cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Irwanto
Contact Email
editor-jesds@spm-online.com
Phone
+6282323169338
Journal Mail Official
editor-jesds@spm-online.com
Editorial Address
Scientia Publica Media. Perumahan Wonolelo Indah No. 39, Muntilan, Magelang 56411, Jawa Tengah, Indonesia
Location
Kota magelang,
Jawa tengah
INDONESIA
Journal of Education for Sustainable Development Studies
Published by Scientia Publica Media
ISSN : 30482259     EISSN : 30482054     DOI : https://doi.org/10.70232/jesds.v1i2
Core Subject : Education, Social,
Education Environmental Science Social Sciences Other
The Journal of Education for Sustainable Development Studies (JESDS) is an international scholarly refereed research journal published by Scientia Publica Media. JESDS is published twice a year, in June and December. The journal publishes quality research studies within the context of Education for Sustainable Development (ESD) and related areas. It also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. The journal strives to encourage and provide international publications for the benefit of researchers, academics, institutions, educators, and students with good professional practices. It provides a platform for disseminating research in the emergent field of ESD as it is implemented in primary and secondary schools, universities, and organizations worldwide.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
 1   2   3 
Green Chemistry in Education: A Bibliometric Study and Research Trends (2002–2022) Irfani, Fauzia
Journal of Education for Sustainable Development Studies Vol. 1 No. 1 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/rq1cmx05

Abstract

Research on green chemistry in education is always evolving. Existing studies found that incorporating green principles into undergraduate education has significant benefits. In addition to the growing interest in green chemistry among researchers, a lot of literature evaluations on green chemistry have been conducted during the past ten years. This study presents the results of a bibliometric study of 444 articles on green chemistry in education from the Scopus database in the last two decades until 2022. The literature on green chemistry has previously been mentioned in an article published in 2021 about green and sustainable chemistry education (GSCE) in mainland China. This study was conducted to see research trends on green chemistry and its implementation in education for the last two decades (2002-2022) comprehensively. Based on the analysis’ findings using VOSviewer software, the most cited documents were written by Alfonsi, Tobiszewski, and Clark. The Journal of Chemical Education is the most prolific publishing source followed by the ACS Symposium Series and Physical Sciences Reviews. The nations having the most publications are the US, Canada, and the UK. Regarding the writers who contributed the most in this field are Dicks, Eilks, and Machado. The keywords most often used are “green chemistry”, “sustainability” “laboratory instruction” and “hands-on learning/manipulatives”.
Bibliometric Analysis of Sustainability in Science Education Hadiyati, Yanti
Journal of Education for Sustainable Development Studies Vol. 1 No. 1 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/yxzehg04

Abstract

Currently, the word sustainability is increasingly being used as a narrative that leads people to carry out the vision of an environmentally friendly lifestyle. This study presents a bibliometric analysis of 498 documents from 2001 to 2022 from the Scopus database using inclusion and exclusion criteria and visualization using the Vos Viewer. Although the first research was conducted in 2001, most of the research was published in 2021-2022. The literature on sustainability is growing significantly and this pattern is expected to increase in 2022 and beyond. Data analysis including publication developments and citation trends, most cited documents, most prolific sources, most prolific institutions, most prolific authors, most prolific countries, Keyword-based and co-authoring development maps for publications for authors and countries. The findings show that 2021 has the highest number of publications on Sustainability in Science Education with 70 documents and 184 citations, while 2019 has the highest number of citations, namely 668 citations with a total of 51 documents. The most cited documents are written by Snively, G., et al., with 252 citations and an average (C/Y) of 12 per year. The most productive source comes from Sustainability (Switzerland) which has published 43 documents, 397 citations, and 29 TLS. The most productive institution comes from the Universitat Bremen, Germany with 29 documents. The most prolific author is Eilks, I., who comes from Germany with a total of 26 documents and 598 citations. Eilks, I., also has a strong collaboration network between authors. The most productive country is topped by the United States with 154 documents, and 1681 citations. The United States, Germany, and the United Kingdom are the countries that have collaborated the most with other countries. This research maps out scientific publications on Sustainability in Science Education that will be useful for future collaborations and provide a framework for future research.
The Influence of Green Chemistry Activities on Students’ Environmental Care Attitudes Anggraeni, Denisa Ajeng Retno; Moersilah, Moersilah
Journal of Education for Sustainable Development Studies Vol. 1 No. 1 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/b8rkjq30

Abstract

This study aims to investigate the effect of green chemistry activities on students’ environmental care attitudes. A quasi-experimental with a pretest-posttest control group design was used in this study. The participants were 44 eleventh-grade students at a public school in West Java, Indonesia. Two intact classes were randomly assigned to the control group (n=19) and the experimental group (n=25). Control group students carried out traditional experiments, while experimental group students carried out green chemistry experiments. The data obtained were analyzed using independent samples t-test and paired samples t-test. The results of the independent samples t-test (ɑ=5%) show that the p values obtained for the pretest and posttest scores are 0.189 and 0.037, respectively. In addition, the results of the paired samples t-test indicated that the p-values for the control and experimental groups were 0.349 and 0.000, respectively. This shows that there is a significant difference in the environmental care attitude score between the two groups in favor of the experimental group. The experimental group also showed a greater increase in scores than the control class after treatment. It can be concluded that green chemistry experiments and activities are effective in promoting the environmental care attitudes of eleventh-grade students on the topic of acids and bases. It is suggested to teachers use the green chemistry curriculum on other topics to improve student learning.
Global Trends Research and Application of Green Chemistry and Education: A Bibliometric Analysis (1994–2023) Laurensia , Laurensia
Journal of Education for Sustainable Development Studies Vol. 1 No. 1 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/nveahh04

Abstract

In the field of education, it has also been implemented into the school curriculum. An assessment of how we analyze the current state and trends regarding research into the application of green chemistry and education by completing a thorough bibliometric study for the time period 1994–2023. Studies in this field focus on the language used in journal publications, the level of development, the author’s keywords that are most often used, the journals that are often used as quotations, the most productive journal authors, the journals that influence researchers the most, which institutions are most productive, and which countries who is most active in research in this field. In the analysis section regarding bibliometric mapping, a total of 509 automatically selected peer-reviewed journals were obtained from data in Scopus. The results of the research show that: (1) manuscripts written in journals use English, (2) the top point publications in 2019 and 2020 were 51 papers, (3) green chemistry and education are the most frequently used keywords, (4) the work of (K., Alfonsi, Colberg J., Dunn P.J., Fevig T., Jennings S., Johnson T.A., Kleine H.P., et al. 2008), (J.H., Clark. 1999) as well as (M., Tobiszewski, Marć M., Gałuszka A., and Namies̈nik J. 2015.) and (M., Tobiszewski, Marć M., Gałuszka A., and Namies̈nik J. 2015.) is the most frequently cited document, (5) Yin J.; Goh T.-T.; Yang B.; Xiaobin Y., Nikou S.A.; Economides A.A., and Dessì D.; Fenu G.; Marras M.; Reforgiato Recupero D. is the most important author, (6) Journal Green Chemistry, and Journal Sustainability Switzerland are among the best journals, (7) University of Toronto, Universität Bremen, and University of York are among the top journals, and (8) Canada and Germany are the most important countries.
Sustainability in Science Education: A Bibliometric Analysis during 2000–2022 Mardita , Sintia
Journal of Education for Sustainable Development Studies Vol. 1 No. 1 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/ywb6b571

Abstract

Sustainable has a better concept of human life amid natural limitations by always maintaining a balance of life in the social, economic, and environmental fields. One of the efforts that can be made in realizing the SDGs is through education. The concept of science and science education is considered a determining factor for achieving the SDGs. Several studies have explored the relationship between science learning in sustainability and its impact on the environment and learning outcomes. However, bibliometric studies that study in this field are still very rare, previous bibliometric studies have analyzed a lot about sustainability in the field of education both at the primary, secondary, and tertiary levels. The purpose of this study is to provide a bibliometric analysis of sustainability in science studies by analyzing documents published by Scopus. A sample of 797 documents through 2022 was analyzed. The data is processed and the results are graphically illustrated using VOSviewer software. The study analyzes the emergence of publications by year in the period 2000-2022, keyword trends, most cited references, most prolific sources, institutions, countries, and authors. In addition, the co-authorship status for the author, the country, and the distribution of author keywords are also analyzed and depicted in the form of a network visualization map in the form of lines and nodes. This research provides insights and future research opportunities on sustainability in science education.
Fostering Global Citizenship through ESD in Higher Education: A Study of International Student Mobility and Sustainability Awareness Chasokela, Doris
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.7

Abstract

This study investigates the intricate relationship between international student mobility and sustainability awareness within the context of higher education, emphasizing the role of Education for Sustainable Development (ESD) in fostering global citizenship. By employing a mixed-methods approach, we surveyed 300 international students from 20 different countries and conducted semi-structured interviews with 20 faculty members across 10 universities. Our findings indicate that international student mobility can significantly enhance sustainability awareness but primarily when ESD principles are effectively integrated into academic curricula. Specifically, students who engaged in programs infused with ESD reported a deeper understanding of sustainability issues and a stronger commitment to global citizenship. The study further reveals that faculty development plays a crucial role in promoting ESD within higher education settings, as instructors equipped with enhanced knowledge and skills in sustainability education are better positioned to transform curricula in meaningful ways. Additionally, institutional policies and frameworks are essential to creating an environment conducive to ESD, ensuring that programs prioritize global citizenship alongside academic performance. By drawing connections between mobility, sustainability awareness, and educational practices, this research underscores the necessity for universities to adopt strategic initiatives and collaborative efforts aimed at embedding sustainability into higher education curricula. In conclusion, this study offers valuable insights for policymakers, educators, and institutions, highlighting the imperative to strengthen ESD practices to cultivate a generation of informed global citizens. The implications of our findings aim to inspire actionable steps toward integrating sustainability within higher education, ultimately promoting a more equitable and sustainable future.
Inclusivity and Sustainable Development: A Case for Zimbabwe Higher Education Towards the Universal Design University Manokore, Kudakwashe; Sibanda, Zibulo; Gwebu, Ntandoyenkosi
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.8

Abstract

Education for Sustainable Development (ESD) aims to transform society toward peace and sustainability by reorienting educational practices and learning experiences. The United Nations 2030 Agenda underscores the importance of quality education and ESD as vital components for driving the transformation of the global economy, as highlighted in its goals. In this framework, the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD) is actively implementing Education 5.0 in alignment with Sustainable Development Goal 4, which seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” To explore the integration of inclusivity and sustainable development principles within the context of Universal Design in Higher Education, a longitudinal cohort study was conducted. This research employed structured interviews with lecturers and students, alongside observations and facility reviews, to gather diverse perspectives on the current state of inclusivity in Zimbabwean higher education. The findings indicated that while all participants demonstrated some understanding of the concept of inclusive education, the actual inclusion of students with special needs was found to vary between inadequate and acceptable levels since the implementation of Education 5.0. Based on these findings, the study strongly recommends the formal enactment of the 2019 Inclusive Education Policy draft. This policy is crucial for establishing a clear implementation framework and action plan, which are necessary for enhancing the inclusivity of higher education. By doing so, it ensures that all students, regardless of their individual needs, have equitable access to educational opportunities, thereby fostering a more inclusive and sustainable academic environment in Zimbabwe.
Perceived Influence of Child Labour on Learning Performance of Junior Secondary School Students in Rivers State for Sustainable Educational Development in Nigeria Nwisagbo, Ayodele Ebunolu
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.10

Abstract

This study investigated the influence of child labour on the Learning performance of junior secondary school students for sustainable educational development Rivers State, Nigeria. A descriptive survey research design was used with a population of fourteen thousand, one hundred and sixty-seven students. The Taro Yamene formula yielded a sample size of 389. The researcher employed simple random sampling methods. The study was conducted with two research questions seeking answers to know how child labour influence junior secondary school attendance and how it influence the learning performance of these students in Obio-Akpor Local Government Area, Port Harcourt Rivers State, with two formulated hypotheses. The data was gathered using the “Influence of child labour on students’ learning performance Questionnaire”. Mean and standard deviation were used to answer the research questions, with the mean range determining the acceptability level as 2.50 to 3.49 and above, and the T-test statistic was used to test the hypotheses formulated at the 0.05 level of significance. It was discovered that Child labour demands that these students work long hours, leaving them with little or no time and energy to attend school, causing educational disruption with long-term effects on the child’s learning performance, Child labour was also discovered to cause physical and mental fatigue, which impairs the child’s ability to focus and concentrate on their academics. As a result, it was recommended that all children involved in child labour activities should have equal access to education while communities and individuals should be educated on the influence of child labour, Nigeria government should also eliminate poverty by creating employment opportunities for its population, which is seen as a leading cause of child labour, among others. This work will be a handy tool to educational administrators, counselors, parents, policy makers and other researchers.
Preservice Teacher Perceptions of School Field Introduction Program for Achieving Sustainability in Education: A Survey at Universitas Ahmad Dahlan Ningsih, Fitria; Hidayat, Panji; Maharani, Ega Asnatasia; Satrianawati, Satrianawati
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.11

Abstract

School field introduction program is intended to solidify academic and educational field competencies through various activities in schools. The aim of this research is to analyze the various responses of students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan towards the School Field Introduction Program (PLP) II, and to identify internal and external factors that can act as supports or obstacles for students in the implementation of the PLP II program in partner schools or laboratory schools for achieving sustainability in education. This research is quantitative with a descriptive approach and utilizes a survey method. The population of this research includes active odd-semester students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan, class of 2016, totaling 324 students. The sample size was determined using the Slovin formula with a 5% margin of error, resulting in a sample size of 179 student respondents. Data collection was conducted online using a questionnaire. The collected data was analyzed descriptively and presented in percentages using SPSS. The results of this study show that the responses of students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan towards the PLP II program are categorized as very high, with a percentage of 42.5%. The research findings on internal and external factors are also categorized as very high, with percentages of 58.9% and 62.0%, respectively, indicating that internal and external factors can serve as support for the PLP II program. Thus, this research can serve as a benchmark for the success of students in implementing the PLP II program for achieving sustainability in education.
STEM Knowledge Awareness among Higher Secondary School Students Selvan, P. Tamil; Kalaiyarasan, G.
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.14

Abstract

Educators in the twenty-first century need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. This study sought to investigate students’ STEM knowledge awareness and the level of STEM knowledge awareness among higher secondary school students. Only higher secondary level students which engaged in imparting higher secondary school education in the class of twelfth included. The study focused on the higher secondary level education with Tamil Nadu state board education. This study main objectives were to find out the level of STEM knowledge awareness among higher secondary school students, to find out whether there is any significant difference in STEM knowledge awareness of higher secondary school students owing to differences in Parents’ Educational status and to find out whether there is any significant difference in STEM knowledge awareness of higher secondary school students owing to differences in Type of school. This study employed a survey measure design and a simple random sampling technique. An instrument such as standardized tool STEM knowledge awareness was used for data collection from the sample of 204 higher secondary school students around Karaikudi in Sivaganga. Data were taken using Questioner. Data were analyzed using descriptive analysis. The tool comprises 2 sections such as the demographic profile, and STEM knowledge awareness (16 statements). Raw data from the questionnaires was digitised, manually coding them using SPSS statistical analysis software. The statements under the usage of the Internet were measured using a 5-point Likert scale consisting of 5 Strongly Agree, 4 Agree, 3 Neutral, 2 Disagree, and 1 Strongly Disagree. The study’s findings reveal no significant difference and a favourable level of awareness of STEM knowledge among higher secondary school students.

Page 1 of 3 | Total Record : 25

 1   2   3 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 2 (2025): Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies Vol. 1 No. 1 (2024): Journal of Education for Sustainable Development Studies