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Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers' Technological Pedagogical Content Knowledge (TPACK)

Jurnal Pendidikan IPA Indonesia · Vol. 11 No. 2 (2022) · pp. 219–228

DOI
10.15294/jpii.v11i2.34772
ISSN
2089-4392, 2339-1286
Published
2022-06-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aims to promote prospective biology teachers' Technological Pedagogical Content Knowledge (TPACK) about Education for Sustainable Development (ESD) or TPACK-ESD through a School Biology Course. The course is an integrated course as it discusses essential biology contents for the school and the strategies to present the content to the students. It is urgent to promote prospective teachers' TPACK-ESD since the existing biology teachers are not prepared to integrate ESD into biology lessons. The study applied a descriptive method based on a seven-step model of Reorient University Curricula to Address Sustainability (RUCAS). Participants in this study were third-year prospective teachers who were taking the course. The effectiveness of this program for prospective biology teachers is drawn from Content Representation (CoRes) and lesson plans prepared by prospective teachers. The results showed that prospective teachers' TPACK-ESD improved from early development to developed level. It means that prospective teachers' TPACK-ESD is still at a low level. Although the program can improve prospective biology teachers' competencies in developing lesson plans, the level is still low. One semester intensive program seems insufficient to promote prospective teachers' TPACK-ESD. Therefore, it is recommended that the program for promoting ESD integration into TPACK-ESD is conducted for an extended time. The novelty of this study lies in the findings and the coverage of the research area. This study is the first to explore a strategy to promote prospective teachers' TPACK-ESD. More studies are needed, especially on teachers' education curriculum and professional development programs, to accelerate the development of teachers' TPACK-ESD.

Keywords

Collaboration network of the authors

9 authors · 15 co-authorship links · 5 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Universiti Putra Malaysia
  • Tadulako University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Diana RochintaniawatiIndonesia University of Education1
J. KestiantyIndonesia University of Education1
N. KindyIndonesia University of Education1
Yaya RukayadiUniversiti Putra Malaysia1
Suci NurmatinAffiliation unknown1
Novia NoviaTadulako University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers' Technological Pedagogical Content Knowledge (TPACK)</dc:title>
	<dc:creator>Purwianingsih, W.</dc:creator>
	<dc:creator>Novidsa, I.</dc:creator>
	<dc:creator>Riandi, R.</dc:creator>
	<dc:subject xml:lang="en-US">Education for Sustainable Development (ESD); prospective biology teachers; Technological Pedagogical Content Knowledge (TPACK)</dc:subject>
	<dc:description xml:lang="en-US">This study aims to promote prospective biology teachers' Technological Pedagogical Content Knowledge (TPACK) about Education for Sustainable Development (ESD) or TPACK-ESD through a School Biology Course. The course is an integrated course as it discusses essential biology contents for the school and the strategies to present the content to the students. It is urgent to promote prospective teachers' TPACK-ESD since the existing biology teachers are not prepared to integrate ESD into biology lessons. The study applied a descriptive method based on a seven-step model of Reorient University Curricula to Address Sustainability (RUCAS). Participants in this study were third-year prospective teachers who were taking the course. The effectiveness of this program for prospective biology teachers is drawn from Content Representation (CoRes) and lesson plans prepared by prospective teachers. The results showed that prospective teachers' TPACK-ESD improved from early development to developed level. It means that prospective teachers' TPACK-ESD is still at a low level. Although the program can improve prospective biology teachers' competencies in developing lesson plans, the level is still low. One semester intensive program seems insufficient to promote prospective teachers' TPACK-ESD. Therefore, it is recommended that the program for promoting ESD integration into TPACK-ESD is conducted for an extended time. The novelty of this study lies in the findings and the coverage of the research area. This study is the first to explore a strategy to promote prospective teachers' TPACK-ESD. More studies are needed, especially on teachers' education curriculum and professional development programs, to accelerate the development of teachers' TPACK-ESD.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
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	<dc:date>2022-06-30</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/34772</dc:identifier>
	<dc:identifier>10.15294/jpii.v11i2.34772</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 11, No 2 (2022): June 2022; 219-228</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v11i2</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2022 Jurnal Pendidikan IPA Indonesia</dc:rights>
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