EXPLORING THE ESD-INTEGRATED PHYSICS E-MODULES NEEDS OF CULTIVATING HIGH SCHOOL STUDENTS' SUSTAINABILITY AWARENESS ABOUT GLOBAL WARMING IN WETLAND ECOSYSTEMS
Keywords:
ESD, E-Modules, Sustainability Awareness, Global Warming, Wetland Ecosystems
Abstract
The aim of this research is to identify the gaps in technology integration, sustainability awareness, and teaching materials in the context of physics education. A descriptive quantitative approach was employed, involving 45 high school students and 3 physics teachers at a state high school in Ogan Komering Ulu Timur, as well as relevant teaching documents. Data collection techniques included questionnaires, document studies, and sustainability awareness assessments. Descriptive statistical analysis was used to analyze the data. The results revealed low integration of technology in physics learning, limited sustainability awareness among students, and insufficient alignment of teaching materials with sustainability topics. These findings underscore the urgent need for the development of ESD-integrated physics e-modules that bridge these gaps. It is concluded that such e-modules could significantly enhance students’ understanding of global warming and its impact on wetland ecosystems. The study recommends further development of technology-based teaching tools, teacher training programs, and the creation of relevant educational materials to improve sustainability awareness among students.
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References
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Yang, A., Kang, X., Li, Y., Zhang, X., Zhang, K., Kang, E., Yan, Z., Li, M., Wang, X., Niu, Y., & Yan, L. (2022). Alpine wetland degradation reduces carbon sequestration in the Zoige Plateau, China. Frontiers in Ecology and Evolution, 10(August), 1–12. https://doi.org/10.3389/fevo.2022.980441
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Adeoye, M. A., Prastikawati, E. F., & Abimbowo, Y. O. (2024). Empowering Learning: Pedagogical Strategies for Advancing 21st Century Skills and Quality Education. Journal of Nonformal Education, 10(1), 10–21.
Algurén, B. (2021). How to Bring About Change – A Literature Review About Education and Learning Activities for Sustainable Development. Discourse and Communication for Sustainable Education, 12(1), 5–21. https://doi.org/10.2478/dcse-2021-0002
Alikhani, S., Nummi, P., & Ojala, A. (2021). Urban wetlands: A review on ecological and cultural values. Water (Switzerland), 13(22), 1–47. https://doi.org/10.3390/w13223301
Bandh, S. A., Shafi, S., Peerzada, M., Rehman, T., & Bashir, S. (2021). Multidimensional analysis of global climate change : a review. Environmental Science and Pollution Research, 28(May), 24872–24888. https://doi.org/10.1007/s11356-021-13139-7
Chiu, T. K. F. (2023). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments, 31(6), 3326–3339. https://doi.org/10.1080/10494820.2021.1926289
Eller, F., Arias, C. A., Sorrell, B. K., & Brix, H. (2021). Preface: Wetland ecosystems—functions and use in a changing climate. Hydrobiologia, 848(14), 3255–3258. https://doi.org/10.1007/s10750-021-04630-w
Ferguson, T., Roofe, C., Cook, L. D., Bramwell-Lalor, S., & Hordatt Gentles, C. (2022). Education for Sustainable Development (ESD) Infusion into Curricula: Influences on Students’ Understandings of Sustainable Development and ESD. Brock Education Journal, 31(2), 63–84. https://doi.org/10.26522/brocked.v31i2.915
Glavič, P. (2020). Identifying key issues of education for sustainable development. Sustainability (Switzerland), 12(16). https://doi.org/10.3390/su12166500
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hassan, A., Noordin, T. A., & Sulaiman, S. (2010). The Status on the Level of Environmental Awareness in the Concept of Sustainable Development Amongst Secondary School Students. Procedia Social and Behavioral Sciences, 2(2), 1276–1280. https://doi.org/10.1016/j.sbspro.2010.03.187
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Edinburgh Research Explorer, 325(2), 1-23.
Irving, P. W., McPadden, D., & Caballero, M. D. (2020). Communities of practice as a curriculum design theory in an introductory physics class for engineers. Physical Review Physics Education Research, 16(2), 20143. https://doi.org/10.1103/PhysRevPhysEducRes.16.020143
Kjellgren, B., & Richter, T. (2021). Education for a sustainable future: Strategies for holistic global competence development at engineering institutions. Sustainability (Switzerland), 13(20). https://doi.org/10.3390/su132011184
Kougias, K., Sardianou, E., & Saiti, A. (2023). Attitudes and Perceptions on Education for Sustainable Development. Circular Economy and Sustainability, 3(1), 425–445. https://doi.org/10.1007/s43615-022-00174-w
Lestari, A., & Atun, S. (2021). The Effectiveness of E-Module on Buffer Solutions to Improve Students’ Higher-Order Thinking Skills and Self-Regulated Learning. JTK (Jurnal Tadris Kimiya), 6(2), 254–266. https://doi.org/10.15575/jtk.v6i2.13772
Lowell, V. L., & Moore, R. L. (2020). Developing Practical Knowledge and Skills of Online Instructional Design Students through Authentic Learning and Real-World Activities. TechTrends, 64(4), 581–590. https://doi.org/10.1007/s11528-020-00518-z
Mahardika, A. I. (2022). Practicality of Fluid Physics E-Module Oriented Problem Authentic Wetland Use Contextual Teaching and Learning Approach. International Journal of Social Science And Human Research, 05(11), 5014–5018. https://doi.org/10.47191/ijsshr/v5-i11-26
Malavoloneque, G., & Costa, N. (2022). Physics Education and Sustainable Development: A Study of Energy in a Glocal Perspective in an Angolan Initial Teacher Education School. Frontiers in Education, 6(May). https://doi.org/10.3389/feduc.2021.639388
Nguyen, T. P. L., Nguyen, T. H., & Tran, T. K. (2020). STEM education in secondary schools: Teachers’ perspective towards sustainable development. Sustainability (Switzerland), 12(21), 1–16. https://doi.org/10.3390/su12218865
Prayogi, S., & Verawati, N. N. S. P. (2024). Physics Learning Technology for Sustainable Development Goals (SDGs): A Literature Study. International Journal of Ethnoscience and Technology in Education, 1(2), 155. https://doi.org/10.33394/ijete.v1i2.12316
Rahmawati, Y., Ridwan, A., Cahyana, U., & Wuryaningsih, T. (2020). The integration of ethnopedagogy in science learning to improve student engagement and cultural awareness. Universal Journal of Educational Research, 8(2), 662–671. https://doi.org/10.13189/ujer.2020.080239
Serevina, V., Nugroho, D. A., & Lipikuni, H. F. (2022). Improving the Quality of Education Through Effectiveness of E-Module Based on Android for Improving the Critical Thinking Skills of Students in Pandemic Era. Malaysian Online Journal of Educational Management, 10(1), 1–20.
Shrivastava, P., Stafford Smith, M., O’Brien, K., & Zsolnai, L. (2020). Transforming Sustainability Science to Generate Positive Social and Environmental Change Globally. One Earth, 2(4), 329–340. https://doi.org/10.1016/j.oneear.2020.04.010
Shutaleva, A. (2023). Ecological Culture and Critical Thinking: Building of a Sustainable Future. Sustainability (Switzerland), 15(18). https://doi.org/10.3390/su151813492
Subramaniam, K. (2020). A place-based education analysis of prospective teachers’ prior knowledge of science instruction in informal settings. International Journal of Educational Research, 99(November 2019), 101497. https://doi.org/10.1016/j.ijer.2019.101497
Taillardat, P., Thompson, B. S., Garneau, M., Trottier, K., & Friess, D. A. (2020). Climate change mitigation potential of wetlands and the cost-effectiveness of their restoration. Interface Focus, 10(5). https://doi.org/10.1098/rsfs.2019.0129
Upadhyay, R. K. (2020). Markers for Global Climate Change and Its Impact on Social , Biological and Ecological Systems : A Review. American Journal of Climate Change, 9(03), 159–203. https://doi.org/10.4236/ajcc.2020.93012
Urbańska, M., Charzyński, P., Gadsby, H., Novák, T. J., Sahin, S., & Yilmaz, M. D. (2022). Environmental Threats and Geographical Education : Students ’ Sustainability Awareness — Evaluation. Education Sciences, 12(1).
Wamsler, C. (2020). Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112–130. https://doi.org/10.1108/IJSHE-04-2019-0152
Yang, A., Kang, X., Li, Y., Zhang, X., Zhang, K., Kang, E., Yan, Z., Li, M., Wang, X., Niu, Y., & Yan, L. (2022). Alpine wetland degradation reduces carbon sequestration in the Zoige Plateau, China. Frontiers in Ecology and Evolution, 10(August), 1–12. https://doi.org/10.3389/fevo.2022.980441
Ye, S., Pei, L., He, L., Xie, L., Zhao, G., Yuan, H., Ding, X., Pei, S., Yang, S., Li, X., & Laws, E. A. (2022). Wetlands in China: Evolution, Carbon Sequestrations and Services, Threats, and Preservation/Restoration. Water (Switzerland), 14(7). https://doi.org/10.3390/w14071152
Zulkarnaen, Riandi, & Amprasto. (2023). Analysis of Students ’ Sustainability Awareness of the Environment. Jurnal Penelitian Pendidikan IPA (JPPIPA), 9(9), 6750–6756. https://doi.org/10.29303/jppipa.v9i9.3543
Published
2025-09-30
How to Cite
Fathurohman, A., Susiloningsih, E., Kistiono, K., Kurdiati, L., Agustina, I., & Luciana, L. (2025, September 30). EXPLORING THE ESD-INTEGRATED PHYSICS E-MODULES NEEDS OF CULTIVATING HIGH SCHOOL STUDENTS’ SUSTAINABILITY AWARENESS ABOUT GLOBAL WARMING IN WETLAND ECOSYSTEMS. SPEKTRA: Jurnal Kajian Pendidikan Sains, 11(2), 200-209. https://doi.org/https://doi.org/10.32699/spektra.v11i2.8227
Section
Article
