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p-Index From 2021 - 2026
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All Journal Jurnal Ilmiah Profesi Pendidikan
FR. Wuriningsih
Sekolah Tinggi Pastoral Kateketik Santo Fransiskus Asisi Semarang
Education

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Empowering Sustainable Education Through Differentiated Learning: A Systematic Review in Primary School Esty Setyo Utaminingsih; FR. Wuriningsih; Belita Yoan Intania; Idammatussilmi Idammatussilmi
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3077

Abstract

Differentiated learning has significant potential to address diverse learner needs and promote sustainable education, particularly in primary schools. Implementation in Indonesia, however, faces challenges such as limited teacher training, rigid curricula, and logistical constraints. The study aimed to explore the role of differentiated learning in fostering sustainable education within the Indonesian context. A systematic literature review was conducted, analyzing 97 peer-reviewed articles published between 2018 and 2024. Data were sourced from Scopus, Publish or Perish, Google Scholar, SAGE Journals, Emerald Insight, and ERIC, with findings synthesized through thematic analysis. Results showed that differentiated strategies, supported by educational technology, community-based projects, and alternative assessments, enhanced critical thinking, problem-solving, and ecological literacy. Challenges included insufficient resources and professional development, while opportunities emerged through curriculum reforms and technology integration. The study concluded that differentiated learning when effectively supported, has the potential to align primary education with sustainability principles.
Strengthening Environmental Awareness through Project-Based Learning: A Global and National Review, and Implications for Indonesian Primary Schools Esty Setyo Utaminingsih; FR. Wuriningsih; Idammatussilmi Idammatussilmi
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4736

Abstract

Escalating environmental challenges have underscored the need to cultivate environmental awareness from primary schooling, yet classroom instruction often offers limited authentic engagement with local ecological problems. This systematic review synthesizes recent empirical evidence (2020-2025) on the effectiveness of Project-Based Learning (PBL) in strengthening primary students' environmental knowledge, attitudes, and pro-environmental behaviors, and identifies enabling and constraining conditions for its implementation. Searches of Scopus, Web of Science, ScienceDirect, and SAGE returned more than 200 records, which were screened to identify 7 empirical studies for synthesis. Across these studies, PBL consistently improved environmental outcomes in cognitive, affective, and behavioral domains, with several reports showing statistically significant pre-post or group differences and moderate-to-very-strong positive associations between PBL participation and indicators of environmental awareness (r = 0.52-0.96). Successful implementation was supported by school leadership and an enabling culture, teacher preparedness and collaboration, and curricular flexibility, whereas limited instructional time, resource constraints, and insufficient teacher readiness were recurring barriers. Overall, PBL is an effective approach to strengthening environmental awareness in primary education when it is institutionally supported and adapted to local contexts.
Co-Authors Belita Yoan Intania Esty Setyo Utaminingsih Idammatussilmi Idammatussilmi