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All Journal EDUSAINS PAEDAGOGIA Journal of Environment and Sustainability Education
Riandi Riandi
Universitas Pendidikan Indonesia, Indonesia
Chemistry Education Environmental Science Physics Other

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Plant awareness and recognition of plants as living beings among biology preservice teachers in Bandung, Indonesia Puan Helwa Rezha Soraya; Rini Solihat; Riandi Riandi; Taro Harada
EDUSAINS Vol. 18 No. 1 (2026): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v18i1.50227

Abstract

Humans are highly dependent on the existence of plants; from daily needs to the need to support ecosystems. However, there are some people who are less aware of the existence and importance of plants for life and lead to the phenomenon of plant awareness disparity (PAD). It is important for teachers to have plant awareness and have the awareness that plants are as important as other living things. This study was conducted to reveal the level of PAD of biology pre-service teachers by using PAD-I (Plant Awareness Disparity-Index) developed by Parsley (2022). In addition, this study also explores the recognition of plants as living things in prospective biology teachers by asking them to name living organisms around them. This study used a descriptive cross-sectional method and gathered 35 respondents of biology pre-service teachers from one of the universities in Bandung, Indonesia. The results of the PAD-I score analysis show that preservice biology teachers still have PAD with an average score of 79. In addition, this study also revealed that preservice teachers mostly mentioned living things from the animal kingdom as living things (56%) compared to living things from the kingdom plantae (34%), bacteria (5%), fungi (3%), and protists (2%). From this search, it can be concluded that the biology pre-service teachers still have a tendency to overlook the plant and show a preference for animals. However, there are several approaches that can be taken, such as emphasizing the importance of plants in reducing the impact of climate change and placing plants and animals in the same situation. Through such an approach, it is hoped that students will develop an awareness of plants as a first step toward plant conservation, particularly with native Indonesian plants.
Integrating Local Science and School Science: The Benefits for Preserving Local Wisdom and Promoting Students’ Learning Yohanes Freadyanus Kasi; Ari Widodo; Achmad Samsudin; Riandi Riandi; Novia Novia; Wati Sukmawati; Ari Syahidul Shidiq
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.83925

Abstract

Integrating local science into science learning benefits students and the culture. However, science teaching tends to focus only on the scientific content presented in the books but ignores the local culture. This paper explores local science in community cultural activities to be implemented in science learning to introduce students to cultural values following the concept of science. It identifies local science, describes the oral arguments produced by the tribal council, and analyzes the lesson plan by five science teachers in the Nagekeo district, East Nusa Tenggara. The data used in this analysis are observation and identification, interviews, and assessment sheets. The findings show that the local science in Nagekeo cultural activities that can be integrated into science learning includes the traditional unit and measurement systems, Newton's laws in their application to the traditional game, biodiversity in the traditional hunt, the concept of heat transfer, and its application in the construction of traditional houses, and vibrations, waves, and sounds in the traditional musical instrument. Recommendations from this research are embracing local science in science learning to provide meaningful learning for students and preserve local culture for each generation in the future so that it does not become extinct. 
Is higher education curriculum prepare to support sustainable environmental chemistry learning? Mellyzar Mellyzar; Nahadi Nahadi; Diana Rochintaniawati; Riandi Riandi; Hernani Hernani; Asep Supriatna; Tien Tien Lee
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.100

Abstract

Global environmental challenges such as climate change, pollution, and ecosystem degradation require urgent responses, and education plays a strategic role in building environmental literacy. This study aimed to evaluate the readiness of higher education curricula in supporting sustainable learning in Environmental Chemistry courses and their alignment with the Sustainable Development Goals (SDGs). The research used a descriptive approach involving curriculum and lesson plan analysis, student surveys, and interviews with lecturers and program heads at a state university in Aceh Province, Indonesia. The findings show that while the curriculum includes relevant topics such as pollution and climate change, the integration of emerging issues and practical learning methods remains limited. Students demonstrated positive attitudes and awareness toward environmental sustainability, but their active involvement in practical actions was still low. Recommendations include the explicit integration of SDGs in course plans, diversification of teaching strategies through fieldwork and case studies, and fostering interdisciplinary collaboration. Overall, the study concludes that the curriculum provides a strong foundation but requires strategic improvements to enhance its relevance and impact. Aligning academic programs with global and local environmental challenges will enable higher education to prepare students as proactive agents of sustainable development.
Co-Authors Achmad Samsudin Ari Syahidul Shidiq Ari Widodo Asep Supriatna Diana Rochintaniawati HERNANI - Mellyzar Mellyzar Nahadi Nahadi Novia Novia Puan Helwa Rezha Soraya Rini Solihat Taro Harada Tien Tien Lee Wati Sukmawati Yohanes Freadyanus Kasi