The implementation of ESD into Biology learning to equip students with ESD competencies of systemic thinking and problem-solving

Abstract

The purpose of this study is to equip students with ESD competencies of systemic thinking and problem-solving in the topic of environmental change. The weak experimental method with the one-group pretest-posttest design was used for this study. Twenty-nine students were selected by purposive sampling in grade X Public High School I Bandung. Data was collected through instruments written tests. Each test was arranged based on the indicator of systemic thinking and problem-solving that have integrated with the aspect of ESD (social, environment, and economy). Data was tested by N-Gain. Based on the results of the N-Gain category on student systemic thinking ability were high (0%), medium (48.27%), and low (51.72%). And then, the results of the N-Gain category on student problem-solving ability were high (0%), medium (72.41%), and low (27.58%). The result test of pretest-posttest scores of students’ systemic thinking ability showed an average of 69.13 and 80.03. Then, the result test of pretest-posttest scores of students’ problem-solving ability showed an average of 61.48 and 79.03. It can be concluded that the effort to implement ESD in Biology learning was quite successful in equipping students’ thinking systems and problem-solving skills.