Development the Science Learning Plan Based on Pedagogy for Sustainability to Grow Environmental Literacy Students

Abstract

The objectives of this research are (1) to find out the characteristics of pedagogy for sustainability developed to cultivate environmental literacy in global warming themes; (2) to produce science learning design-oriented pedagogy for sustainability that has been validated and qualified to be tested in school. This research used development design (Research and Development) refers to Borg and Gall model (1983: 775). Data collection techniques that were used in this study were the assessment of pedagogy for sustainability planning (lesson plan, worksheet, and assessment instruments). The data were analyzed descriptively through qualitative and quantitative. This research succeeded in developing science learning tools based on pedagogy for sustainability that had been validated by experts with a very good category. The science learning developed has characteristics that have pedagogy for sustainability components and it potential to cultivate environmental literacy. The pedagogy for sustainability components that were embedded in the science instruction includes (1) system thinking and understanding of interconnectedness, (2) longterm, foresighted reasoning, and strategizing, (3) stakeholder engagement and group collaboration, (4) action orientation and change-agent skills.