PENGEMBANGAN BUKU EKSPERIMEN KIMIA INOVATIF BERBASIS EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) UNTUK KELAS XI SMA/MA

Penelitian pengembangan ini bertujuan untuk mengembangkan buku eksperimen kimia inovatif berbasis Education for Sustainable Development (ESD) untuk kelas XI SMA/MA, menentukan kualitas buku eksperimen kimia inovatif berbasis Education for Sustainable Development (ESD) untuk kelas XI SMA/MA menurut penilaian 6 guru kimia ditinjau dari komponen isi/materi, Education for Sustainable Development (ESD), bahasa, penyajian, dan kegrafikaan, serta untuk mengetahui tingkat antusiasme peserta didik terhadap kegiatan eksperimen kimia inovatif berbasis Education for Sustainable Development (ESD) pada SMA/MA. Model pengembangan yang digunakan pada penelitian ini yaitu model pengembangan 4D (define, design, develop, dan disseminate). Kualitas buku eksperimen kimia inovatif dinilai oleh guru kimia dengan mengisi instrumen penilaian yang berisi 5 komponen yaitu komponen isi/materi, komponen ESD, komponen bahasa, komponen penyajian dan komponen kegrafikaan. Penelitian ini telah menghasilkan buku eksperimen kimia inovatif berbasis Education for Sustainable Development (ESD) untuk kelas XI SMA/MA menggunakan model pengembangan 4D. Berdasarkan hasil penilaian guru kimia, diperoleh skor rata-rata 98,33 dan persentase keidealan 89,39% sehingga buku eksperimen kimia inovatif ini termasuk ketegori kualitas sangat baik (SB). Persentase tingkat antusiasme kegiatan eksperimen kimia inovatif pada 62 responden sebesar 98% sehingga termasuk kategori sangat tinggi

ANALISIS TERHADAP BERPIKIR REFLEKTIF MATEMATIS PADA PEMBELAJARAN MATEMATIKA TERINTEGRASI DENGAN EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)

Penelitian ini bertujuan untuk memperoleh gambaran tentang berpikir reflektif matematis siswa pada pembelajaran matematika yang terintegrasi Education For Sustainable Development (ESD). Metode yang digunakan dalam penelitian ini adalah metode deskrptif kualitatif. Subjek dalam penelitian ini adalah 30 orang siswa Madrasah Tsanawiyah kelas VIII. Hasil dari penelitian ini menunjukan bahwa 1) siswa yang telah memperoleh pembelajaran terintegrasi Education For Sustainable Development (ESD) sudah memenuhi tercapainya kompetensi tahapan berpikir reflektif. Dari keempat tahapan berpikir reflektif, tahap habitual action dan tahap critical thinking perlu memperoleh perhatian khusus karena dalam pelaksanaanya ketika siswa dihadapkan dalam sebuah masalah (soal) siswa cendrung tidak menuliskan informasi yang terdapat dalam soal secara rinci dan menyeluruh, masih banyak siswa yang hanya menuliskan apa saja yang diketahui dalam soal tanpa peduli dengan pertanyaan permasalahan sehingga banyak siswa yang tidak tepat dalam menyimpulkan hasil pemecahan masalah yang dia hadapi dan akhirnya berimbas pada tahapan berpikir reflektif yang ke-4 yaitu critical thinking. 2) Pembelajaran dengan mengguanakan metode berbasis masalah yang terintegrasi education for sustainable development (ESD) dapat memfasilitasi berkembengnya berpikir reflektif. Siswa menyebutkan bahwa dengan menggunakan pembelajaran yang terintegrasi terintegrasi education for sustainable development (ESD), pembelajaran dapat lebih dipahami. This study aimed to obtain an overview of students’ Mathematical Reflective Thinking on integrated mathematics learning education for sustainable development. The method used descriptive qualitative. Subject in this research was 30 students of grade VIII Madrasah Tsanawiyah. The result of this research showed that 1) student who had obtained integrated mathematics learning education for sustainable development had met the achievement competencies of the reflective thinking stage. Of the four stage of reflective thinking, the habitual action and critical thinking stage needed special attention because in their implemantation when students were confronted with a problem (questions) students tend did not wrote down the information contained the problem in detail and comprehensively. There were still many students who only wrote down what was known in the problem without caried about the problem questions so that many students were not right in concluding the results of the problem solving they face and ultimately impact on the 4th stage of reflective thinking that critical thinking 2) Learning by used problem-based method that were integrated education for sustainable development can facilitate the development of reflective thinking. Students mentioned that by used integrated education for sustainable development (ESD), learning can be better understood. Keywords: reflective thinking, Education For Sustainable Developmen

Joining the dots through Scottish crofting education

The ‘Crofting Connections’ (Ceanglaichean Croitearachd) project is described in this article as an exemplar of the prescribed ‘Scottish approach’ to Education for Sustainable Development (ESD). Drawing upon the evaluation of this project an argument is made for increased attention to such initiatives that seek to (re)connect children with issues of community, heritage, land and place. In doing so, we also call for a reconceptualization of crofting in academic discourse and in the curriculum. While crofting is a specifically Scottish phenomenon, this may be of interest to readers in other nations with similar small scale agricultural traditions

Challenges in the transition to the Education for Sustainable Development paradigm in higher vocational education in Russia

The paper focuses on the transition to the education for sustainable development (ESD) paradigm in Russian university education, defining the variety and scope of problems to be solved. A comparative study of the progress in various educational and research fields is presented. The prospects for further solutions are considered

Teacher’s narratives on the implementation of Education for Sustainable Development (ESD)

A manifold of research and literature on Environmental Education (EE) and Education for Sustainable Development (ESD) stretches from pluralistic interpretations of the concepts’ definition over political debates to the formulation of practical guidelines for educators’ and training programs. While being very open for interpretation, on the political agenda the concept of ESD is argued to be one of the fundamental solutions to tackle Climate Change. Among other areas in society, the ESD approach is meant to be implemented in every subject by teachers in high schools. Needless to say, this imposes a great responsibility on teachers and a successful implementation of the concept of ESD is highly dependent on the individual teacher’s commitment to the topic. The present paper investigates high school teachers’ narratives on the implementation of the concept of ESD in Germany and Sweden. Discourse Theory by Laclau and Mouffe was used to develop a discourse analytical lens in order to identify differences and similarities between the discourses. The intention behind choosing a high school in Germany and Sweden is less to be understood as a comparison of two countries’ performance. Instead, it shall merely allow for the identification of differences and similarities in two different communities for future knowledge exchange and identification of different communication approaches. This research proposes a deeper elaboration on power structures within the educational system in order to empower teachers to implement the concept of ESD and related pedagogical approaches. Research data was obtained through surveys and in-depths interviews in both countries. With a focus on underlying power structures, hegemony in discourse and the role and identity of teachers, the analysis led to four main themes that will be elaborated on in the discussion of this paper. Those findings illustrate the teachers’ understanding of the ESD approach and how they express to implement it. Furthermore, it discusses the portrayal of a separation between schools and reality and whether and when a lack of time and funding leads to inaction. The teachers’ narratives show how a more liberated role of teachers, where the teachers identify with the responsibility and freedom that is given to them, can lead to higher motivation for an implementation of the ESD approach

Модернізація змісту загальної середньої освіти України на засадах освіти для сталого розвитку: начерк проекту експериментального дослідження

Обґрунтовується проект експериментального дослідження умов реалізації принципів та методичних підходів освіти для сталого розвитку (ОСР) в загальноосвітній школі України.The project of the experimental research on conditions of implementation of principles and methodological approaches of education for sustainable development (ESD) in Ukrainian secondary schools is substantiated

Education for Sustainable Development (ESD) dalam Pembelajaran IPA

Pembangunan berkelanjutan (sustainable development) merupakan pembangunan dengan tujuan meningkatkan kualitas hidup, baik dari generasi saat ini maupun yang akan datang. Dalam sustainable development terdapat 17 tujuan yang disebut dengan sustainable development goals (SDGs). Salah satu upaya dalam mewujudkan SDGs adalah melalui pendidikan yang disebut dengan Education for Sustainable Development (ESD). Penulisan artikel ini ditujukan untuk memaparkan hasil kajian pustaka terkait karakteristik dan implementasi ESD dalam pembelajaran IPA. Sebanyak tujuh artikel yang diterbitkan pada berbagai jurnal dijadikan bahan utama dalam kajian pustaka ini. Hasil analisis menunjukkan bahwa 1) Terdapat delapan kompetensi kunci yang dirasa penting dalam memajukan pembangunan berkelanjutan. 2) ESD dapat diintegrasikan dalam pembelajaran IPA melalui berbagai cara, seperti perangkat pembelajaran, media pembelajaran, dan model pembelajaran. Berdasarkan hasil tersebut, dapat dilihat bahwa kompetensi-kompetensi ESD dapat diimplementasikan ke dalam pembelajaran IPA untuk memajukan pembangunan berkelanjutan dan mencapai SDGs

Kompetence za poucevanje za trajnostni razvoj na podrocju izobrazevanja uciteljev

Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competence model for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples. (DIPF/Orig.

Teaching and Learning In, With and For Community: Towards a pedagogy for education for sustainable development

The paper explores how one teaches and learns for sustainable development primarily through analysing education for sustainable development (ESD) initiatives in the Caribbean within the framework of service learning. The paper proposes that a pedagogy for ESD will require positioning education in the centre of community. What that means in terms of content and methodology is the focus of our discussion