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Education for Sustainable Development (ESD) Competency in Physics Learning Assessment: Pre-service Teachers' Thinking Skills Based on Ethno-Socio-Scientific Content

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 1 (2025)

DOI
10.15294/jpii.v14i1.15880
ISSN
2089-4392, 2339-1286
Terbit
2025-04-29
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This research examines the ESD competency levels—specifically systems thinking, anticipatory thinking, and critical thinking—among pre-service physics teachers within ethno-socio-scientific content, aiming to equip future educators with the skills, knowledge, and attitudes needed to promote sustainability and address global environmental and social challenges. A quantitative approach was employed, with a sample of 83 pre-service physics teacher students from a Physics Education program at a university in Aceh, Indonesia. This research instrument consists of eight multiple-choice questions for each competency. Validity and reliability analyses, using the Rasch model, confirmed the instrument's robustness, yielding high-reliability scores (person reliability = 0.82, item reliability = 0.84, Cronbach's alpha = 0.85). The results reveal variations in competency levels: anticipatory thinking is the strongest, critical thinking is the least developed, and systems thinking is moderate. Correlation analysis indicates positive and moderate relationships among the competencies, highlighting the importance of integrated ESD competency development. The success of Education for Sustainable Development (ESD) requires a holistic approach that fosters the development of all relevant competencies. Prioritizing critical thinking is essential, as it is a foundation for enhancing other competencies. Educational systems should focus on cultivating systems thinking and anticipatory thinking, as these are interconnected and mutually reinforcing in the transformation toward sustainability. Additionally, the findings suggest that the comprehensive integration of ESD into the physics education curriculum can enhance pre-service teachers' capacity to engage effectively with sustainability issues. By incorporating ethno-socio-scientific contexts, this approach deepens the ethnic, social, and contextual relevance of physics concepts, thus preparing future educators to address sustainability challenges.

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  • Malikussaleh University
  • Poltekkes Kemenkes Palu
  • Lambung Mangkurat University
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Rekan penulisOrganisasiArtikel bersama
Mellyzar MellyzarMalikussaleh University4
Nur AediAfiliasi tidak diketahui2
Sri Rahayu RetnowulanAfiliasi tidak diketahui2
Aulia RiskiAfiliasi tidak diketahui2
Islami FatwaAfiliasi tidak diketahui2
Muliani MulianiPoltekkes Kemenkes Palu2
Fajrul Wahdi GintingMalikussaleh University2
Desy Sary AyundaMalikussaleh University2
Safriana SafrianaMalikussaleh University2
Ratna UnaidaMalikussaleh University2
Marhami MarhamiMalikussaleh University2
Sri Rahayu RetnowulanMalikussaleh University2
Nuraini FatmiAfiliasi tidak diketahui2
NurfadilahAfiliasi tidak diketahui2
. SudirmanAfiliasi tidak diketahui2
Syafrizal SyafrizalAfiliasi tidak diketahui1
Halimatus SakdiahLambung Mangkurat University1
Mulia SintaAfiliasi tidak diketahui1
Fajrul Wahdi GintingAfiliasi tidak diketahui1
Safriana SafrianaMalikussaleh University1
Risma AdrianiMalikussaleh University1
Widya WidyaMalikussaleh University1
Jessica Novaisya SinuratMalikussaleh University1
SafrianaMalikussaleh University1
Lila DesytaMalikussaleh University1
Deassy SiskaMalikussaleh University1
Nur FadillaMalikussaleh University1
Tulus SetiawanMalikussaleh University1
Rachmawati RusydiMalikussaleh University1
Eva AyuzarMalikussaleh University1
Saifuddin SaifuddinMalikussaleh University1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, pertama di-harvest 29 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Education for Sustainable Development (ESD) Competency in Physics Learning Assessment: Pre-service Teachers' Thinking Skills Based on Ethno-Socio-Scientific Content</dc:title>
	<dc:creator xml:lang="en">Novita, Nanda</dc:creator>
	<dc:creator xml:lang="en">Andriani, Riza </dc:creator>
	<dc:creator xml:lang="en">Muliani, Muliani</dc:creator>
	<dc:creator xml:lang="en">Makfirah , Husnul</dc:creator>
	<dc:creator xml:lang="en">Nur'azizah, Nur'azizah</dc:creator>
	<dc:subject xml:lang="en">Critical, System, Anticipatory, Thinking</dc:subject>
	<dc:description xml:lang="en">This research examines the ESD competency levels—specifically systems thinking, anticipatory thinking, and critical thinking—among pre-service physics teachers within ethno-socio-scientific content, aiming to equip future educators with the skills, knowledge, and attitudes needed to promote sustainability and address global environmental and social challenges. A quantitative approach was employed, with a sample of 83 pre-service physics teacher students from a Physics Education program at a university in Aceh, Indonesia. This research instrument consists of eight multiple-choice questions for each competency. Validity and reliability analyses, using the Rasch model, confirmed the instrument's robustness, yielding high-reliability scores (person reliability = 0.82, item reliability = 0.84, Cronbach's alpha = 0.85). The results reveal variations in competency levels: anticipatory thinking is the strongest, critical thinking is the least developed, and systems thinking is moderate. Correlation analysis indicates positive and moderate relationships among the competencies, highlighting the importance of integrated ESD competency development. The success of Education for Sustainable Development (ESD) requires a holistic approach that fosters the development of all relevant competencies. Prioritizing critical thinking is essential, as it is a foundation for enhancing other competencies. Educational systems should focus on cultivating systems thinking and anticipatory thinking, as these are interconnected and mutually reinforcing in the transformation toward sustainability. Additionally, the findings suggest that the comprehensive integration of ESD into the physics education curriculum can enhance pre-service teachers' capacity to engage effectively with sustainability issues. By incorporating ethno-socio-scientific contexts, this approach deepens the ethnic, social, and contextual relevance of physics concepts, thus preparing future educators to address sustainability challenges.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/15880</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i1.15880</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 1 (2025): March 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/15880/4066</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>