MENJELAJAHI KEBUTUHAN E-MODUL FISIKA YANG TERINTEGRASI DENGAN ESD UNTUK MENINGKATKAN KESADARAN SISWA SMA TENTANG PEMANASAN GLOBAL PADA EKOSISTEM LAHAN BASAH
DOI:
https://doi.org/10.32699/spektra.v11i2.8227Kata Kunci:
ESD, E-Modules, Kesadaran Berkelanjutan, Pemanasan Global, Ekosistem Lahan BasahAbstrak
Tujuan dari penelitian ini adalah untuk mengidentifikasi kesenjangan dalam integrasi teknologi, kesadaran keberlanjutan, dan materi pengajaran dalam konteks pendidikan fisika. Pendekatan kuantitatif deskriptif digunakan, melibatkan 45 siswa sekolah menengah dan 3 guru fisika di sebuah sekolah menengah negeri di Ogan Komering Ulu Timur, serta dokumen pengajaran yang relevan. Teknik pengumpulan data meliputi kuesioner, studi dokumen, dan penilaian kesadaran keberlanjutan. Analisis statistik deskriptif digunakan untuk menganalisis data. Hasilnya mengungkapkan rendahnya integrasi teknologi dalam pembelajaran fisika, terbatasnya kesadaran keberlanjutan di kalangan siswa, dan kurangnya keselarasan materi pengajaran dengan topik keberlanjutan. Temuan-temuan ini menggarisbawahi kebutuhan mendesak untuk pengembangan e-modul fisika terintegrasi ESD yang menjembatani kesenjangan ini. Disimpulkan bahwa e-modul tersebut dapat secara signifikan meningkatkan pemahaman siswa tentang pemanasan global dan dampaknya terhadap ekosistem lahan basah. Studi ini merekomendasikan pengembangan lebih lanjut dari alat pengajaran berbasis teknologi, program pelatihan guru, dan pembuatan materi pendidikan yang relevan untuk meningkatkan kesadaran keberlanjutan di kalangan siswa.
Referensi
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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
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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
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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
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
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2025-09-30
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MENJELAJAHI KEBUTUHAN E-MODUL FISIKA YANG TERINTEGRASI DENGAN ESD UNTUK MENINGKATKAN KESADARAN SISWA SMA TENTANG PEMANASAN GLOBAL PADA EKOSISTEM LAHAN BASAH. (2025). SPEKTRA: Jurnal Kajian Pendidikan Sains, 11(2), 200-209. https://doi.org/10.32699/spektra.v11i2.8227
