Inovasi Perangkat Project-Based Learning Berorientasi Education for Sustainable Development untuk Meningkatkan Aksi Keberlanjutan dan Kompetensi Berpikir Masa Depan Peserta Didik SMK tentang SDG 12

Innovation of Project-Based Learning Tools Oriented to Education for Sustainable Development to Enhance Vocational Students’ Sustainability Actions and Futures Thinking Competence on SDG 12

Tantangan pendidikan abad ke-21 menuntut pengembangan kompetensi peserta didik yang tidak hanya terbatas pada aspek kognitif, tetapi juga aksi keberlanjutan (sustainability action) dan kompetensi berpikir masa depan (future thinking competence). Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Project-Based Learning (PjBL) yang berorientasi Education for Sustainable Development (ESD) guna meningkatkan aksi keberlanjutan dan kompetensi berpikir masa depan peserta didik SMK pada materi perubahan zat yang relevan dengan SDG 12. Penelitian ini merupakan penelitian pengembangan menggunakan model pengembangan 4D yang dikemukakan oleh Thiagarajan, meliputi tahap define, design, develop, dan disseminate. Penelitian dilakukan di SMK Budi Utomo Kertosono dengan subjek peserta didik kelas X Kuliner. Data dikumpulkan melalui observasi, angket, validasi ahli, serta tes pretest dan posttest. Instrumen penelitian meliputi lembar validasi, kuesioner aksi keberlanjutan, soal tes berpikir masa depan, rubrik penilaian proyek dan rubrik penilaian produk. Analisis data dilakukan secara deskriptif kuantitatif dan kualitatif, termasuk uji validitas, reliabilitas, N-Gain, uji-t berpasangan, dan effect size. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan dinyatakan valid, praktis, dan efektif. Pembelajaran PjBL berorientasi ESD mampu meningkatkan skor aksi keberlanjutan dan kompetensi berpikir masa depan peserta didik secara signifikan, dengan kategori effect size tinggi (d > 2). Kesimpulannya, perangkat pembelajaran PjBL berorientasi ESD efektif untuk meningkatkan aksi keberlanjutan dan kompetensi berpikir masa depan peserta didik terkait produksi dan konsumsi yang berkelanjutan (SDG 12). Disarankan agar perangkat ini digunakan secara luas dalam pembelajaran kontekstual di SMK untuk mendukung pencapaian SDG 12.

The demands of 21st-century education require the development of student competencies that go beyond cognitive aspects, including sustainability actions and future thinking competence. This research aimed to develop a Project-Based Learning (PjBL) device oriented toward Education for Sustainable Development (ESD) to enhance vocational high school students’ sustainability actions and future thinking competence, specifically on the topic of matter transformation in relation to SDG 12. The study employed a research and development design using the 4D model (Define, Design, Develop, Disseminate) by Thiagarajan. The research was conducted at SMK Budi Utomo Kertosono, involving tenth-grade Culinary Arts students as research subjects. Data were collected through observations, questionnaires, expert validation, and pretest–posttest assessments. Research instruments included validation sheets, sustainability action questionnaires, future thinking test items, and rubrics for project and product assessment. Data analysis was carried out using both quantitative and qualitative descriptive approaches, including validity and reliability testing, N-Gain analysis, paired t-tests, and effect size calculation. The results indicated that the developed learning device was valid, practical, and effective. PjBL oriented toward ESD significantly improved students’ sustainability actions and future thinking competence, with a high effect size (d > 2). In conclusion, the PjBL device oriented toward ESD is effective in fostering sustainability actions and future-oriented thinking in relation to responsible consumption and production (SDG 12). It is recommended that this learning innovation be widely implemented in contextual vocational learning to support the achievement of SDG 12.