18, No 2 (2021): Inovasi Kurikulum, August 2021
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v18i2.35713

Abstract

Sebagai upaya meningkatkan kualitas layanan pendidikan dan pembelajaran, kurikulum perguruan tinggi terus diinovasikan untuk mencapai tujuan SDGs. Outcome-based Education (OBE) dan model Project-Based Learning (PjBL) merupakan strategi pembelajaran inovatif untuk meningkatkan pendidikan dan pembelajaran di perguruan tinggi. Artikel ini mendeskripsikan tentang desain pengembangan mata kuliah Pengelolaan Taman Penitipan Anak (TPA) yang berbasis pada OBE dengan PjBL pada Program Studi S1 PG-PAUD. Rancangan pengembangan mata kuliah yang dijabarkan melalui Rencana Pembelajaran Semester (RPS) dapat ditetapkan dan dikembangkan oleh dosen secara mandiri atau bersama dalam kelompok keahlian suatu bidang ilmu pengetahuan dan/atau teknologi dalam PS. Rancangan ini merumuskan capaian pembelajaran lulusan (CPL), capaian pembelajaran mata kuliah (CPMK), sub-CPMK, dan analisis mata kuliah. Metode pembelajaran menggunakan model PjBL yang dirumuskan dalam enam tahapan, yaitu: (1) pendahuluan, (2) pertanyaan pendorong, (3) penyelidikan berkelanjutan, (4) refleksi pengalaman, (5) analisis dan revisi proyek, dan (6) penyajian proyek. Model tersebut menjadi sebuah inovasi kurikulum yang dapat meningkatkan profesionalisme lulusan S1-PGPAUD dalam mengelola TPA.Kata Kunci: Outcome-based Education; Project-Based Learning; Taman Penitipan Anak; S1 PG-PAUDAbstractTo improve the quality of education and learning services in universities, improvement of the curriculum is done continuously to achieve the goals of the SDGs. Outcome-Based Education (OBE) and project-based learning (PjBL) models are innovative instructional strategies to advance education and learning in higher education. This article describes the development design of Daycare Management courses based on OBE and PjBL Models in a bachelor's degree of Early Childhood Education Department. The course development plan can be determined and developed by the lecturers independently or together in a team of experts in the same fields of science and technology in the study program. The model includes determining graduate learning outcome (GLO), course learning outcome (CLO), subject learning outcome (sub-CLO), and course analysis. The learning method uses the PjBL model is formulated in six stages, namely: (1) introduction, (2) prompting questions, (3) ongoing investigation, (4) reflection on experience, (5) project analysis and revision, and (6) project presentation. This model becomes a curriculum innovation that can improve the professionalism of undergraduate students in managing daycare.
Mapping of Co-curricular Achievements in Kurikulum Merdeka with the Problem-Centered Thinking Skills Model Tuti Utami; Rudi Susilana; Laksmi Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4714

Abstract

This study aims to illustrate the mapping of co-curricular achievements in Kurikulum Merdeka as an effort to build adaptive co-curricular programs utilizing the Problem-Centered Thinking Skills (PCTS) model. By analyzing the relevant documents and regulations, including the implementation guidelines of Kurikulum Merdeka, the dimensions, elements, and sub-elements of the co-curricular programs are analyzed. The findings indicate that a significant portion of co-curricular achievements can be effectively developed into adaptive programs through the application of the PCTS model. This study highlights the importance of integrating the PCTS model in shaping adaptive co-curricular activities that promote critical thinking skills and enhance students' critical thinking within the framework of Kurikulum Merdeka. These insights provide practical recommendations for educators, curriculum designers, and policymakers to facilitate the formation of adaptive co-curricular programs that foster student engagement and develop essential skills. By incorporating the PCTS model, co-curricular activities can become dynamic platforms for students to actively participate in real-world problem-solving, nurturing their critical thinking abilities.
BUDAYA GEMAR MEMBACA SEJAK USIA DINI Murtaqia Tusholihat; Mohammad Ali; Asep Herry Hernawan; Laksmi Dewi
Edukasi Islami: Jurnal Pendidikan Islam Vol. 1 No. 01 (2012): Jurnal Edukasi Islami - Januari 2012
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v1i01.15

Abstract

Orang mukmin hendaknya mampu mensyukuri anugerah tersebut dengan memfungsikan potensi dan kapasitasnya untuk selalu belajar. Belajar adalah key term (istilah kunci) yang paling vital dalam setiap usaha pendidikan, sehingga tanpa belajar sesungguhnya tak pernah ada pendidikan.[1]Sebagai suatu proses, belajar hampir selalu mendapat tempat yang luas dalam berbagai disiplin ilmu yang berkaitan dengan upaya kependidikan. Perubahan dan kemampuan untuk berubah merupakan batasan dan makna yang terkandung dalam belajar. Karena kemampuan berubahlah, manusia terbebas dari kemandegan fungsinya sebagai khalifah di bumi. Selain itu, dengan kemampuan berubah melalui belajar, manusia secara bebas dapat mengeksplorasi, memilih, dan menetapkan keputusan-keputusan penting untuk kehidupannya. Belajar juga memainkan peranan penting dalam mempertahankan kehidupan sekelompok umat manusia (bangsa) di tengah-tengah persaingan yang semakin ketat di antara bangsa-bangsa lainnya yang lebih dahulu maju karena belajar.[1] Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan Baru, Bandung, Remaja Rosdakarya, 2000, hlm:94.
KURIKULUM PENDIDIKAN AKHLAK KELUARGA DAN MASYARAKAT DALAM HADITS NABAWI Fitroh Hayati; Laksmi Dewi
Edukasi Islami: Jurnal Pendidikan Islam Vol. 3 No. 06 (2014): Edukasi Islami : Jurnal Pendidikan Islam - Juli 2014
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v3i06.59

Abstract

Islamic Sharia is very attentive to all human needs, whether in relation to his personal benefit and social environment where he lives regardless of race, color, sex, or social status. Things that made the difference between a Muslim by another Muslim who is only one, namely piety. Moral education curriculum in the Prophetic hadith is comprehensive covering all aspects of moral education. The whole hadith about morals included in this study contains guidance on the practice of noble moral values that are needed by every Muslim in his life in this world, related to relationship with Allah  -al-Khāliq- and interaction with fellow beings. The formulation of moral education curriculum in the Prophetic hadiths very comprehensive increasingly punctuated with various moral guidance that should adorn every Muslim personally, which can be divided according to their interactions; (1) character to the parents; (2) character between husband and wife, both moral husband to wife and vice versa; (3) character to relatives; (4) morality to children; (5) characterto servant; (6) character to neighbors; (7) character to fellow Muslims; (8) character to non-Muslims; and (9) character to the animals.The entire hadith morals included in this study include the basics such noble character; guide at the same motivation to give the things that can bring benefits to the others, and prevent things that could bring harm to others; be gentle; put something in place; and fulfill the rights to other parties in accordance with their rights and avoid injustice by taking or impede the rights of others. The entire educational instruments contained in the moral education curriculum illustrates a perfection of moral education process, where it shows the perfection of Islam
Entrepreneurship Curriculum in Higher Education Yori Andes Saputra; Asep Herry Hernawan; Laksmi Dewi
West Science Social and Humanities Studies Vol. 2 No. 01 (2024): West Science Social and Humanities Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsshs.v2i01.577

Abstract

This article explores the dynamic landscape of entrepreneurship education in higher education, focusing on the context of Industry 4.0 and the emergence of Society 5.0. Emphasizing the collaboration between people and technology, this research investigates how universities, particularly in Indonesia, are responding to the need for entrepreneurial skills among students. A descriptive research method with a Secondary Data Analysis (SDA) approach, this research studies existing literature and journals to provide a comprehensive understanding of entrepreneurship curriculum development. The results highlight the diverse definitions of curriculum and entrepreneurship, leading to a discussion of the foundations and principles that underpin effective entrepreneurship curriculum design. In conclusion, the critical role of entrepreneurship in preparing students for the ever-evolving job market, fostering creativity, innovation and essential entrepreneurial skills.
The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills Fitria Puteri Arviani; Dinn Wahyudin; Laksmi Dewi
Jurnal Pendidikan Indonesia Vol 12 No 4 (2023): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v12i4.65606

Abstract

This research was motivated by the low ability of students to understand scientific concepts and solve scientific problems. The aim of this research is to analyze the effectiveness of the PBL learning model in improving Higher Order Thinking Skills (HOTS) abilities. A quantitative approach was used in this research using the Quasi Experimental method with a Non Equivalent Control Group design to determine the effectiveness of learning using the problem based learning (PBL) model in improving students' high-level thinking skills in vocational school student product competencies. The sample selection technique used was purposive sampling by selecting a sample of 200 class III vocational school students. Data is collected by using is pretest-intervention-posttest. The test conducted in normality, homogeneity, and hypothesis tests. The results of the research show that the problem-based learning method is effective in improving high-level thinking abilities significantly compared to control abilities using conventional methods. Overall student cognitive learning outcomes from the pre-test and post-test always increase, where in the experimental class it increases from 28.45 to 68.6 while in the control class it increases from 23.78 to 55.32. Then a Wilcoxon test of 0.000 (2-tailed sig <0.05) was carried out to determine the magnitude of the intervention effect. Based on the test results, students who received intervention with PBL experienced a significant increase in high-level thinking skills in product competency for vocational school students compared to students who received intervention with conventional methods.
Patterns of planning and implementation of PJOK curriculum in elementary schools in the post-COVID-19 pandemic period Mohammad Faruk; Mohammad Ali; Rudi Susilana; Laksmi Dewi; Norlidah Alias; I Made Sriundy M; Imam Syafi’i
Inovasi Kurikulum Vol 21, No 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.63395

Abstract

Learning planning must be adjusted to students’ conditions to achieve educational goals. The COVID-19 pandemic brought significant changes requiring high adaptability, especially in education. This study aims to identify planning and implementation patterns of the Physical Education and Health (PJOK) curriculum in elementary schools during the post-COVID-19 pandemic. Using a descriptive survey method, the research explored how PJOK teachers plan and implement home-based learning during this period. Data was collected via a Google Forms questionnaire from 33 PJOK teachers who participated in a Focus Group Discussion on post-pandemic curriculum planning. The study’s findings reveal that most teachers adjusted their planning based on the available facilities and infrastructure in students' homes. The curriculum was simplified to emphasize life skills relevant to the post-pandemic context. Implementing the PJOK curriculum requires collaboration with parents to monitor and support student learning at home. Teachers predominantly use WhatsApp to deliver instructional materials and rely on YouTube as a learning resource. This research highlights the need for adaptive curriculum strategies that accommodate challenges in post-pandemic education while ensuring effective learning despite limited resources. AbstrakPerencanaan pembelajaran harus menyesuaikan dengan kondisi siswa untuk mencapai tujuan pembelajaran. Pandemi COVID-19 menyebabkan perubahan lingkungan yang memerlukan adaptasi tinggi, terutama dalam pendidikan. Tujuan penelitian ini adalah untuk mengidentifikasi pola perencanaan dan implementasi kurikulum Pendidikan Jasmani dan Kesehatan di sekolah dasar pada masa pasca pandemi COVID-19. Metode yang digunakan adalah metode survei deskriptif untuk menggambarkan pola perencanaan yang dilakukan oleh guru Pendidikan Jasmani dan Kesehatan serta implementasi dalam pembelajaran di rumah pada masa pasca pandemi COVID-19. Instrumen yang digunakan adalah kuesioner yang diterapkan menggunakan google form kepada 33 guru Pendidikan Jasmani dan Kesehatan yang mengikuti Focus Group Discussion perencanaan kurikulum Pendidikan Jasmani dan Kesehatan di masa pasca pandemi COVID-19. Hasil penelitian ini menunjukkan bahwa sebagian besar guru Pendidikan Jasmani dan Kesehatan melakukan penyesuaian perencanaan berdasarkan kondisi sarana dan prasarana pendukung yang dimiliki orangtua. Penyederhanaan kurikulum yang berfokus pada kecakapan hidup peserta didik dalam situasi dan kondisi pasca pandemi COVID-19. Implementasi kurikulum PJOK di masa pasca pandemi COVID-19 membutuhkan kolaborasi dengan orang tua dalam proses penyampaian dan pemantauan kegiatan belajar siswa selama di rumah. Guru banyak menggunakan media aplikasi WhatsApp dalam menyampaikan informasi bahan ajar dan menggunakan YouTube sebagai sumber belajar.Kata Kunci: COVID-19; implementasi kurikulum; pendidikan jasmani dan kesehatan
Student’s learning experiences in an online learning environment using Garrison's Col framework Titi Chandrawati; Laksmi Dewi; Nurhikmah H; A. Afriani; Fajar Arwadi; Heni Safitri; Faaizah Shahbodin
Inovasi Kurikulum Vol 21, No 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.62813

Abstract

This study was conducted to examine the implementation of online learning in distance education utilizing the Community of Inquiry (CoI) framework, as introduced by Garrison. The CoI framework consists of three core elements essential in implementing online learning: social presence, cognitive presence, and teaching presence. These components are crucial for the success of online learning modalities. This is due to the nature of online learning, where instructors and learners are not present at the exact location or time, necessitating a 'binding element' in the educational process to ensure effective management of learning activities. Consequently, this research involved distributing questionnaires to 317 participants enrolled in online courses at Universitas Terbuka Indonesia. The results obtained from this study were classified as high, indicating that all three CoI elements achieved high ratings. Specifically, the aspect of cognitive presence was dominated by resolution capabilities. In social presence, the open communication capacity scored higher than the affective and cohesive components. Meanwhile, facilitating discourse was rated higher in the teaching presence domain than instructional design, organization, and direct instruction. Based on these findings, it can be concluded that learning across these three aspects is considerably high in the students' online learning experiences. AbstrakPenelitian ini dilakukan untuk mengetahui bagaimana pembelajaran daring pada pembelajaran jarak jauh melalui pendekatan Community of Inquiry (CoI) framework yang diperkenalkan oleh Garrison. CoI memiliki tiga unsur yang menjadi perhatian dalam implementasi pembelajaran daring, yaitu social presence, cognitive presence, dan teaching presence. Ketiga unsur ini menjadi komponen penting dalam keberhasilan pembelajaran yang bersifat daring. Mengapa demikian? Karena pembelajaran daring adalah pembelajaran dimana antara pengajar dan peserta tidak berada pada tempat dan waktu yang bersamaan. Sehingga jika tidak ada “pengikat” dalam proses pembelajaran tersebut akan sulit untuk mengontrol pelaksanaan pembelajaran. Oleh karena itu, pada penelitian ini dilakukan penyebaran kuesioner kepada 317 peserta yang mengikuti perkuliahan pembelajaran daring di Universitas Terbuka Indonesia. Hasil yang diperoleh dari penelitian ini dalam kategori tinggi. Hal ini menunjukkan bahwa dari ketiga unsur CoI berada pada kategori tinggi, sspek cognitive presence didominasi oleh kemampuan resolution. Pada aspek social presence kemampuan open communication tinggi dibandingkan affective dan cohesive. Sedangkan pada aspek teaching presence facilitating discourse memiliki nilai lebih tinggi dibandingkan instructional design and organization dan direct instruction. Berdasarkan data tersebut dapat disimpulkan bahwa kehadiran pembelajaran dari ketiga aspek tersebut cukup tinggi dalam pembelajaran daring yang dialami oleh siswa.Kata Kunci: community of Inquiry; evaluasi pengalaman belajar mahasiswa; pembelajaran daring
Analysis of teacher readiness conditions in implementing characteristic school-based curriculum Wina Dewi; Laksmi Dewi
Inovasi Kurikulum Vol 21, No 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.62533

Abstract

Character education is highlighted and considered to improve positive character and behavior in children. Religion-based schools are the choice of parents in developing characters. The fundamental difference is based on religious teachings which are internalized in each component of the curriculum. The uniqueness of the curriculum at SMPI Cendekia Muda is a God Centered curriculum, each grade level is based on the Rasulullah phase. In implementing a-centered curriculum, teachers must prepare to design, implement and evaluate the success of the curriculum. This research is preliminary research to analyze teachers' readiness to develop a character-based curriculum internalized at SMP. In fulfilling data, this study uses a qualitative case study approach. The research techniques used were interviews and the study of curriculum documents. This research shows that in preparing the curriculum as a distinctive character at school, each teacher is trained at the start of becoming a teacher. Furthermore, in preparing and supporting teacher competence, is followed by some training and mentoring. This research also shows that training related to the typical curriculum still needs to be developed and provided on an ongoing basis so that the typical character curriculum can be seen in every of curriculum implementation. AbstrakPendidikan karakter menjadi hal yang disorot dan dipertimbangkan dalam meningkatkan karakter dan perilaku positif pada diri anak. Sekolah berbasis agama menjadi pilihan orang tua dalam mengembangkan karakter. Perbedaan mendasarnya adalah berlandaskan pada ajaran agama yang diinternalisasikan pada setiap komponen kurikulum. Kekhasan kurikulum di SMPI Cendekia Muda adalah berbasis God Centered, setiap jenjang kelas berlandaskan pada fase Rasulullah. Dalam mengimplementasikan God Centered Education dibutuhkan kesiapan guru agar tepat dalam merancang, implementasi, dan mengevaluasi keberhasilan kurikulum. Penelitian ini adalah preliminary research untuk menganalisis kesiapan guru dalam mengembangkan kurikulum berbasis karakter yang diinternalisasikan pada jenjang SMP. Dalam memenuhi data, penelitian ini menggunakan pendekatan kualitatif studi kasus. Teknik penelitian yang digunakan adalah wawancara dan studi dokumen kurikulum. Hasil penelitian ini menunjukkan bahwa dalam mempersiapkan kurikulum God Centered Education sebagai karakter khas di SMPI Cendekia Muda, setiap guru dilatih pada awal menjadi guru. Selanjutnya dalam mempersiapkan dan menunjang kompetensi guru, dilanjutkan dengan beberapa pelatihan dan pendampingan. Penelitian ini juga menghasilkan bahwa pelatihan terkait kurikulum khas ternyata masih harus dikembangkan dan diberikan secara berkelanjutan agar mempersiapkan karakter khas dari kurikulum God Centered Education dapat terlihat dalam setiap elemen implementasi kurikulum.Kata Kunci: Pendidikan berbasis karakter; persiapan kurikulum; pelatihan
Enhancing teacher competencies in ESD: A framework for professional development Lia Susanti; Asep Herry Hernawan; Laksmi Dewi; Dudun Najmudin; Rohim Abdurohim
Inovasi Kurikulum Vol 21, No 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75831

Abstract

Education for Sustainable Development (ESD) equips students with the knowledge and skills to address global sustainability challenges. However, the effectiveness of ESD largely depends on the competencies of teachers. This article aims to develop a comprehensive framework for improving teachers' competencies in ESD. This research uses a qualitative approach, literature review, qualitative content analysis, secondary case study, and conceptual design methods. The framework identifies essential competencies, including critical thinking, problem-solving, and ethical decision-making, that educators must possess to integrate sustainability principles into their teaching practices effectively. Additionally, the paper explores professional development strategies that can support teachers in acquiring these competencies, such as continuous training, collaborative learning, and experiential education. The findings suggest that a holistic approach to professional development is necessary to empower teachers and enable them to foster a sustainability-oriented mindset in their students. By implementing this framework, educational institutions can contribute to preparing future generations to engage actively in sustainability efforts. This study highlights the importance of teacher competencies in ESD and provides actionable recommendations for policymakers and educational leaders to enhance teacher training programs and promote sustainability education in schools. AbstrakPendidikan untuk Pembangunan Berkelanjutan (ESD) memainkan peran penting dalam membekali siswa dengan pengetahuan dan keterampilan yang diperlukan untuk menghadapi tantangan keberlanjutan global. Namun, efektivitas ESD sangat bergantung pada kompetensi guru. Artikel ini bertujuan untuk mengembangkan kerangka kerja komprehensif untuk meningkatkan kompetensi guru dalam ESD. Penelitian ini menggunakan pendekatan kualitatif dengan metode tinjauan literatur, metode analisis konten kualitatif, studi kasus sekunder, dan metode desain konseptual. Kerangka kerja ini mengidentifikasi kompetensi penting, termasuk berpikir kritis, pemecahan masalah, dan pengambilan keputusan etis, yang harus dimiliki pendidik untuk secara efektif mengintegrasikan prinsip-prinsip keberlanjutan ke dalam praktik pengajaran mereka. Selain itu, artikel ini mengeksplorasi strategi pengembangan profesional yang dapat mendukung guru dalam memperoleh kompetensi tersebut, seperti pelatihan berkelanjutan, pembelajaran kolaboratif, dan pendidikan berbasis pengalaman. Temuan menunjukkan bahwa pendekatan holistik terhadap pengembangan profesional sangat diperlukan untuk memberdayakan guru dan memungkinkan mereka untuk membina pola pikir yang berorientasi pada keberlanjutan di antara siswa mereka. Dengan menerapkan kerangka ini, lembaga pendidikan dapat berkontribusi dalam mempersiapkan generasi mendatang untuk secara aktif terlibat dalam upaya keberlanjutan. Studi ini tidak hanya menyoroti pentingnya kompetensi guru dalam ESD tetapi juga memberikan rekomendasi yang dapat diterapkan bagi pembuat kebijakan dan pemimpin pendidikan untuk meningkatkan program pelatihan guru dan mempromosikan pendidikan keberlanjutan di sekolah.Kata Kunci: kompetensi guru; pengembangan profesional; pendidikan berkelanjutan; pendidikan untuk pembangunan berkelanjutan
Co-Authors Aah Ahmad Syahid, Aah Ahmad Afriani Afriani Aldy Hermawan Ana Ratnasari Andria Pragholapati Angga Hadiapurwa Anggia Viorennita Ardiansah Ardiansah Asep Herry Hernawan Azizah Muis, Nurbiana Dhieni, Azizah Nurul Khoirunnisa Briliana Firdaus Budi Setiawan Cepi Riyana Dadi Mulyadi Dadi Mulyadi Dian Arya Susanti Dini Suhardini Dinn Wahyudin Dinn Wahyudin, Dinn Dudun Najmudin Eero Ropo Eero Ropo Faaizah Shahbodin Fajar Arwadi Fitria Puteri Arviani Fitroh Hayati Gema Rullyana Heni Safitri I Made Sriundy M Imam Syafi’i Johan, Riche Cynthia Kamilia Fitria Fii Silmi K Lia Susanti Mindy Syailah Nurthoyyibah Mohammad Ali Mohammad Faruk Munir Munir Murtaqia Tusholihat Murtaqiatusholihat Murtaqiatusholihat Muthia Alinawati Nadhira Pramesti Nanda Khaerunnisa Neni Apriyani Nina Nur Halimah Norlidah Alias Nurhikmah H Nurul Laily Al Arsyadhi Raffie Ahmad Riesman Putra Rifky Serva Tuju Rohim Abdurohim Rudi Susilana, Rudi Rusman Rusman Shafira Aulia Darmawan Sunarto Sunarto Titi Chandrawati Tuti Utami Wina Dewi Yori Andes Saputra