scholarly journals Developing Education for Sustainable Development-Oriented-Character Learning Model for Indonesian Golden Generation

2019 ◽  
Vol 15 (12) ◽  
pp. 87
Author(s):  
A. Amran ◽  
Ismail Jasin ◽  
Muhammad Satriawan ◽  
Magfirah Perkasa ◽  
Muhammad Satriawan
Keyword(s):  
Sustainable Development ◽  
Character Education ◽  
Learning Model ◽  
Education For Sustainable Development ◽  
Self Assessment ◽  
Product Trial ◽  
21St Century Skill ◽  
Trial Subject ◽  
Character Assessment ◽  
Education Indicators

This study aimed at developing and investigating the appropriateness of education-oriented-character learning model to develop sustainability to build 2045 Indonesian golden generation. The development model was adapted from Dick and Carey Model with product trial subject to XI graders of some schools in West Nusa Tenggara. The model of character learning was implemented into Biology, Chemistry, and Physics Subjects through learning instrument which had been developed with the syntaxes of character learning model. The indicator of character assessment was adapted from character education indicators which had been combined with 21st Century Skill. The data collection instruments included self assessment and observation sheets. The findings showed that: (1) the developed character learning model had syntaxes of collect, discuss, analyze, communicate, and apply; the problem and the solution was focused on themes of environment, society, and economy; (2) education for sustainable development-oriented-character learning model which had been developed was worth applying with very good category.

Implementation of education for sustainable development through science education to enhance the character of Indonesian golden generation

2019 ◽  
Author(s):  
Magfirah Perkasa
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
High School Students ◽  
Character Education ◽  
Education For Sustainable Development ◽  
School Students ◽  
Self Assessment ◽  
Research Technology ◽  
Education Indicators ◽  
Senior High School Students

The study aims to measure the enhancing of character of Indonesian golden generation on the implementation of education for sustainable development. The data were collected by using the character self-assessment that given to senior high school students in nine provinces spread in the western, central and eastern regions of Indonesia. The instrument was adapted from character education indicators by Ministry of Research, Technology and Higher Education and the combination of sustainable development learning indicators. The result shows that mostly the character aspects of Indonesian golden generation can be concluded is enhance. ESD character model can enhance several character of students but still need more time to enhance student’s critical attitude and creativity. Besides, according to the result, it can inferred that implementation of education for sustainable development in science education, biology, physics, and chemistry subject can be recommended by using several learning models and one of them is ESD Character Model.

scholarly journals PARADIGMA PENDIDIKAN UNTUK PEMBANGUNAN YANG BERKELANJUTAN DI TONGYEONG-SI, GYEONGSANGNAMDO, KOREA SELATAN

2016 ◽  
Vol 26 (1) ◽  
pp. 89
Author(s):  
Hastangka Hastangka
Keyword(s):  
Sustainable Development ◽  
South Korea ◽  
Character Education ◽  
Main Idea ◽  
Integrated Approach ◽  
Education For Sustainable Development ◽  
Environmental Damage ◽  
Education And Awareness ◽  
Educational Paradigm ◽  
The Government

Education for sustainable development has become global paradigm recently. This paradigm is a form of dynamic response and debate faced by the global community such as global warming, energy crisis, climate change, food security, as well as environmental damage. The main idea, in this paradigm was put in three main principles which are to build environmental, socio-economic and cultural sustainability. This study aims to explore and describe how the paradigm in Tongyeong-si, Gyeongsangnamdo, South Korea. This research focuses on the basic philosophical paradigm and implementation of education for sustainable development at a school in the city of Tonyeong (Tongyeong-si), Gyeongsangnamdo, South Korea. The results indicate that the basic philosophy applied in education for sustainable development in the Tongyeong is formed community who have a concern for the environment has its base in the reconstruction of the society will be able to change the surrounding community. This educational paradigm can contribute in strengthening aspects of character education and awareness of the environment for future generations with the support of actors from the government and society through an integrated approach to policy and program activities that are on going, so it has an impact and benefits for better society.

scholarly journals Emotional Competence and Individual Style of Action of Future Teachers of Higher Education in the System of Education for Sustainable Development

2018 ◽  
Vol 20 (2) ◽  
pp. 44-63
Author(s):  
Adilya Suleimenova ◽  
Oksana Ivanova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Theoretical Analysis ◽  
Emotional Competence ◽  
Education For Sustainable Development ◽  
Future Teachers ◽  
Self Assessment ◽  
Individual Style

Abstract The article presents the results of a study of emotional competence and individual style of action of students – future teachers of higher education in the system of education for sustainable development (EDS). The theoretical analysis of the application possibilities of the system (ideas) of EDS is performed. The study highlights a number of competences that are consistent with the components of emotional competence and individual style of action. The study involves 20 students of pedagogical specialties from Almaty, Kazakh-stan. The components of emotional competence and individual style of action are investigated using self-assessment questionnaires. The article presents the answer to the question of whether there are stable links between the components of emotional competence and individual style of action as well as draws conclusions on the importance of developing emotional competence in the EDS system.

scholarly journals Education for Sustainable Development in an Unstable World

2021 ◽  
Vol 16 (4) ◽  
pp. 40-54
Author(s):  
Marfenin Nikolay N. ◽  
◽  
Popova Lyudmila V. ◽  
Keyword(s):  
Sustainable Development ◽  
Intellectual Development ◽  
Learning Model ◽  
Education For Sustainable Development ◽  
Traditional Education ◽  
Self Organization ◽  
Knowledge And Skills ◽  
Social Instability ◽  
Nonstandard Conditions ◽  
Main Thing

The widespread simplistic understanding of the concept of sustainable development (SD) and the strategy of education for sustainable development (ESD) is poorly compatible with the increasing natural and social instability of the world. In fact, SD and ESD allow you to quickly navigate in a crisis. The core of the SD concept is a conscious refusal of a person or society from any actions that may complicate life in the future. The ESD strategy is not limited to explaining environmental problems to the population and possible ways to solve them. ESD is designed to contribute to the intellectual development of wide sections of the population – the ability to foresee the consequences of their actions, the ability to independently find solutions to any problems, the skills of advanced self-organization and self-education. ESD is based on an ‘initiative learning model’, and not on the completeness and accuracy of the reproduction of knowledge and skills, which have long been considered central to education. The ability to acquire any knowledge and skills on your own is the main thing in the initiative learning model. Searching for your own solutions, and not memorizing ready-made ones, allows you to get used to acting independently in nonstandard conditions, which is necessary in an unstable world. The transition to the initiative learning has long been brew, The transition to the initiative learning model (ILE) has long been brew and even partially taking place, but too slowly. Initiative learning takes longer than reproductive learning, so it is difficult to fully implement it without changing traditional education. This is the main reason for the failure of attempts to introduce initiative learning model over the centuries. According to the initiative learning model, which is the basis of ESD, education is becoming continuous and lifelong. At the same time, the reduction in the number of compulsory educational sections occurs with the simultaneous expansion of curricula and the freedom of students to choose courses, sections and tasks that they study in depth. The assimilation of knowledge becomes mosaic, but this deficiency is fully compensated by the depth of the acquired knowledge and the desire to independently fill their gaps.

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