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All Journal PENDIPA Journal of Science Education Online Learning in Educational Research Unnes Science Education Journal
Budiati, Idha
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Chemistry Education Mathematics

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SEKOLAH PENCETAK WIRAUSAHA DALAM PERSPEKTIF ESD DI SMK BINA UTAMA KENDAL Budiati, Idha; Febrihastatiwi, Dinda; Ajibudiarta, Riska; Roshayanti, Fenny
PendIPA Journal of Science Education Vol 8 No 3 (2024): October
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.8.3.601-609

Abstract

The high unemployment of vocational school graduates is an urgent problem that requires concrete solutions. The Directorate of Vocational Development in collaboration with SEAMEO developed the Entrepreneurial Printing School program to foster the entrepreneurial spirit of students to be able to build an independent and sustainable business. This study aims to explore the implementation of the ESD-based SPW program at SMK Bina Utama Kendal using a qualitative descriptive approach. Data was collected through observations, questionnaires, and interviews with students, teachers, and SPW managers. The results of the study show that in the environmental aspect, 60% of students reduce plastic waste through recycling, although waste management still needs to be improved. In the economic aspect, 85% of students felt that SPW training improved their skills in managing sustainable businesses. On the social aspect, 64% of students felt the positive impact of the program, although local community involvement needs to be strengthened. So that the ESD-based SPW program is effective in helping students become independent and sustainable entrepreneurs and can become a model for entrepreneurship education in other vocational schools.
Integrating the Certainty of Response Index (CRI) with Environmental Literacy and Creative Thinking Indicators to Analyze Misconceptions in Renewable Energy Learning among Vocational High School Students Budiati, Idha; Patonah, Siti; Hayat, Muhammad Syaipul
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.v14i2.27008

Abstract

This study investigates vocational high school students’ misconceptions about renewable energy concepts using the Certainty of Response Index (CRI) and examines their relationship with environmental literacy and creative thinking skills. A descriptive quantitative design with a diagnostic approach was employed. The instruments consisted of a three-tier multiple-choice test for environmental literacy and a two-tier essay test for creative thinking, both validated through Aiken’s V (V = 0.75–1.00; valid–highly valid) and piloted prior to implementation. CRI analysis revealed substantial misconceptions, particularly in energy transition (67%) and marine energy utilization (50%). Students demonstrated stronger understanding of concrete topics (e.g., fossil energy impact, IoT integration) but struggled with abstract or unfamiliar content. Creative thinking performance was weakest in originality and elaboration, with errors linked to limited contextual exposure and insufficient inquiry-based learning opportunities. Notably, high confidence often accompanied incorrect reasoning, indicating entrenched misconceptions. Statistical analysis indicated a moderate positive correlation between environmental literacy and creative thinking (r = 0.56, p < 0.05). These findings highlight the potential of integrating CRI-based diagnostics with STEAM–SDGs-oriented, project-based, and contextual learning to address misconceptions, enhance environmental literacy, and develop students’ creative capacity. Such strategies are critical to bridging the knowledge–action gap and preparing students to tackle sustainable energy challenges in the era of the green economy.
Practicality of STEAM–SDGs-Based IPAS Learning for Vocational Students in the Green Economy Era Patonah, Siti; Budiati, Idha; Hayat, Muhammad Syaipul
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.884

Abstract

The transformation of vocational education in the green economy era requires learning models that extend beyond technical skill mastery to foster creativity and environmental awareness. This study aimed to develop and evaluate the practicality of a STEAM–SDGs-based IPAS learning model through a renewable energy–based Smart House project for vocational students. Thirty tenth-grade software engineering students and one teacher participated. Using the ADDIE framework, data were collected through dichotomous practicality questionnaires, classroom observations, and semi-structured interviews and analyzed descriptively. Findings indicate that the instructional materials—including modules, student worksheets, and assessment instruments—are highly practical, supporting structured lesson planning, collaborative project management, and coherent facilitation of hands-on activities. The model enhanced students’ creative thinking, particularly imagination and originality, and strengthened environmental literacy, including ecological knowledge and energy awareness, though emotional reflection and pro-environmental behaviours were less pronounced. Overall, the model is practical, contextually relevant, and adaptable, offering a viable framework for fostering twenty-first-century competencies and preparing students for the green economy, while reinforcing the integration of STEAM pedagogy with SDG 7 in vocational education.
Co-Authors Ajibudiarta, Riska Febrihastatiwi, Dinda Fenny Roshayanti Muhammad Syaipul Hayat Siti Patonah