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All Journal Jurnal Pengabdian Sains dan Humaniora Bioedunis Journal
Santika, Ayu Ratna
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Biochemistry, Genetics & Molecular Biology Education Other

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Level of students' argumentation skills in socio-scientific issues of biodiversity subject Santika, Ayu Ratna
Bioedunis Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/bioedunis.v3i2.13852

Abstract

Argumentation is one of the important skills that students need to master in facing the global challenges of the 21st century. Argumentation plays an important role in the learning process to build students' understanding, which will also develop their critical thinking skills. Argumentation skills are not just a process of gathering facts but also involve the coordination between evidence and theory. This research aims to analyze students' argumentation skills in social-scientific issues on the of biodiversity subject. The method used in this research is the descriptive method. The subjects of the research are first-grade students at senior high schools in Subang Regency. This research uses open-ended questions to analyze the presence of students' argumentation components based on the Toulmin Argumentation Pattern: claim, data, warrant, rebuttal. The results of this study indicate that the most frequently expressed argumentation component by students in the learning of social-scientific issues on biodiversity material is the claim, placing students' argumentation skills at level 1.
Empowering Science Teachers to Implement ESD through Project-Based Learning: A Community Service Program for Professional Development Purnamasari, Shinta; Santika, Ayu Ratna; Lestari, Wiwit Yuli; Syarifatoha, Nawa Hilmi; Anwar, Siti Nazila; Alyatunnawal, Annisa; Safarizi, Sabrina Aprilla; Hidayat, Aceng Muhammad Rohmat; Ramdan, Raihan Muhammad
Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 2 (2025): 2025 October Edition
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v4i2.10224

Abstract

The integration of Education for Sustainable Development (ESD) into science instruction remains limited in secondary schools due to teachers’ insufficient understanding and practical skills. To address this, a professional development program was conducted to enhance the capacity of junior and senior high school science teachers to implement ESD through project-based learning (PjBL). The program consisted of three phases: conceptual enrichment, on-the-job training, and microteaching. A total of 12 science teachers completed the program. During the microteaching phase, one teacher served as a model by delivering an ESD-integrated lesson to 24 students, focusing on a solar energy project. Data were collected through facilitator observations, teacher reflections, and post-program questionnaires completed by both teachers and students. The findings indicate improved teacher understanding of ESD principles, greater ability to design PjBL activities linked to sustainability goals, and increased instructional confidence. Student feedback revealed high levels of engagement, satisfaction, and awareness of sustainability issues. These outcomes suggest that structured and practice-based professional development can effectively support science teachers in integrating ESD into classroom practice. Expanding similar programs may foster transformative science education and help prepare students to take informed action on sustainability challenges.
Empowering Science Teachers to Implement ESD through Project-Based Learning: A Community Service Program for Professional Development Purnamasari, Shinta; Santika, Ayu Ratna; Lestari, Wiwit Yuli; Syarifatoha, Nawa Hilmi; Anwar, Siti Nazila; Alyatunnawal, Annisa; Safarizi, Sabrina Aprilla; Hidayat, Aceng Muhammad Rohmat; Ramdan, Raihan Muhammad
Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 2 (2025): October 2025 Edition
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v4i2.10224

Abstract

The integration of Education for Sustainable Development (ESD) into science instruction remains limited in secondary schools due to teachers’ insufficient understanding and practical skills. To address this, a professional development program was conducted to enhance the capacity of junior and senior high school science teachers to implement ESD through project-based learning (PjBL). The program consisted of three phases: conceptual enrichment, on-the-job training, and microteaching. A total of 12 science teachers completed the program. During the microteaching phase, one teacher served as a model by delivering an ESD-integrated lesson to 24 students, focusing on a solar energy project. Data were collected through facilitator observations, teacher reflections, and post-program questionnaires completed by both teachers and students. The findings indicate improved teacher understanding of ESD principles, greater ability to design PjBL activities linked to sustainability goals, and increased instructional confidence. Student feedback revealed high levels of engagement, satisfaction, and awareness of sustainability issues. These outcomes suggest that structured and practice-based professional development can effectively support science teachers in integrating ESD into classroom practice. Expanding similar programs may foster transformative science education and help prepare students to take informed action on sustainability challenges.
Co-Authors Alyatunnawal, Annisa Anwar, Siti Nazila Hidayat, Aceng Muhammad Rohmat Lestari, Wiwit Yuli Ramdan, Raihan Muhammad Safarizi, Sabrina Aprilla Shinta Purnamasari Syarifatoha, Nawa Hilmi