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All Journal Edunesia : jurnal Ilmiah Pendidikan Jurnal Jeumpa Proceeding Biology Education Conference
Amalia, Indriyani
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Kajian Literature: Penerapan Project Based Learning terkait Tujuan Pembangunan Berkelanjutan Poin 2 untuk Meningkatkan Kemampuan Berpikir Kreatif dan Kolaborasi Siswa Amalia, Indriyani; Riandi, Riandi; Surtikanti, Hertien Koosbandiah
Jurnal Jeumpa Vol 11 No 1 (2024): Jurnal Jeumpa
Publisher : Department of Biology Education, Faculty of Teacher Training and Education, Samudra University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/jj.v11i1.9581

Abstract

Perkembangan dunia pendidikan seiring berjalannya waktu semakin menunjukan adanya kemajuan, yang berdampak pada hasil pembelajaran. Hal ini juga berdampak pada perkembangan model pembelajaran yang dilakukan untuk memenuhi capaian yang sesuai dengan perkembangan zaman. Perkembangan model pembelajaran yang salah satunya terus dikembangkan adalah model project based learning. Penggunaan project based learning digunakan, guna menjadi salah satu perkembangan model pembelajaran yang dapat mencapai tujuan pendidikan yaitu keterampilan abad 21. Artikel ini dilakukan dengan mengumpulkan artikel sebanyak 16 artikel yang terindeks scopus dari berbagai negara, yang berkaitan dengan project based learning, project based learning yang berkaitan dengan pencapaian SDGs poin 2 (Zero Hunger), keterampilan berpikir kreatif dan kolaborasi. Metode yang digunakan dalam artikel ini yaitu study literature review. Artikel ini bertujuan untuk mendeskripsikan penerapan Project Based Learning dalam pencapaian SDGs poin 2 (Zero Hunger) dalam meningkatkan kemampuan berpikir kreatif dan kolaborasi. Hasil dari artikel ini mengungkapkan informasi mengenai Project Based Learning, Penerapan Project Based Learning yang berkontribusi dalam pencapaian SDGs poin 2 ((Zero Hunger), kemampuan Berpikir kreatif dalam PjBL dan kemampuan kolaborasi dalam PjBL. Kemudian menyebutkan beberapa artikel yang menggunakan Project Based Learning dalam mengintegrasikannya pada pencapaian SDGs poin 2 (Zero Hunger) dengan membuat inovasi pada produk pangan dan pemanfaatn hasil petani lokal. Selanjutnya mengemukakan penerapan Project Based Learning dapat mengembangkan proses berpikir kreatif dan kolaborasi pada siswa. Sehingga artikel ini dapat menjadi informasi dan menjadi sebuah ide yang dapat dikembanglan dari penerapan Project Based Learning dalam mencapai poin SDGs lainnya yang saat ini perlu kita realisasikan bersama.
The Effect of Integrated Problem-Based Learning SDG Point 6 on Improving Sustainability Literacy of High School Students Amalia, Indriyani; Diana, Sariwulan; Riandi, Riandi
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1366

Abstract

This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with SDG point 6 on students’ sustainability literacy related to water pollution. A quasi-experimental method with a non-equivalent control group pretest–posttest design was employed involving two tenth-grade classes at a senior high school in Garut, selected through convenience sampling. The research instrument consisted of 15 essay questions measuring three aspects of sustainability literacy: knowledge, skills, and mindset. The instrument was validated by experts and demonstrated high reliability (Cronbach’s α = 0.92). Data were analyzed through normality and homogeneity tests followed by an Independent Samples T-test. The results indicated that there was no statistically significant difference in total post-test scores between the experimental class using SDG-integrated PBL and the control class using discovery learning (two-tailed Sig. = 0.07). However, the experimental class showed greater mean improvements, particularly in the skills and mindset aspects, compared to the control class. In conclusion, PBL integrated with SDG 6 shows a tendency to enhance students’ sustainability literacy, especially in terms of skills and mindset, although its overall effect was not statistically significant. The findings imply the need for better alignment between assessment instruments and learning contexts, student habituation to PBL, longer intervention periods, and further analyses to more sensitively evaluate instructional effectiveness.
Analisis Literasi Keberlanjutan Awal Siswa SMA pada Materi Pencemaran Lingkungan Terintegrasi Sdgs Poin 6 Amalia, Indriyani; Diana, Sariwulan; Riandi, Riandi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 22, No 1 (2025): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Sustainability literacy is an important urgency today, this is related to the knowledge and understanding of individuals in making decisions and taking further action on sustainability as an effort to prepare for life in the future. This study aims to analyze the level of initial sustainability literacy of high school students on environmental pollution material integrated with SDGs point 6 regarding the availability of clean water and sustainable sanitation. The research method used is quantitative descriptive with instruments in the form of sustainability literacy essay questions that refer to three main aspects of sustainability literacy, namely knowledge, skills, and mindset. The study was conducted at a high school in Garut Regency in May 2025 with a sample of 70 grade X students selected through purposive sampling techniques. The results showed that most students (60%) were in the very low category in sustainability literacy, especially in the knowledge aspect. This indicates the need for more transformative and contextual learning interventions to increase students' understanding and concern for sustainability issues. This study recommends the integration of the SDGs concept explicitly in the biology learning process in schools.
Co-Authors Mrs Sariwulan Diana Riandi Riandi Surtikanti Hertien Koosbandiah, Surtikanti