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New-AM Santoso Di UT-10 Mei 2024
New-AM Santoso Di UT-10 Mei 2024
New-AM Santoso Di UT-10 Mei 2024
Pembelajaran SAINS/Biologi
yang Mendukung Education for
Sustainable Development (ESD)
1
(Sumber: Indonesia Climate Change Trust Fund, 2021)
2
SDGs di Indonesia
September 2015 Sidang Umum Persatuan Bangsa-Bangsa di New York, Kepala Negara dan perwakilan
01 dari 193 negara telah menyepakati Deklarasi Agenda 2030 untuk Pembangunan Berkelanjutan
Sejak 2015, Indonesia telah menyelaraskan TPB/SDGs dengan Nawacita sebagai visi pembangunan
02 nasional, yang dirumuskan dalam kebijakan, strategi, dan program pembangunan Rencana
Pembangunan Jangka Menengah Nasional (RPJMN) 2015-2019 dan selanjutnya dijabarkan ke dalam
Rencana Kerja Pemerintah (RKP) tahunan berikut dokumen anggarannya.
Peraturan Presiden (Perpres) Nomor 59 Tahun 2017 tentang Pelaksanaan Pencapaian TPB/SDGs
03 sebagai landasan hukum pelaksanaan TPB/SDGs di Indonesia
Tim Koordinasi Nasional pelaksanaan TPB/SDGs dibentuk, disusunnya Rencana Aksi Nasional (RAN)
04 TPB/SDGs 2017-2019, disusunnya Peta Jalan (Roadmap) TPB/SDGs 2017-2030, serta amanat
penyusunan Rencana Aksi Daerah (RAD) TPB/SDGs di seluruh daerah
3
(Sumber: Indonesia Climate Change Trust Fund, 2021)
4
(Sumber: Bappenas RI, 2023)
5
(Sumber: Bappenas RI, 2023)
6
(Sumber: Indonesia Climate Change Trust Fund, 2021)
7
“Ini kegiatan yang penting bagi
dunia pendidikan, tidak hanya
bagi Indonesia, namun bagi
negara-negara Asia Pasifik. Ini
bertujuan agar bagaimana
pendidikan bisa menjadi suatu
pendorong agar kita bisa
mencapai tujuan pembangunan
berkelanjutan”
(Iwan Syahril, Dirjen PAUD DASMEN Kemdikibudristek)
Education for Sustainable Development (ESD)-Net 2030 Asia-Pacific Regional
Meeting di Bali-Indonesia, 12 Juni 2023
8
Bagaimana ada perubahan sikap
dan perilaku peserta didik yang
didasari atas peningkatan
pengetahuan dan keterampilan
dalam melaksanakan tugas-
tugasnya?
(Sumber: SMP IT Izzatul Islam Getasan, 2018)
9
Kecakapan berpikir melibatkan proses
kognitif yang kompleks (Ennis, 1989)
10
Penerapan Inobel ASICC Terintegrasi
Muatan Green/Blue Economy untuk
Menguatkan 4C Mahasiswa
11
LATAR BELAKANG
12
LATAR BELAKANG
13
FOKUS, RUANG LINGKUP, DAN PETA JALAN
Universitas Khairun
Universitas Tidar
Universitas Nusantara
PGRI Kediri
15
DESIGN RESEARCH
16
DESIGN RESEARCH
17
DESIGN RESEARCH
Expert
Activity Four experts (Bappenas
1 2 3 4
Do the stages of student learning RI1st, environmental
activities stimulate higher-order practitioner2nd, modern
thinking skills? biologist3rd, & learning
Do the stages of student learning technologies4th) assessed
activities stimulate collaboration that the worksheet was
skills? valid and therefore
Do the stages of student learning suitable for use in the next
activities use green or blue economy
content?
research stage.
18
Score pre and posttest of the student critical thinking and collaboration skills.
N-Gain score of argumentation skills aspect (low academic ability student in experiment class)
19
N-Gain and t-Test score of the student argumentation skills
One of the efforts that can be carried out by the teacher in the classroom is that students are trained to
have a dialogue, not only with members of their group but also with members of other groups [3].
Students have the opportunity to express their opinions or ideas on a case or problem which can also
stimulate students to develop argumentation skills. The number of word collections is also very
influential on students' argumentation skills. Students who have more vocabulary will tend to have better
argumentation skills. The quality of the argument depends on the understanding of the concept that is
owned by a person. Argumentation has a role to strengthen the understanding of thinking [9]. Students
can understand concepts when they are able to construct meaning from oral and written learning after
learning is over [10, 11]. Concept understanding can be determined from the skills of students in
conveying the material that has been learned taught by the teacher in his own sentences [2].
20
Angkat isu/masalah-kearifan lokal
stimulus pembelajaran/soal-soal asesmen memuat isu/masalah-kearifan lokal
21
Bagaimana agar setelah lulus, peserta didik masih memiliki sikap dan
perilaku menghargai lingkungan sebagaimana saat mereka sekolah?
22
Tanya jawab
23