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All Journal International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
Hamdu , Ghullam
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education

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ANALYZING THE ETHNO-ESD MODULE DEVELOPMENT FOR CRITICAL THINKING IN ELEMENTARY STUDENTS Tuty Alawiyah, Gina; Hamdu , Ghullam
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 4 (2026): MARCH
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19485634

Abstract

This research was motivated by the gap between the demands for strengthening critical thinking and sustainability principles and the practice of science education in elementary schools, which has not been systematically integrated with local culture. Although the potential of ethnoscience and Education for Sustainable Development (ESD) values is considerable, learning modules that explicitly combine local culture, sustainability, and critical thinking indicators in a coherent pedagogical framework are still limited. This study aims to analyze the development of an Ethno-ESD module as a basis for designing teaching tools that support the strengthening of critical thinking in elementary school students. The research uses a qualitative approach with a needs analysis design through observation, interviews, and documentation studies. The data sources come from teachers and fourth-grade students at SDN 4 Sumelap and science learning tool documents. The results show that the integration of local cultural values and ESD in learning is still implicit and not yet structured in terms of objectives, activities, and assessments, so that critical thinking indicators have not developed optimally. This study recommends the development of an Ethno-ESD module that is systematically designed to include the context of local ethnoscience, the explicit integration of sustainability values, and activities and assessments based on critical thinking indicators. This study has an impact on strengthening science learning design that is more contextual, reflective, and sustainability-oriented, as well as providing a conceptual contribution to the integration of ethnoscience, ESD, and critical thinking development at the elementary school level.
TEACHERS’ PERSPECTIVES ON PROJECT-BASED LEARNING INTEGRATED WITH ESD-STEM IN TEACHING PHOTOSYNTHESIS TO FOSTER CRITICAL THINKING Ayu Gustari, Lusi; Hamdu , Ghullam
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 4 (2026): MARCH
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19486634

Abstract

This study was motivated by the need for science education that can develop critical thinking skills in elementary school students through a contextual and sustainable approach. The integration of Project-Based Learning (PjBL), Education for Sustainable Development (ESD), and STEM is seen as a relevant innovative strategy, but its implementation in the field has not been fully structured. This study aims to analyze teachers' perspectives on the application of ESD-STEM integrated PjBL in photosynthesis learning and to examine its implications for the development of students' critical thinking skills. The research used a qualitative approach with an instrumental case study design conducted in three public elementary schools in Bungursari District, Tasikmalaya City. Data were obtained through in-depth interviews, learning observations, and documentation studies, then analyzed through a process of reduction, categorization, and thematic interpretation. The results showed that teachers had implemented project-based learning that encouraged active student involvement and fostered problem identification, cause-and-effect analysis, and data-based conclusion drawing skills, although the integration of ESD and STEM was still implicit and not yet fully systematic. This study concludes that the development of structured and reflective PjBL-ESD-STEM integrated teaching modules is necessary to optimize the development of students' critical thinking in sustainability-based science learning.
Co-Authors Ayu Gustari, Lusi Tuty Alawiyah, Gina