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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) J-PEK (Jurnal Pembelajaran Kimia)
Oktavia Sulistina
state university of malang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Toward Sustainability: Evaluating ESD Implementation in K-12 Schools: A Systematic Review Farras Alifa; Sri Rahayu; Oktavia Sulistina; Naif Mastoor Alsulami
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

This systematic review evaluates 30 peer-reviewed articles published between 2015 and 2025, using the PRISMA method. The implementation methods are categorized into five groups: Classroom-Based Implementation (n = 10), Project-Based and Experiential Learning (n = 3), Textbook and Curriculum-Based Implementation (n = 3), School Infrastructure and Leadership (n = 3), and Extracurricular and Global Initiatives (n = 11). Classroom-based approaches are the most widely applied, featuring strategies such as transdisciplinary teaching and outdoor learning. A significant barrier identified across the literature is the lack of teacher preparedness and limited access to professional development (reported in 18 studies), alongside challenges such as insufficient institutional backing and resource limitations. This review presents a comprehensive typology of ESD implementation methods in K-12 settings, highlighting underrepresented areas such as leadership and structural integration. Mapping the distribution and frequency of implementation strategies provides a clearer understanding of current practices and gaps. In response, the review proposes actionable recommendations to improve ESD delivery, emphasizing the need for comprehensive teacher training, innovative curriculum approaches, and coordinated efforts across educational and community sectors to foster meaningful and sustainable learning outcomes.
Identitas Kimia Calon Guru Kimia: Studi Cross-Sectional pada Berbagai Angkatan Masuk Azwa Fadilla Wafiq; Oktavia Sulistina; Anugrah Ricky Wijaya
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.14799

Abstract

Chemistry identity shapes students’ engagement and persistence in learning chemistry. This study profiled chemistry identity among Chemistry Education students, examined differences across entry cohorts, and tested gender differences in chemistry identity. A quantitative cross-sectional survey was conducted with 176 students from the Chemistry Education Study Program at Universitas Tanjungpura using the 20-item Measure of Chemistry Identity (MoChI) on a 5-point Likert scale (overall reliability α = 0.91). Overall chemistry identity did not differ significantly across cohorts (p = .755), and no significant cohort differences were found in any MoChI subconstruct. Descriptively, value-related interest was the strongest component (M = 4.21–4.48), whereas feeling-related interest was the next strongest (M = 3.72–3.88). Mastery experiences (M = 3.29–3.49) and verbal persuasion (M = 3.09–3.23) were moderate, while internalized identity was the weakest dimension (M = 2.98–3.41). A Mann–Whitney U test showed a significant gender difference, with male students scoring higher than female students (p = .008, r ≈ .20). These findings suggest that students generally perceive chemistry as valuable, but internalizing a “chemistry person” identity remains less developed and requires more structured mastery experiences, credible recognition, and supportive learning environments for development.
Co-Authors Anugrah Ricky Wijaya Azwa Fadilla Wafiq Farras Alifa Naif Mastoor Alsulami Sri Rahayu