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All Journal Jurnal Pendidikan UNIGA Jurnal IPA Terpadu Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Journal of Science Education Research JURNAL PENDIDIKAN MIPA Jurnal Kajian Pendidikan IPA Jurnal Pengabdian Sains dan Humaniora Jurnal PGSD Uniga Jurnal Pengabdian Masyarakat Jurnal Pengabdian Isola UPEJ : Unnes Physics Education Journal
Shinta Purnamasari
Universitas Garut
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Penerapan Model Problem Based Learning berbasis Education for Sustainable Development untuk Meningkatkan Keterampilan Berpikir Kritis Pada Materi Pemanasan Global Hoerunnisa, Mariam; Purnamasari, Shinta; Lestari, Wiwit Yuli
Unnes Physics Education Journal Vol. 13 No. 3 (2024)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v13i3.11505

Abstract

Keterampilan berpikir kritis merupakan salah-satu keterampilan yang harus dimiliki oleh siswa pada abad 21. Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis serta mengetahui respons siswa terhadap model problem based learning berbasis education for sustainable development. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian eksperimen jenis quasi eksperimental dengan desain penelitian non-equivalent control group design. Teknik pengumpulan data yang digunakan tes dan angket/kuesioner. Kemudian data yang diperoleh dianalisis menggunakan uji homogenitas, uji normalitas, uji mann-whitney dan N-Gain. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis siswa kelas eksperimen diperoleh nilai N-Gain 0,56 yang termasuk kategori sedang sedangkan kelas kontrol diperoleh nilai N-Gain 0,24 yang masuk kategori rendah. Hal ini menunjukkan bahwa terdapat perbedaan peningkatan keterampilan berpikir kritis antara kelas yang menggunakan model PBL berbasis ESD dengan kelas yang menggunakan model PBL saja. Kemudian respons siswa terhadap model problem based learning berbasis education for sustainable development diperoleh rata-rata 75,7% yang masuk kategori setuju. Dengan demikian dapat disimpulkan terdapat perbedaan pengaruh terhadap peningkatan keterampilan berpikir kritis antara kelas eksperimen yang menggunakan model PBL berbasis ESD dengan kelas kontrol yang menggunakan model PBL.
Empowering Science Teachers to Implement ESD through Project-Based Learning: A Community Service Program for Professional Development Shinta Purnamasari; Ayu Ratna Santika; Wiwit Yuli Lestari; Nawa Hilmi Syarifatoha; Siti Nazila Anwar; Annisa Alyatunnawal; Sabrina Aprilla Safarizi; Aceng Muhammad Rohmat Hidayat; Raihan Muhammad Ramdan
Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 2 (2025): 2025 October Edition
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v4i2.10224

Abstract

The integration of Education for Sustainable Development (ESD) into science instruction remains limited in secondary schools due to teachers’ insufficient understanding and practical skills. To address this, a professional development program was conducted to enhance the capacity of junior and senior high school science teachers to implement ESD through project-based learning (PjBL). The program consisted of three phases: conceptual enrichment, on-the-job training, and microteaching. A total of 12 science teachers completed the program. During the microteaching phase, one teacher served as a model by delivering an ESD-integrated lesson to 24 students, focusing on a solar energy project. Data were collected through facilitator observations, teacher reflections, and post-program questionnaires completed by both teachers and students. The findings indicate improved teacher understanding of ESD principles, greater ability to design PjBL activities linked to sustainability goals, and increased instructional confidence. Student feedback revealed high levels of engagement, satisfaction, and awareness of sustainability issues. These outcomes suggest that structured and practice-based professional development can effectively support science teachers in integrating ESD into classroom practice. Expanding similar programs may foster transformative science education and help prepare students to take informed action on sustainability challenges.
Co-Authors Abdul Latip Abdul Latip Abdul Latip Abdul Latip, Abdul Abdul Latip, S.Pd., M.Pd. Abdurrahman, D. Aceng M Rohmat Hidayat Aceng Muhammad Rohmat Hidayat Ai Tuti Kusmiati Ai Tuti Kusmiati Akeu Pitriyani Aldila Nurrul Hanifah Almarwah, Sofia Alyatunnawal, Annisa Andinisa Rahmaniar Andinisa Rahmaniar Andinisa Rahmaniar Andinisa Rahmaniar, Andinisa Annisa Alyatunnawal Anwar, Siti Nazila Ayu Ratna Santika Ayu Ratna Santika Burhanudin, Muhamad Yusuf Fahmi Dudung Abdurrahman Dudung Abdurrahman Dudung Abdurrahman Fauziah, Siti Rahayu Fitri Azkia Fahmi Suhendi Hani Agnesti Hasanah, Rani Sumiati Hidayat, Aceng Muhammad Rohmat Hoerunnisa, Mariam Ikna Nurma'ripat Iskandar Kanta Dinata Lestari, Wiwit Yuli Mahmoud, H. A. MARIA BINTANG Mariam Hoerunnisa Mariam Hoerunnisa Nawa Hilmi Syarifatoha Nawa Hilmi Syarifatoha Neng Leli Nailul Zulfah Neng Leli Nailul Zulfah Neng Lia Nuraeni Nurawaliyah, Siti Nurdiana, Runi Nurfadilah, Vina Anggun Nurma’ripat, Ikna Rahmaniar, A. Raihan Muhammad Ramdan Ramdan, Raihan Muhammad Rapa Wardah Refa Fatmah Reka Nurjanah Reka Nurjanah Riana Fashya Sabrina Aprilla Safarizi Sabrina Aprilla Safarizi Safarizi, Sabrina Aprilla Salwa Sulaimah Nurhakim Salwa Sulaimah Nurhakim Santika, Ayu Ratna Setyawarno, D. Siti Nazila Anwar Siti Nurawaliyah Siti Nurawaliyah Siti Nurhalimah Syarifatoha, Nawa Hilmi Tasa Diah Wiwit Yuli Lestari Wiwit Yuli Lestari Zulfah, Neng Leli Nailul