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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Presipitasi : Media Komunikasi dan Pengembangan Teknik Lingkungan Jurnal Pendidikan Matematika dan IPA Jurnal Pengajaran MIPA Jurnal Pendidikan Indonesia Kreatif EduChemia: Jurnal Kimia dan Pendidikan Jurnal Penelitian dan Pembelajaran IPA Jurnal Penelitian Pendidikan Scientiae Educatia: Jurnal Pendidikan Sains Biodidaktika : Jurnal Biologi dan Pembelajarannya Unnes Science Education Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Akademika Kimia Journal of Natural Science and Integration Journal of Science Education Research Jurnal Ilmiah Sekolah Dasar Minda Baharu Journal of Humanities and Social Studies Jurnal Pembelajaran dan Biologi Nukleus Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Ilmiah Kanderang Tingang JPPS (Jurnal Penelitian Pendidikan Sains) Journal of Innovation in Educational and Cultural Research Gagasan Pendidikan Indonesia Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Indonesian Journal of Multidiciplinary Research (IJoMR) Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran PSEJ (Pancasakti Science Education Journal) Jurnal Pendidikan Indonesia Gemilang International Journal of Biology Education Towards Sustainable Development JSEP (Journal of Science Education and Practice) Indonesian Journal Of Educational Research and Review Al Jahiz: Journal of Biology Education Research Jurnal Pemberdayaan Masyarakat Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA) Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat Unnes Science Education Journal Jurnal Pendidikan IPA Indonesia Mitra Sains Jurnal Ragam Pengabdian Jurnal Pendidikan MIPA IJIS Edu : Indonesian Journal of Integrated Science Education Scientiae Educatia: Jurnal Pendidikan Sains JIPI (Jurnal IPA dan Pembelajaran IPA)
Indarini Dwi Pursitasari
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Enhancing Student Sustainability Awareness in Science Education: A Systematic Literature Review M. Andriansyah; Indri Yani; Sandi Budiana; Didit Ardianto; Indarini Dwi Pursitasari
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.26543

Abstract

Sustainability awareness in secondary school students is an important element in modern education that aims to address global challenges such as climate change and environmental degradation. This study used a systematic literature review (SLR) approach to evaluate the level of sustainability awareness, the effectiveness of learning media, and the challenges of implementing sustainability-based learning. The analysis was conducted on 10 articles selected based on strict inclusion and exclusion criteria, using the PRISMA method and NVivo software. Results show that students' emotional awareness is at the highest level, followed by sustainability knowledge, while behavioral awareness is still low. Education for Sustainable Development (ESD)-based learning media proved most effective, followed by web-based applications and learning modules. Key challenges include teacher readiness, time constraints, and learning resources. The study concludes that there is a need for the integration of sustainability values in the curriculum, intensive training for teachers, and the use of innovative learning media to improve the success of sustainability education.
Profiling Students’ Creative Thinking Skills On The Digestive System Topic: A Study Using Torrance’s Framework Tifanny Safitri; Surti Kurniasih; Indarini Dwi Pursitasari
Biodidaktika : Jurnal Biologi dan Pembelajarannya Vol 21, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/biodidaktika.v21i2.40391

Abstract

Creative thinking is an essential 21st-century skill that enables students to approach complex problems with originality, flexibility, and depth. However, its development in Indonesian science classrooms remains limited. This study analyzed junior high school students' creative thinking profiles on the digestive system using Torrance's framework, which includes fluency, flexibility, originality, and elaboration. A total of 108 eighth-grade students in Bogor participated in the study. Data were collected through essay tests and semi-structured teacher interviews and analyzed using descriptive statistics and thematic analysis. Results revealed a low level of creative thinking, with an average score of 36.75%. Originality scored the highest (43.58%), while flexibility was the lowest (30.66%). Students showed difficulties generating multiple ideas, viewing problems from different perspectives, and developing ideas in detail. Teacher interviews confirmed that creative thinking was not explicitly taught, and procedural tasks mostly dominated learning activities. This study offers insight into how biology learning environments can reveal the strengths and gaps in students’ creative thinking. The findings are expected to inform future learning designs that aim to foster creativity and critical thinking in science education and may serve as a basis for integrating STEM-oriented approaches more effectively.
The Supplementary Low Carbon Education E-book for Elementary School Students to Enhance Sustainability Literacy and Global Character Diversity Anna Permanasari; Indarini Dwi Pursitasari; Toru Matsumoto; Ida Hamidah; Annisa Nurramadhani
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.36719

Abstract

The development of e-books related to low-carbon education (LCE) has been used to enhance sustainability literacy and global character diversity (GCD) among elementary students. The research was conducted to identify the three themes of e-books available to students in phases A, B, and C. The three e-books have developed into a supplementary, ongoing curriculum. The e-books with flip mode and a high validity index have already been implemented and researched using a pre-experimental design in each phase. The e-books were designed as picture stories, equipped with various features to train students’ sustainability literacy and GCD through invitations to think critically, to complete projects, and to express their thinking related to the context and environmental problems. The validity of the e-books was ensured through validation by 5 experts and 20 users, and the data were analyzed using simple statistics and CVI/CVR indexes. The sustainability literacy instrument used was developed and implemented together in the context of learning in Indonesia and Japan (Kitakyushu), with some modifications tailored to each phase. Students' GCD was monitored using a standard questionnaire based on GCD indicators. The research shows that all the e-books have high usability, as indicated by the CVI/CVR scores. The implementation results show, on average, an increase in students’ sustainability literacy from moderate to high. The improvement in students’ GCD was from the moderate to the high category. In addition, the books, attractively packaged with cartoon images, were easy to use with an Android app and very handy, which made the learning experience enjoyable for students.
Eco-literacy in Science Learning: A Review and Bibliometric Analysis Iman Kadarisman; Indarini Dwi Pursitasari
Jurnal Pendidikan Indonesia Gemilang Vol 3, No 2 (2023)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v3i2.197

Abstract

Eco-literacy plays an important role in learning awareness about protecting the environment. Ecoliteracy needs to be given to children early to instill basic environmental preservation behaviors. There has been a decline in environmental quality due to low awareness of eco-literacy. This study aims to review bibliometric literature on applying eco-literacy-based learning to increase student awareness of the importance of protecting the surrounding environment. The literature review was taken from articles obtained using the Publish or Perish (PoP) application from 2017 to 2022 and obtained 67 articles. The articles are then analyzed using VOSviewer software to map and look for research gaps that are still possible to be researched. Some topics provide research opportunities, including "education", "environmental education", "environmental", "sustainability", and "ecological literacy". From the point of recent research on the application of student eco-literacy-based learning models for environment-related materials still provides room to be carried out.
Mapping Systems Thinking Research in Science Education: A Systematic Literature Review and Bibliometric Analysis Annisa Fitriyanti; Indarini Dwi Pursitasari
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.10698

Abstract

The integration of systems thinking into science education is essential for addressing complex global issues. This study aims to map the research of implementing systems thinking using a Systematic Literature Riview (SLR) and bibliometric analysis. Following the PRISMA protocol, data were curated from 44 articels indexed in the Scopus database and analyses using VOS Viewer. The bibliometric data reveal a marked increase in publication volume starting in 2018, yet collaboration patterns among researchers remain widely diffused. Thematically, network practical applications with sustainability science and computational thinking. Pedagogically , the findings suggest a critical imperative to shift from linear instruction to phenomenon centered learning desgins supported by dynamic modelling. Additionally, the study exposes a significant gap  in assessment methodologies, signaling the need for authentic instruments to evaluate systemic thinking skills accurately. This paper concludes by recommending innovative, cross-diciplinary STEM integration and revlective learning media to better equip students for future multidimensional challenges.
Pengembangan Media Pembelajaran Diorama Augmented Reality pada Materi Gangguan Sistem Pernapasan Manusia untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Muhamad Syahrillah Ramadhan; Indarini Dwi Pursitasari; Santa
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2840

Abstract

The low critical thinking skills of fifth-grade students at SDN Ciaruteun Ilir 03 on respiratory system disorders were caused by limited, conventional instructional media (textbooks and whiteboards), resulting in low student enthusiasm. This study aimed to develop an Augmented Reality diorama learning media on respiratory system disorders, test its feasibility, determine user responses, and analyze its effectiveness on students' critical thinking skills. The method used was Research and Development (R&D) with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). Subjects were 25 fifth-grade students. Data were collected through observation, interviews, expert validation, response questionnaires, and critical thinking test items. Results showed the media achieved a feasibility percentage of 99% (media expert 96%, lecturer material expert 100%, teacher material expert 100%, language expert 100%), categorized as very feasible. The practicality test showed student responses of 88% and teacher responses of 96%, both very good. The effectiveness test showed the average score increased from 42.32 (pretest) to 82.86 (posttest), with an N-Gain of 0.83 (high category). Improvement was also seen across critical thinking indicators: simple explanation (34.67%→75.67%), basic skills (47%→91.33%), inference (49.67%→96.67%), further explanation (37%→93.67%), and strategy and tactics (48%→98%). The media is thus proven feasible, practical, and effective for improving students' critical thinking skills.
E-Module of the Human Digestive System with Self-Directed Learning Readiness Framework to Improve Students' Science Literacy Hany Qisthina Syahira; Indarini Dwi Pursitasari; Rita Retnowati; Syarpin
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.166

Abstract

Science literacy is a crucial competency in addressing the challenges of 21st-century learning. Low science literacy in biology subjects is important in science education. This research aims to develop e-modules for the human digestive system based on the self-directed learning readiness (SDLR) framework to enhance students' science literacy and independent learning readiness. This development research uses the analyze, design, develop, implement, and evaluate (ADDIE) model. Data were collected through expert validation tests, science teacher assessments, science literacy tests, SDLR questionnaires, implementation observations, and student response questionnaires to e-modules. The data was analyzed descriptively, quantitatively, and using N-Gain calculations. The results of the study demonstrate that the e-module on the human digestive system is proven to be valid, based on expert assessment with Aiken's V index of 0.84. The results of the teacher's assessment also demonstrated high validity, with content validity ratio (CVR) and contet validity index (CVI) scores of 0.98 and 0.99, respectively. The results of implementing the e-module showed an increase in science literacy and SDLR, with N-gains of 0.349 and 0.426 in the medium category. The highest increase occurred in the competence of explaining scientific phenomena and the desire to learn, with an N-gain of 50% each. Students responded positively to the e-module because it is easily accessible, attractive, and able to motivate students to learn independently. Thus, it can be concluded that the e-module on the human digestive system, based on self-directed learning readiness, can improve science literacy and students' readiness for independent learning
Development of Low Carbon Education e-Book to Improve Sustainability Literacy among Sixth Grade Elementary School Students Dian Andita Dhini; Anna Permanasari; Indarini Dwi Pursitasari
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.108095

Abstract

The limited availability of learning resources that integrate low-carbon education into elementary school learning has constrained students' sustainability literacy and the development of global character. This study aimed to develop and evaluate the effectiveness of a non-text digital book in enhancing sustainability literacy and global character among elementary school students. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The participants included 28 sixth-grade students and 20 elementary school teachers. Data were collected using expert validation sheets, teacher and student response questionnaires, and a sustainability literacy achievement test. The validity of the instrument and product was analyzed using the Content Validity Ratio (CVR) and Content Validity Index (CVI), while product effectiveness was evaluated through the normalized gain (N-Gain) score and a paired-samples t-test. The results indicated that the developed non-text digital book demonstrated a very high level of validity, achieving a validity score of 95.625%, with all indicators meeting the CVR and CVI criteria. The implementation results showed a significant improvement in students' sustainability literacy, with the mean pre-test score increasing from 63.48 to 87.32 and an N-Gain score of 0.65, indicating a moderate level of effectiveness. The paired-samples t-test further confirmed that the improvement was statistically significant (p < .05). In addition, students' responses reached 93%, indicating a very high level of engagement and perceived relevance. These findings suggest that the non-text digital book is a valid, effective, and engaging learning resource for promoting sustainability literacy and fostering global character development in elementary education.
Analysis of Trends and Challenges in the Implementation of PjBL-ESD at the Secondary Education Level: A Systematic Literature Review Garmita Febriani Widaningsih; Djarot, Prasetyorini; Pursitasari, Indarini Dwi
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/8n5mnk60

Abstract

This systematic literature review investigates the trends and challenges of Project-Based Learning (PjBL) integrated with Education for Sustainable Development (ESD) at the Senior High School level from 2020 to 2025. Following PRISMA 2020 guidelines, the study synthesizes empirical data from Scopus, Web of Science, and Google Scholar through a four-stage process: identification, screening, eligibility, and inclusion. Results indicate a significant surge in PjBL-ESD studies since 2020, driven by the SDGs "Decade of Action" and curriculum reforms such as Indonesia's "Kurikulum Merdeka". The integration of digital scaffolding, including project-based e-modules and mobile learning, effectively mitigates cognitive load and enhances 21st-century skills, with critical thinking showing average N-gain scores ranging from 0.39 to 0.70. The inclusion of local wisdom and ethnoscience fosters cultural sustainability alongside ecological literacy. However, systemic barriers including teacher readiness, curriculum rigidity, and assessment misalignments remain significant hurdles. This review concludes that PjBL-ESD success requires structured digital ecosystems and policy-level support to bridge the gap between sustainability awareness and action competence.
Co-Authors Adinda Dian Utami Agustin Tiwow Ahmadi, Enang Alfitriyani, Nia Amram Rede Amram Rede, Amram Amran Rede Andriansyah, M Anisa Puteri Anna Permanasari Annisa Fitriyanti Annisa Nurramadhani Aqilah, Siti Asep Sopandi Ayi Arif Ayu Shinka Permata Sari Barau, Fitri Bhakti Karyadi Bibin Rubini Bibin Rubini Bibit Harianto Bibit Harianto Bilatu, Nurlinda Clarissa Desyana Putri Dadang Jaenudin Dadang Jaenudin Dian Andita Dhini Didit Ardianto Djarot, Prasetyorini Dody Hermanto Eka Puspita Rahayu Eka Suhardi Ekamilasari Ekamilasari Ekamilasari, Ekamilasari Embun Khoerunnisa Maya Safitri Eni Nuraeni Eni Nuraeni Ergina, Ergina Fiqri Nugraha* Firdaos, Ilman Nurbaiti Fumithosi Murae Garmita Febriani Widaningsih Ghina Nisrina Ramadhanti H. Hardhienata Hany Qisthina Syahira Hardianti, Titi Harianto, Bibit Heni Nuraeni Henrikus Suparjono I Made Tangkas Ida Hamidah Ika Kartika Iman Kadarisman Iman Kadarisman Ina Ana Khoeriah Indri Yani Indriyani Rachman Irfan Ajizi Irvan Permana Irvan Permana Irwanto Arsyim Islamiyah, Ukuwah Istiqomah Istiqomah Iyan Sopian Kurniasih, Septi Kurniasih, Surti Leny Heliawati Leny Helyawati Lidiawati, Linda Linda Lidiawati Linda Lidiawati Linda lidiawati M. Andriansyah Matsumoto, Toru Milawati Milawati Mohamad Iqbal Suriansyah Mohammad Iqbal Suriansyah Mr Sumar Hendayana Muhamad Syahrillah Ramadhan Muhammad Agus Muljanto Muhammad Iqbal Suriansyah Muhammad Iqbal Suriansyah Nia Alfitriyani Nila Puspita Nugraha, Haris Nulhakim, Lukman Nurbaeti Nurbaeti Nurhamidah Nurlinda Bilatu Nursaadah, Euis Purba, Lerois Putikah, Tuti Ramadhanti, Ghina Nisrina Rendy Wikrama Wardana Rita Retnowati Saiful Millah Sandi Budiana Santa . Secsiolita, Raisa Setiawan, Asep S Siang Tandi Gonggo Sigit Subagja Sinta Srie Wulan Siti Nuryanti Siti Samsia Sri Paryanti Subagja Agustinus Sumiati, Eneng Sri Sundari, Tri Suriansyah, Muhammad Iqbal Suriansyah, Muhammad Iqbal Surti Kurniasih Syahira, Hany Qisthina Syarpin syarpin, syarpin Taufik, Annisa Novianti Tifanny Safitri Tita Dewi Larashati Toru Matsumoto Toru Matsumoto Tri Sundari Triska Nuryanti Umul Fadlah Yati Nurhayati Yuyun Yulianti Yuyun Yulianti ZF, Fikri