Implementing Sustainable Development Education in Research-Oriented Courses

Authors

  • Ummah Karimah Syarifuddin Universitas Muhammdiyah Jakarta, Indonesia
  • Wiwied Widiyanti STAI Nurul Falah AirMolek Riau, Indonesia
  • Romlah Abdul Gany Universitas Muhammadiyah Jakarta, Indonesia

Keywords:

Education for Sustainable Development (ESD), Research-Based Learning, Sustainability in Higher Education, Student Academic Competency Development

Abstract

Education for Sustainable Development (ESD) equips educators with the tools to integrate sustainability into teaching, focusing on themes such as disaster risk reduction, biodiversity, poverty alleviation, and sustainable consumption. This study investigates the implementation of ESD in research-based lectures, evaluating students' understanding, ability to develop research plans, and articulation of findings in academic articles. A descriptive survey approach was employed, using observational data collection during student research activities, documentation of research outputs, and student interviews. The study involved 85 Islamic Religious Education students at Muhammadiyah University Jakarta enrolled in a learning strategies course. Data were analyzed through triangulation of observations, interviews, and documented outputs. Students demonstrated competency in conducting ESD-focused research, as evidenced by their article preparation and group research outputs. Key indicators of success included the quality and depth of articles, meticulousness in material preparation, and active student involvement in group-based research activities. The integration of ESD into research-based learning fosters critical skills in sustainability research and academic communication. These findings suggest that structured, research-oriented pedagogical models enhance students' ability to engage with and contribute to sustainability goals. Research-based learning models in higher education effectively develop students' ESD competencies, including research planning and academic writing. The study highlights the potential of such models to prepare students as contributors to sustainability-oriented education and research.

References

Arwan, J. F. A. (2022). The urgency of climate change-based education for sustainable development. Scientific Journal of Environmental Education and Development, 22(2), 23–38. https://doi.org/10.21009/plpb.222.03

Basak, R., & Yucel, E. (2024). Critical thinking dispositions of undergraduate art education and history students. International Journal of Education and Literacy Studies, 12(2), 191. https://doi.org/10.7575/aiac.ijels.v.12n.2p.191

Bukhori, I., Permatasari, Y. D., Afida, I., & Adawiyah, R. (2023). Mewujudkan Sustainable Development Goals (SDGs) melalui eskalasi program pendidikan berkualitas di Desa Kepanjen. Pandalungan: Jurnal Pengabdian Kepada Masyarakat, 1(2), 154–160. https://doi.org/10.62097/pandalungan.v1i2.1415

Eliaumra. (2017). Education for sustainable development. Jurnal Kependidikan, 10(1), 43–59.

Fajri, M. R., & Sukatin, S. (2021). Organizational culture in creating competitiveness towards higher education sustainability. Idarah: Journal of Education and Education, 5(1), 1–16. https://doi.org/10.47766/idarah.v5i1.1442

Furqon, C. (2019). Kualitas pelayanan pada perguruan tinggi. Jurnal Ilmu Administrasi: Media Pengembangan Ilmu dan Praktek Administrasi, 4(4), 4. https://doi.org/10.31113/jia.v4i4.389

Gunamantha, I. M. (2010). Pendidikan untuk pembangunan berkelanjutan: Mengapa, apa, dan bagaimana. Jurnal Pendidikan dan Pengajaran, 43(3). https://doi.org/10.23887/Jppundiksha.V43i3.125

Harefa, I. S. (2024). The effect of Asian parliamentary debate to hone students’ critical thinking. Journal of English Teaching, 10(1), 38–50. https://doi.org/10.33541/jet.v10i1.5130

Haryati, S., & Firmadani, F. (2018). Implementation of research-based learning (PBL) in the course "Educational Psychology". Indonesian Journal of Education and Learning, 1(2). https://doi.org/10.31002/ijel.v1i2.628

Haryati, S., Siswanto, S., Sukarno, S., Muhlisin, A., & Trisnowati, E. (2022). A case-based study in ERP instructional model: Fostering critical thinking skills and portraying independence on solving problems. Pegem Journal of Education and Instruction, 12(4), 220–225.

Hayati, E. M., Purwanto, A., & Hidayat, D. R. (2023). Analysis of the cooperative learning effectiveness on students’ critical thinking skills in science learning for primary students. Al-Ishlah: Jurnal Pendidikan, 15(1), 1145–1153. https://doi.org/10.35445/alishlah.v15i1.994

Khaidir, F., Alfaien, N. I., & Kosim, A. M. (2023). Efforts to improve the quality of Islamic religious education in Indonesia in realizing the Sustainable Development Goals (SDGs) program. Edupedia: Journal of Islamic Education and Pedagogy Studies, 7(2), 127–142. https://doi.org/10.35316/edupedia.v7i2.2513

Kusumawardana, A. S., & Dintarini, M. (2021). Analysis of mathematical interpretation in students' mini research through research-based learning. JINoP (Journal of Learning Innovation), 7(1), 102–114.

Liline, S., Tomhisa, A., Rumahlatu, D., & Sangur, K. (2024). The effect of the PjbHOTS learning model on cognitive learning, analytical thinking skills, creative thinking skills, and metacognitive skills of biology education students. Journal of Turkish Science Education, 21(1), 175–195. https://doi.org/10.36681/tused.2024.010

Lubna, Suhirman, & Prayogi, S. (2023). Evaluation of STEM students’ critical thinking in terms of cognitive style through problem-based distance learning. Journal of Education and ELearning Research, 10(3), 557–568. https://doi.org/10.20448/jeelr.v10i3.4972

Miqdad, M. T. R. I. (2019). The urgency of implementing sustainability reports in higher education. BISMA Journal, 13(3). https://jurnal.unej.ac.id/index.php/BISMA

Pertiwi, N. P., et al. (2024). Enhancing critical thinking skills through STEM problem-based contextual learning: An integrated e-module education website with virtual experiment. Journal of Baltic Science Education, 23(4), 739. https://doi.org/10.33225/jbse/24.23.739

Roth, W. M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88(2), 263–291. https://doi.org/10.1002/sce.10113

Suprastowo, P. (2021). Kebijakan dan implementasi pendidikan untuk pembangunan berkelanjutan (Education for Sustainable Development/ESD). Repositori Kemedikbud. Retrieved from http://www.yplhc.org/konsep_desd.php

UNESCO. (2023). Reorienting education for sustainability: Global insights and transformative practices. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000381592

Downloads

Published

2024-12-31

How to Cite

Syarifuddin, U. K., Widiyanti, W., & Gany, R. A. (2024). Implementing Sustainable Development Education in Research-Oriented Courses. AL-ISHLAH: Jurnal Pendidikan, 16(4), 5852–5862. Retrieved from https://alishlah.ahfpublishing.id/alishlah/article/view/5447

Issue

Vol. 16 No. 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.