Research Article
BibTex RIS Cite
Year 2022, Volume: 10 Issue: 1, 85 - 97, 30.03.2022
https://doi.org/10.17478/jegys.1055967

Abstract

References

  • Aldabbus, S. (2018). Project-Based Learning: Implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71-79.
  • Anggraeni, P., & Akbar, A. (2018). Sustainability of the learning implementation plan and the learning process [Kesesuaian rencana pelaksanaan pembelajaran dan proses pembelajaran]. Jurnal Pesona Dasar, 6(2), 55-65.
  • Ashwin, P. (2020). How student-centered learning and teaching can obscure the importance of knowledge in educational processes and why it matters. In The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (pp. 65-74). Routledge.
  • Bramwell-Lalor, S., Kelly, K., Ferguson, T., Gentles, C. H., & Roofe, C. (2020). Project-based Learning for environmental sustainability action. Southern African Journal of Environmental Education, 36 (57-71).
  • Cebrián, Gisela; Junyent, Mercè; Mulà , Ingrid (2020). Competencies in education for sustainable development: Emerging teaching and research developments. Sustainability, 12(2), 579.
  • Du, X., & Chaaban, Y. (2020). Teachers' readiness for a statewide change to PjBL in primary education in Qatar. Interdisciplinary Journal of Problem-Based Learning, 14(1), n1.
  • Educational Assessment Center Team. (2019). Performance Assessment Guide . Jakarta: Pusat Penilaian Pendidikan
  • Emiliasari, R. N. & Jubaedah, I. S. (2019). Lesson planning in EFL classroom: A case study in lesson plan preparation and implementation. Wiralodra English Journal, 3(2), 367-375.
  • Emilzoli, M. (2021). Educational infusion for sustainable development in micro curriculum integrated thematic learning courses [Infusi pendidikan untuk pembangunan berkelanjutan pada kurikulum mikro mata kuliah pembelajaran tematik terpadu]. Disertasi, Universitas Pendidikan Indonesia.
  • Erlina, N. (2021). Readiness of prospective science teachers in the development of education-based learning plans for sustainable development [Kesiapan calon guru ipa dalam pengembangan rencana pembelajaran berbasis education for sustainable development]. Jurnal Pendidikan dan Pembelajaran Sains, 4(2), 142-150.
  • Ganesha University of Education. (2016). Undiksha curriculum 2013 development guide. Singaraja: Ministry of Research, Technology and Higher Education of Ganesha University.
  • Glavic, P. (2020). Identifying key issues of education for sustainable development. Sustainability, 12(16), 6500.
  • Habib, M. N., Khalil, U., Khan, Z., & Zahid, M. (2021). Sustainability in higher education: what is happening in Pakistan?. International Journal of Sustainability in Higher Education. 22(3), 681-706.
  • Huang, C. H. (2020). Exploring innovative teaching and problem-based learning in placemaking of sustainable development. In Education and Awareness of Sustainability: Proceedings of the 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020) (pp. 387-390).
  • Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The seven steps of Project Based Learning Model to enhance productive competences of vocational students. Advances in Social Science, Education and Humanities Research, 102, 251-256
  • Keser, H., & Karahoca, D. (2010). Designing a project management e-course by using project based learning. Procedia-Social and Behavioral Sciences, 2(2), 5744-5754.
  • Lin, J. W., Tsai, C. W., Hsu, C. C., & Chang, L. C. (2021). Peer assessment with group awareness tools and effects on project-based learning. Interactive Learning Environments, 29(4), 583-599.
  • Lucas, G. (2007). How does Project-Based Learning work?: Tools for understanding the process of planning and building projects. The George Lucas Educational Foundation. https://www.edutopia.org/projectbased-learning-guide-implementation.
  • Maiorescu, I., Sabou, G. C., Bucur, M., & Zota, R. D. (2020). Sustainability barriers and motivations in higher education – a students' perspective. Amfiteatru Economic, 22(54), 362-375.
  • Nousheen, A., Zai, S. A. Y., Waseem, M., & Khan, S. A. (2020). Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers' attitude towards sustainable development (SD). Journal of Cleaner Production, 250, 119537.
  • Purnamasari, S. & Hanifah, A. N. (2021). Education for Sustainable Development (ESD) in Science Learning [Education for Sustainable Development (ESD) dalam Pembelajaran IPA]. JKPI: Jurnal Kajian Pendidikan IPA, 1(2), 69-75
  • Rashad Ali Bin-Hady, W., & Abdulsafi, A. S. T. (2018). How Can I Prepare an Ideal Lesson-Plan?. International Journal of English and Education, 7(4), 275-289.
  • Ristanto, R. H. & Djamahar. R. (2019). Strengthening authentic assessment skills for Biology Science Teachers in Bogor Regency [Penguatan keterampilan penilaian autentik Guru IPA Biologi di Kabupaten Bogor]. Jurnal Pengabdian pada Masyarakat, 1(1), 61-69
  • Svanström, M., Sjöblom, J., Segalàs, J., & Fröling, M. (2018). Improving engineering education for sustainable development using concept maps and multivariate data analysis. Journal of Cleaner Production, 198, 530-540.
  • UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Perancis: The United Nations Educational, Scientific and Cultural Organization.
  • Wibowo, I. S. & Farnisa, R. (2018). The relationship of the teacher's role in the learning process to student achievement [Hubungan peran guru dalam proses pembelajaran terhadap prestasi belajar siswa]. Jurnal Gentala Pendidikan Dasar, 3(2), 181-202.
  • Wildan, W. (2017). Implementation of authentic assessment of knowledge, attitudes and skills in Schools or Madrasas [Pelaksanaan penilaian autentik aspek pengetahuan, sikap dan keterampilan di Sekolah atau Madrasah]. Jurnal Tatsqif, 15(2), 131-153.
  • Yestiani, D. K. & Zahwa, N. (2020). The role of teachers in learning in elementary school students [Peran guru dalam pembelajaran pada siswa sekolah dasar]. Fondatia : Jurnal Pendidikan Dasar, 4(1), 41-47.
  • Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 128534.

Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes

Year 2022, Volume: 10 Issue: 1, 85 - 97, 30.03.2022
https://doi.org/10.17478/jegys.1055967

Abstract

Higher education has the responsibility to be a source of development and implementation of education for sustainable development, which is a global issue. This modality can be operationalized through a lesson plan. Education for a sustainable development-based lesson plan is a plan that utilizes project-based learning as part of active learning recommendations for college students. Updating lesson plans is an activity that pre-service teachers must carry out to ensure professionalism that follows the development of science. This study aims to test the validity and reliability of experts and users of updating lesson plans for mastery of learning outcomes, collecting data using documentation and questionnaires on three experts and 40 pre-service science teachers. Validation test using Gregory formula for validity and Cronbach-Alpha for Reliability. The results of the validity assessment are categorized as high validity. The level of agreement reliability between experts and users generates no significant differences in the learning outcome instrument. The development of this lesson plan resulted in 39 items out of 42 items. The reliability of the learning outcomes assessment instrument for pre-service science teacher reached the reliable criteria. Education for a sustainable development-based lesson plan becomes a recommendation to produce a varied and comprehensive lesson plan for natural science learning in schools.

References

  • Aldabbus, S. (2018). Project-Based Learning: Implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71-79.
  • Anggraeni, P., & Akbar, A. (2018). Sustainability of the learning implementation plan and the learning process [Kesesuaian rencana pelaksanaan pembelajaran dan proses pembelajaran]. Jurnal Pesona Dasar, 6(2), 55-65.
  • Ashwin, P. (2020). How student-centered learning and teaching can obscure the importance of knowledge in educational processes and why it matters. In The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (pp. 65-74). Routledge.
  • Bramwell-Lalor, S., Kelly, K., Ferguson, T., Gentles, C. H., & Roofe, C. (2020). Project-based Learning for environmental sustainability action. Southern African Journal of Environmental Education, 36 (57-71).
  • Cebrián, Gisela; Junyent, Mercè; Mulà , Ingrid (2020). Competencies in education for sustainable development: Emerging teaching and research developments. Sustainability, 12(2), 579.
  • Du, X., & Chaaban, Y. (2020). Teachers' readiness for a statewide change to PjBL in primary education in Qatar. Interdisciplinary Journal of Problem-Based Learning, 14(1), n1.
  • Educational Assessment Center Team. (2019). Performance Assessment Guide . Jakarta: Pusat Penilaian Pendidikan
  • Emiliasari, R. N. & Jubaedah, I. S. (2019). Lesson planning in EFL classroom: A case study in lesson plan preparation and implementation. Wiralodra English Journal, 3(2), 367-375.
  • Emilzoli, M. (2021). Educational infusion for sustainable development in micro curriculum integrated thematic learning courses [Infusi pendidikan untuk pembangunan berkelanjutan pada kurikulum mikro mata kuliah pembelajaran tematik terpadu]. Disertasi, Universitas Pendidikan Indonesia.
  • Erlina, N. (2021). Readiness of prospective science teachers in the development of education-based learning plans for sustainable development [Kesiapan calon guru ipa dalam pengembangan rencana pembelajaran berbasis education for sustainable development]. Jurnal Pendidikan dan Pembelajaran Sains, 4(2), 142-150.
  • Ganesha University of Education. (2016). Undiksha curriculum 2013 development guide. Singaraja: Ministry of Research, Technology and Higher Education of Ganesha University.
  • Glavic, P. (2020). Identifying key issues of education for sustainable development. Sustainability, 12(16), 6500.
  • Habib, M. N., Khalil, U., Khan, Z., & Zahid, M. (2021). Sustainability in higher education: what is happening in Pakistan?. International Journal of Sustainability in Higher Education. 22(3), 681-706.
  • Huang, C. H. (2020). Exploring innovative teaching and problem-based learning in placemaking of sustainable development. In Education and Awareness of Sustainability: Proceedings of the 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020) (pp. 387-390).
  • Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The seven steps of Project Based Learning Model to enhance productive competences of vocational students. Advances in Social Science, Education and Humanities Research, 102, 251-256
  • Keser, H., & Karahoca, D. (2010). Designing a project management e-course by using project based learning. Procedia-Social and Behavioral Sciences, 2(2), 5744-5754.
  • Lin, J. W., Tsai, C. W., Hsu, C. C., & Chang, L. C. (2021). Peer assessment with group awareness tools and effects on project-based learning. Interactive Learning Environments, 29(4), 583-599.
  • Lucas, G. (2007). How does Project-Based Learning work?: Tools for understanding the process of planning and building projects. The George Lucas Educational Foundation. https://www.edutopia.org/projectbased-learning-guide-implementation.
  • Maiorescu, I., Sabou, G. C., Bucur, M., & Zota, R. D. (2020). Sustainability barriers and motivations in higher education – a students' perspective. Amfiteatru Economic, 22(54), 362-375.
  • Nousheen, A., Zai, S. A. Y., Waseem, M., & Khan, S. A. (2020). Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers' attitude towards sustainable development (SD). Journal of Cleaner Production, 250, 119537.
  • Purnamasari, S. & Hanifah, A. N. (2021). Education for Sustainable Development (ESD) in Science Learning [Education for Sustainable Development (ESD) dalam Pembelajaran IPA]. JKPI: Jurnal Kajian Pendidikan IPA, 1(2), 69-75
  • Rashad Ali Bin-Hady, W., & Abdulsafi, A. S. T. (2018). How Can I Prepare an Ideal Lesson-Plan?. International Journal of English and Education, 7(4), 275-289.
  • Ristanto, R. H. & Djamahar. R. (2019). Strengthening authentic assessment skills for Biology Science Teachers in Bogor Regency [Penguatan keterampilan penilaian autentik Guru IPA Biologi di Kabupaten Bogor]. Jurnal Pengabdian pada Masyarakat, 1(1), 61-69
  • Svanström, M., Sjöblom, J., Segalàs, J., & Fröling, M. (2018). Improving engineering education for sustainable development using concept maps and multivariate data analysis. Journal of Cleaner Production, 198, 530-540.
  • UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Perancis: The United Nations Educational, Scientific and Cultural Organization.
  • Wibowo, I. S. & Farnisa, R. (2018). The relationship of the teacher's role in the learning process to student achievement [Hubungan peran guru dalam proses pembelajaran terhadap prestasi belajar siswa]. Jurnal Gentala Pendidikan Dasar, 3(2), 181-202.
  • Wildan, W. (2017). Implementation of authentic assessment of knowledge, attitudes and skills in Schools or Madrasas [Pelaksanaan penilaian autentik aspek pengetahuan, sikap dan keterampilan di Sekolah atau Madrasah]. Jurnal Tatsqif, 15(2), 131-153.
  • Yestiani, D. K. & Zahwa, N. (2020). The role of teachers in learning in elementary school students [Peran guru dalam pembelajaran pada siswa sekolah dasar]. Fondatia : Jurnal Pendidikan Dasar, 4(1), 41-47.
  • Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 128534.
There are 29 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Teacher Education
Authors

Nıa Erlina 0000-0003-2199-5046

I Nyoman Suardana 0000-0001-6683-9042

Iwan Wicaksono 0000-0003-0717-1577

Paken Pandiangan 0000-0002-2448-4412

A. A. Ketut Budiastra 0000-0001-5478-753X

Publication Date March 30, 2022
Published in Issue Year 2022 Volume: 10 Issue: 1

Cite

APA Erlina, N., Suardana, I. N., Wicaksono, I., Pandiangan, P., et al. (2022). Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes. Journal for the Education of Gifted Young Scientists, 10(1), 85-97. https://doi.org/10.17478/jegys.1055967
AMA Erlina N, Suardana IN, Wicaksono I, Pandiangan P, Budiastra AAK. Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes. JEGYS. March 2022;10(1):85-97. doi:10.17478/jegys.1055967
Chicago Erlina, Nıa, I Nyoman Suardana, Iwan Wicaksono, Paken Pandiangan, and A. A. Ketut Budiastra. “Education for Sustainable Development-Based Lesson Plan Validity Test for Mastery of Pre-Service Science Teacher Learning Outcomes”. Journal for the Education of Gifted Young Scientists 10, no. 1 (March 2022): 85-97. https://doi.org/10.17478/jegys.1055967.
EndNote Erlina N, Suardana IN, Wicaksono I, Pandiangan P, Budiastra AAK (March 1, 2022) Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes. Journal for the Education of Gifted Young Scientists 10 1 85–97.
IEEE N. Erlina, I. N. Suardana, I. Wicaksono, P. Pandiangan, and A. A. K. Budiastra, “Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes”, JEGYS, vol. 10, no. 1, pp. 85–97, 2022, doi: 10.17478/jegys.1055967.
ISNAD Erlina, Nıa et al. “Education for Sustainable Development-Based Lesson Plan Validity Test for Mastery of Pre-Service Science Teacher Learning Outcomes”. Journal for the Education of Gifted Young Scientists 10/1 (March 2022), 85-97. https://doi.org/10.17478/jegys.1055967.
JAMA Erlina N, Suardana IN, Wicaksono I, Pandiangan P, Budiastra AAK. Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes. JEGYS. 2022;10:85–97.
MLA Erlina, Nıa et al. “Education for Sustainable Development-Based Lesson Plan Validity Test for Mastery of Pre-Service Science Teacher Learning Outcomes”. Journal for the Education of Gifted Young Scientists, vol. 10, no. 1, 2022, pp. 85-97, doi:10.17478/jegys.1055967.
Vancouver Erlina N, Suardana IN, Wicaksono I, Pandiangan P, Budiastra AAK. Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes. JEGYS. 2022;10(1):85-97.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.