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Muhammad Nur Hudha
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joease.indonesia@gmail.com
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+6285649736651
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joease.indonesia@gmail.com
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Bumi Emas Residence, Pelabuhan Bakahuni Street, Malang City, East Java Postal Code: 65148, Indonesia
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INDONESIA
Journal of Environment and Sustainability Education
Published by PT. Education and Development Research
ISSN : -     EISSN : 30250714     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Physics Other
Journal of Environment and Sustainability Education (JOEASE) publishes original, double-blind peer-reviewed articles from throughout the world in the fields of science education and environmental education. The main aim is to give experts in these fields the opportunity to publishing and disseminating their original scholarly works and ideas for the benefit of academics, researchers, institutions, educators, and learners. It is hoped that the journal will establish a strong basis for disseminating high-quality research that will lead to more effective practices. Primarily literature reviews (systematic, meta-analysis), empirical and theoretical studies are welcomed. JOEASE also accepts essays, critical commentary, case studies, and reviews of various publications which can advance scholarly understandings of environmental and science education. The scope of JOEASE covers the primary subject areas of Science and Environmental Education. JOEASE more specifically, accept papers mostly on the subjects listed below Environmental Education Biology Education Chemistry Education Physics Education Earth Science Education Outdoor Education Sustainability Education Low Carbon Education Disaster Education Science Teacher Education Science Education Science education policy Science learning in everyday life Issues in science and environmental education learning Learning of science New trends in science and environmental learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 173 Documents
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Primary teacher backgrounds and ESD competencies: An exploratory study Mulyadi, Dadi; Hidayani, Ridha; Ikanubun, Lucia Ekawati
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.128

Abstract

Education for Sustainable Development (ESD) emphasizes the crucial role of teachers in cultivating students' sustainability competencies. However, studies on how teachers’ background characteristics relate to their ESD competencies remain limited, particularly at the primary school level. This study examined whether widely assumed demographic and administrative differences among teachers including gender, years of teaching experience, and employment status are associated with their ESD competence. A quantitative correlational design was employed using the Chi-Square test to analyze the association between gender and competence, and the Kruskal-Wallis test to assess the relationship between teaching experience and employment status to examine group-based differences and associations among demographic variables. The findings indicate no statistically significant differences across all variables. Gender was not associated with teachers’ ESD competence (p = 0.102), and competence levels did not differ significantly by teaching duration (p = 0.740) or employment status (p = 0.443). These results suggest that demographic and administrative characteristics are not decisive in shaping teachers’ ESD competencies, providing a broadly inclusive teacher training and curriculum initiatives. The study contributes to the conceptual insights for framing inclusive ESD primary teacher competencies. This implies that strengthening ESD implementation at the primary level requires sustained training programs, practical teaching materials, and a supportive school culture that empowers teachers to embed sustainability concepts into early learning. Future studies are recommended to investigate systemic and school-level factors such as curriculum design, leadership practices, and community engagement that may better explain variations in ESD competence among primary school teachers.
Implementation of Air Expansion Simulation (AES) in physics education to increase student interest in environmental issues Puspita, Febiana Dinda; Jauhari, Afif; Rizki, Iqbal Ainur; Sujito, Sujito; Lestari, Nurita Apridiana
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.158

Abstract

Increased pollution on Earth will cause environmental imbalance, which in turn will cause environmental damage. In addition, sustainable education is implemented to help address the problem by teaching students through direct experience. Therefore, a simple air expansion simulation is applied in sustainable physics learning as a simple demonstration of air velocity. With the implementation of sustainable physics education, it is hoped that students can understand air pressure and apply it in the environment to increase their interest in learning physics through environmental issues. Simple simulations are used to increase students' interest in learning physics. Based on the results obtained, the application of air expansion simulation (AES) as physics education increases students' interest and understanding, as shown by the results of responses that indicate strong agreement. Students can easily understand the material through simple air expansion simulations because during the learning process, students feel more interested. Students find it easier to understand because learning is done contextually, but learning is also done by involving students directly. Therefore, students find it easier to understand and master the material based on direct experience.
Examining the implementation of disaster risk reduction education for students with visual impairments Samsiyah, Ike Fitri; Muryani, Chatarina; Prihadi, Singgih
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.227

Abstract

Disaster Risk Reduction (DRR) education is an important component in building school resilience, especially for students with disabilities who are more vulnerable in disaster situations. The purpose of this study is to analyze the implementation, inclusivity, and accessibility of DRR education for visually impaired students within the framework of SPAB in Kulon Progo Regency. This study employs a qualitative approach, with data collected through in-depth interviews, observations, and document analysis based on the SPAB Pillar 3 framework. The research involved school principals, teachers, and school staff from three special schools: State Special School 1 of Kulon Progo, Bhakti Wiyata Special School, and Zafa Hargorejo Special School. The findings show that DRR education for students with visual impairments in Kulon Progo Regency has been implemented quite well with the integration of education into learning, extracurricular, and disaster simulation activities in collaboration with related institutions. However, the level of inclusivity in its implementation is still not optimal and is largely influenced by the limited learning resources that are accessible for visually impaired students. This study underscores the need to strengthen inclusive DRR educational practices to ensure that students with visual impairments have equitable access to knowledge, skills, and disaster resilience development through collaboration among school communities and relevant stakeholders. This research has several limitations, so future research is expected to be conducted within a wider scope and research focus.

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