Enhancing Student’s Sustainability Awareness through PBL-ESD on Microplastic Pollution
DOI:
https://doi.org/10.26740/jcer.v10n1.p9-12Keywords:
Problem Based Learning, Education for Sustainable Development, Sustainability Awarness, Microplastic PollutionAbstract
This research aims to develop and implement a didactic design based on Problem-Based Learning integrated with Education for Sustainable Development (PBL-ESD) to enhance sustainability awareness and science literacy of students on the topic of microplastic pollution. This research uses a Didactical Design Research (DDR) approach with high school students in Sukabumi Regency as subjects. Findings show that the didactic design of PBL-ESD, developed in accordance with the steps of PBL and focused on sustainability issues, can support active participation of learners in solving actual problems related to microplastic pollution. In addition, the learning design and the tested assessment tools demonstrate support for improving scientific literacy while also increasing students' sustainability awareness. This implementation proves that the integration of PBL and ESD provides a relevant learning experience and prepares students with critical thinking and problem-solving skills related to environmental issues.References
[1] Andriansyah, M., Yani, I., Budiana, S., Ardianto, D., & Pursitasari, I. D. (2025). Enhancing Student Sustainability Awareness in Science Education: A Systematic Literature Review. Unnes Science Education Journal, 14(2), 368–378. https://doi.org/10.15294/usej.v13i1.26543
[2] Sukardi, R. R., Ishak, N. A., Rachmania, S., Kurniawan, D. T., Ananthia, W., Shidiq, A. S., Meilinda, M., & Ani, N. (2025). Using plastic pollution management worksheets in fundamental science class: An investigation on students’ sustainable awareness. Journal of Environment and Sustainability Education, 3(1), 140–147. https://doi.org/10.62672/joease.v3i1.73
[3] Ahmet Miraç, B., & Fatoş, U. (2024). The effect of environmental health education on microplastic pollution awareness. Public Health Nursing, 41(4), 760–767. https://doi.org/10.1111/phn.13322
[4] Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. In Health Professions Education (Vol. 2, Number 2, pp. 75–79). King Saud bin Abdulaziz University. https://doi.org/10.1016/j.hpe.2016.01.004
[5] Lendeon, G. R., & Poluakan, C. (2022). Pengaruh Model Problem Based Learning (PBL) Terhadap Kemampuan Literasi Sains Siswa SCIENING: Science Learning Journal. SCIENING: Science Learning Journal, 3(1).
[6] Siti Hanifah, R., Windayani, N., Imelda Helsy Pendidikan Kimia, dan, & dan Keguruan, T. (2021). Pengembangan Lembar Kerja Berbasis Masalah Pembuatan Sabun Cair Anti Mikroba Kulit Jeruk Lemon (Cytrus Lemon) Gunung Djati Conference Series, 2.
[7] Aufa, M. N., Iriani, R., Saadi, P., Hasbie, M., Fitri, M. A., & Yunita, A. (2020). Module Development with Problem Based Learning (PBL) Model Based on Environmental Wetland to Increase Students’ Learning Outcomes. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 5(2), 201. https://doi.org/10.20961/jkpk.v5i2.40451
[8] Guerra, A. (2017). Integration of sustainability in engineering education: Why is PBL an answer? International Journal of Sustainability in Higher Education, 18(3), 436–454. https://doi.org/10.1108/IJSHE-02-2016-0022
[9] Zakia Zamania, Z., Mariana, N., & Sriboonruang, O. (2025). Realizing the Urgency of Microplastic Issues Through Mathematics Realistic Education: A Hypothetical Learning Trajectory Based on ESD ARTICLE INFO ABSTRACT. In Glocal Praxis in Elementary Education (Vol. 1).
[10] Suryadi, D. (2018). Didactical Design Research (DDR) dalam Pengembangan Pembelajaran MAtematika . Departemen Pendidikan Matematika UPI.
[11] Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? In Educational Psychology Review (Vol. 16, Number 3).
[12] OECD. (2018). PISA 2018 Assesment and Analytical Framework .
[13] Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
[14] Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. In Sustainability Science (Vol. 6, Number 2, pp. 203–218). https://doi.org/10.1007/s11625-011-0132-6
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract views: 0
,
PDF Downloads: 0
