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All Journal JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Pendidikan IPA Indonesia
Al Fatih, Zaky
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Education Physics

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Education for Sustainable Development Based of Technological Pedagogical and Content Knowledge using Mixed-Methods Approach in Physics Teaching Ariska, Melly; Anwar, Yenny; Widodo, Ari; Sari, Diah Kartika; Yusliani, Novi; Rahmannisa, Amanda; Az Zahra, Lutfiah; Milka, Ikbal Adrian; Al Fatih, Zaky
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 10 No. 2 (2024): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 10 Issue
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.10217

Abstract

Sustainable development aims to raise the standard of living for present and future generations. The Sustainable Development Goals (SDGs) are a set of 17 objectives related to sustainable development. Education for Sustainable Development, or ESD, is one initiative to achieve the SDGs. Presenting the findings of literature research on the features and use of ESD in science education is the goal of this paper. The primary source material for this literature study came from seven publications published in different journals. This study utilized a mixed-methods approach with a concurrent triangulation design involving questionnaires, interviews, and FGDs with 78 physics teachers. The TPACK scores showed a mean of 3.10, with the highest score in Attitude (3.27) and the lowest in Inquiry (3.04). The analysis's findings indicate that 1) Eight critical competencies are thought to be crucial for promoting sustainable development. 2) Learning tools, learning media, and learning models are ways ESD can be included in science education. These findings demonstrate that integrating ESD capabilities into science instruction can promote sustainable development and help attain the SDGs. The results highlight the need for targeted training in inquiry-based approaches and technology integration to enhance ESD implementation in physics education.
Education for Sustainable Development Based on Technological Pedagogical Content Knowledge in Biology Education: Assessing Teachers' Readiness Anwar, Yenny; Widodo, Ari; Al fatih, Zaky; Kartika, Diah; Ariska, Meli; Yusliani, Novi
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.22908

Abstract

Teachers’ readiness to integrate Education for Sustainable Development (ESD) plays a pivotal role in preparing students to understand and practice sustainable living. This study examined the readiness of 232 in-service biology teachers in South Sumatra, comprising 142 novice teachers (with ≤10 years of experience) and 90 experienced teachers (with>10 years of experience). A descriptive-comparative quantitative design was employed, using two structured questionnaires to measure teachers’ perspectives on ESD and their Technological Pedagogical Content Knowledge (TPACK). Findings revealed that teachers generally showed a strong commitment to ESD but only a moderate conceptual understanding. Within TPACK, attitudes were rated the highest, whereas technological and inquiry-based competencies were rated the lowest. Novice teachers scored higher than experienced teachers, while participation in environmental education training or prior teaching experience in related topics improved readiness. This study highlights the importance of continuous professional development in enhancing teachers’ technological and inquiry-oriented capacities. Strengthening these dimensions is crucial for effectively embedding ESD into biology teaching and science education more broadly. By addressing these gaps, the integration of ESD can move beyond awareness toward transformative learning that equips students with the skills and dispositions needed for sustainable futures.
Co-Authors Ari Widodo Ariska, Meli Az Zahra, Lutfiah Diah Kartika Sari Kartika, Diah Melly Ariska Milka, Ikbal Adrian Novi Yusliani Rahmannisa, Amanda Yenny Anwar