Pembelajaran Digital PBL-STEAM untuk Melatihkan Kompetensi ESD (Education for Sustainable Development) pada Materi Pemanasan Global dan Energi Terbarukan dalam dalam Mewujudkan Pendidikan Sains Berkelanjutan

PBL-STEAM Digital Learning to Train ESD (Education for Sustainable Development) Competencies on Global Warming and Renewable Energy Materials in Realizing Sustainable Science Education

ESD mendukung SDG 4 dan mengenalkan SDG 7 & 13 melalui pembelajaran digital PBL STEAM yang melatih kompetensi berpikir kritis dan solusi transisi energi berkelanjutan.Tujuan dalam penelitian ini mendeskripsikan validitas, kepraktisan dan keefektifan perangkat pembelajaran digital PBL-STEAM untuk melatihkan kompetensi ESD dalam mewujudkan pendidikan sains berkelanjutan yang diimplementasikan di SMA Wachid Hasyim dan SMA Negeri Surabaya pada materi pemanasan global dan energi terbarukan. Penelitian pengembangan pembelajaran digital PBL-STEAM menggunakan prosedur 4D yakni Define, Design, Development dan Disseminate. Metode implementasi uji coba yang digunakan dengan desain Pre-Experimental One-Group Pretest-Posttest pada uji coba terbatas dan luas. Teknik pengumpulan data terdiri dari validasi oleh para ahli, observasi oleh pengamat guru dan mahasiswa, tes dan pengisian angket oleh peserta didik. Teknik analisi dengan perhitungan persentase dan n-gain.

Hasil penelitian ditunjukkan bahwa perangkat pembelajaran digital berbasis PBL-STEAM dan website BSB yang dirancang untuk mengembangkan kompetensi ESD terkait pemanasan global dan energi terbarukan mendapatkan peringkat validitas tinggi dari lima validator, dengan persentase diatas 90% dan persentage of agreement diatas 87%. Selain itu, kepraktisan pendekatan pembelajaran ini dinilai sangat baik berdasarkan observasi implementasi oleh guru dan siswa, yang dievaluasi oleh tiga pengamat selama uji coba terbatas dan ekstensif, dengan persentase implementasi melebihi 81%. Efektivitas pembelajaran dibuktikan dengan peningkatan kompetensi ESD pada kelompok uji coba terbatas dan luas, yang tercermin dari rata-rata skor n gain diatas 0,6 yang tergolong dalam rentang sedang. Umpan balik peserta didik mengenai pembelajaran dan media situs web BSB juga positif, dengan rata-rata persentase diatas 70%. Temuan ini menunjukkan bahwa pendekatan ini layak dan efektif dalam mempromosikan pendidikan sains berkelanjutan. 

ESD supports SDG 4 and introduces SDG 7 & 13 through PBL-STEAM digital learning that trains critical thinking competencies and sustainable energy transition solutions. The purpose of this study describe the validity, practicality, and effectiveness of PBL-STEAM digital learning tools to train ESD competencies in realizing sustainable science education implemented in Wachid Hasyim High School and Surabaya State High School on global warming and renewable energy materials. The research on the development of PBL-STEAM digital learning uses the 4D procedure, namely Define, Design, Development, and Disseminate. The trial implementation method used is the Pre-Experimental One-Group Pretest-Posttest design in limited and broad trials. Data collection techniques consist of validation by experts, observations by teacher and student observers, and tests and questionnaires by students. Analysis techniques with percentage and n-gain calculations.

The results of the study showed that the PBL-STEAM-based digital learning tool and the BSB website designed to develop ESD competencies related to global warming and renewable energy received high validity ratings from five validators, with a percentage above 90% and a percentage of agreement above 87%. In addition, the practicality of this learning approach was assessed as very good based on observations of implementation by teachers and students, which were evaluated by three observers during limited and extensive trials, with the percentage of implementation exceeding 81%. The effectiveness of the learning was evidenced by the increase in ESD competencies in the limited and extensive trial groups, as reflected by the average n-gain score above 0.6, which is classified as moderate. Student feedback regarding the learning and media of the BSB website was also positive, with an average percentage above 70%. These findings indicate that this approach is feasible and effective in promoting sustainable science education.