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DWIJA CENDEKIA: Jurnal Riset Pedagogik
Published by Universitas Sebelas Maret
ISSN : 25811843     EISSN : 25811835     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences Other
DWIJA CENDEKIA: Jurnal Riset Pedagogik adalah jurnal yang dipublikasikan oleh Universitas Sebelas Maret Surakarta. Jurnal ini diterbitkan dua kali setahun, Agustus dan Desember P-ISSN 2581-1843, E-ISSN 2581-1835. Jurnal mencakup penelitian dan gagasan ilmiah tentang ilmu pendidikan, pendidikan ilmu sosial dan humaniora, dan pendidikan matematika dan ilmu alam. Pengajuan artikel, serta proses peninjauan, tidak dikenakan biaya (gratis). Jurnal ini juga telah menjadi anggota CrossRef. Oleh karena itu, Semua artikel yang diterbitkan oleh jurnal ini akan memiliki nomor DOI.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 272 Documents
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Mapping the relationship between education for sustainable development and climate change education: A bibliometric analysis Angga Hadiapurwa; Saidatul Akmar Ismail; Dadi Mulyadi; Gema Rullyana; Diemas Arya Komara; Hafsah Nugraha
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.115622

Abstract

This study explores the relationship between Education for Sustainable Development (ESD) and Climate Change Education (CCE), focusing on their roles in addressing global environmental challenges. Through a bibliometric analysis of 468 scientific publications indexed in Scopus from 2015 to 2025, key themes such as sustainability, climate change, and the Sustainable Development Goals (SDGs) were identified as central to research in these fields. The findings emphasize the increasing importance of interdisciplinary approaches, emotional engagement, and the integration of ESD and CCE into curricula. The study also highlights the critical role of teacher education and the need for more sustainable practices in higher education, particularly in light of international student mobility. The research underscores the need to embed ESD and CCE into educational policies and frameworks to advance the global sustainability agenda. The bibliometric mapping reveals that publication output has grown sharply since 2020, with Walter Leal Filho, Maria Ojala, and Janet Richardson emerging as the most influential authors, while co-word analysis identifies transformative learning, systems thinking, and eco-anxiety as rapidly emerging research frontiers that bridge ESD and CCE.
How to learn science in an enviromentally friendly inclusive school? Ikhlasul Ardi Nugroho; Pradita Rizky Wirawan
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.116911

Abstract

Knowledge of good practices of science learning in inclusive and environmentally friendly schools is currently not well presented. This study aims to find patterns of planning activities, learning activities, and assessment patterns of science learning in environmentally friendly and inclusive schools. The research method used is an explanatory case study using Spradley analysis where the research subjects were determined through purposive sampling and consisted of the principal, class teachers, and special assistant teachers at Giwangan State Elementary School, Yogyakarta. Data collection techniques used interviews, observations, and documentation studies with the instruments used being interview guides, observation sheets, and document study sheets. The conclusions of this study are: (1) Learning planning begins with transformational leadership and comprehensive policies and collaborative planning; (2) Collaborative learning activities that realize physical, social, and teaching integration and train science process skills; and (3) learning assessment is carried out collaboratively and fulfills students' rights. The implications of this study are in the form of affirmation of ecological theory and the concept of deep ecology.

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