Education for Sustainable Development Based of Technological Pedagogical and Content Knowledge using Mixed-Methods Approach in Physics Teaching

Melly Ariska; Yenny Anwar; Ari Widodo; Diah Kartika Sari; Novi Yusliani; Amanda Rahmannisa; Lutfiah Az Zahra; Ikbal Adrian Milka; Zaky Al Fatih

doi:10.21009/1.10217

Authors

Melly Ariska Program Studi Pendidikan Fisika, Universitas Sriwijaya, Jalan Palembang-Prabumulih KM 32 Ogan Ilir, Sumatera Selatan 30662, Indonesia
Yenny Anwar Program Studi Pendidikan Biologi, Universitas Sriwijaya, Jalan Palembang-Prabumulih KM 32 Ogan Ilir, Sumatera Selatan 30662, Indonesia
Ari Widodo Program Studi Pendidikan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Bandung, Jawa Barat 40154, Indonesia
Diah Kartika Sari Program Studi Pendidikan Kimia, Universitas Sriwijaya, Jalan Palembang-Prabumulih KM 32 Ogan Ilir, Sumatera Selatan 30662, Indonesia
Novi Yusliani Program Studi Teknik Informatika, Universitas Sriwijaya, Jalan Palembang-Prabumulih KM 32 Ogan Ilir, Sumatera Selatan 30662, Indonesia
Amanda Rahmannisa Program Studi Pendidikan Fisika, Universitas Sriwijaya, Jalan Palembang-Prabumulih KM 32 Ogan Ilir, Sumatera Selatan 30662, Indonesia
Lutfiah Az Zahra Program Studi Pendidikan Biologi, Universitas Sriwijaya, Jalan Palembang-Prabumulih KM 32 Ogan Ilir, Sumatera Selatan 30662, Indonesia
Ikbal Adrian Milka Program Studi Pendidikan Kimia, Universitas Sriwijaya, Jalan Palembang-Prabumulih KM 32 Ogan Ilir, Sumatera Selatan 30662, Indonesia
Zaky Al Fatih Program Studi Teknik Informatika, Universitas Telkom, Jalan Telekomunikasi No. 1, Bandung, Jawa Barat 40257, Indonesia

DOI:

https://doi.org/10.21009/1.10217

Keywords:

sustainable development, technological pedagogical and content knowledge, physics teachers

Abstract

Sustainable development aims to raise the standard of living for present and future generations. The Sustainable Development Goals (SDGs) are a set of 17 objectives related to sustainable development. Education for Sustainable Development, or ESD, is one initiative to achieve the SDGs. Presenting the findings of literature research on the features and use of ESD in science education is the goal of this paper. The primary source material for this literature study came from seven publications published in different journals. This study utilized a mixed-methods approach with a concurrent triangulation design involving questionnaires, interviews, and FGDs with 78 physics teachers. The TPACK scores showed a mean of 3.10, with the highest score in Attitude (3.27) and the lowest in Inquiry (3.04). The analysis's findings indicate that 1) Eight critical competencies are thought to be crucial for promoting sustainable development. 2) Learning tools, learning media, and learning models are ways ESD can be included in science education. These findings demonstrate that integrating ESD capabilities into science instruction can promote sustainable development and help attain the SDGs. The results highlight the need for targeted training in inquiry-based approaches and technology integration to enhance ESD implementation in physics education.

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