DESAIN DIDAKTIS PROBLEM BASED LEARNING PEMBELAJARAN IPAS BERBASIS EDUCATION FOR SUSTAINABLE DEVELOPMENT TERHADAP KETERAMPILAN PEMECAHAN MASALAH SISWA SEKOLAH DASAR

DIDACTICAL DESIGN OF PROBLEM BASED LEARNING FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT BASED IPAS LEARNING ON PROBLEM SOLVING SKILLS OF ELEMENTARY SCHOOL STUDENTS

Rendahnya kemampuan peserta didik dalam mengidentifikasi masalah, berpikir kritis, dan menyusun solusi terhadap isu lingkungan menunjukkan perlunya inovasi dalam pembelajaran Ilmu Pengetahuan Alam dan Sosial. Peserta didik sering mengalami kesulitan dalam mengaitkan fenomena global dengan tindakan nyata yang berkelanjutan. Penelitian ini bertujuan untuk mengimplementasikan desain didaktis berbasis Problem Based Learning (PBL) yang terintegrasi dengan Education for Sustainable Development (ESD), guna mendeskripsikan keterampilan pemecahan masalah siswa sekolah dasar. Penelitian ini bertujuan untuk menghasilkan desain didaktis berbasis Problem Based Learning (PBL) yang terintegrasi dengan prinsip Education for Sustainable Development dan mendeskripsikan kemampuan pemecahan masalah peserta didik sekolah dasar. Metode design research digunakan dalam penelitian kualitatif ini. Teknik pengumpulan data dilaksanakan melalui observasi, wawancara, LKPD, tes kemampuan pemecahan masalah, dan dokumentasi dengan teknik keabsahan menggunakan teknik Triagulasi data. Subjek penelitian adalah siswa kelas VI SD Labschool Unesa 1 tahun ajaran 2024/2025 dengan 4 siswa untuk tahap pilot experiment dan 20 siswa untuk tahap teaching experiment. Hasil penelitian menunjukkan bahwa desain aktivitas pembelajaran IPAS menggunakan model PBL berbasis Education for Sustainable Development berupa Hypothetical Learning Trajectory mengenai SDGs nomor 13 pada kelas VI SD dan dari tes kemampuan pemecahan masalah menyatakan hampir seluruh siswa memenuhi 4 indikator pemecahan masalah Polya. Desain didaktis yang dikembangkan efektif dalam mendeskripsikan kemampuan peserta didik untuk mengidentifikasi permasalahan, menyusun hipotesis, mengumpulkan informasi yang relevan, serta merancang solusi yang aplikatif dan berkelanjutan melalui pendekatan promotif, preventif, kuratif, dan rehabilitatif. Aktivitas reflektif yang dilakukan juga memperkuat aspek afektif berupa kesadaran ekologis peserta didik.

Kata Kunci: Desain Penelitian, Pembelajaran Berbasis Masalah, Pendidikan untuk Pembangunan Berkelanjutan, IPAS Sekolah Dasar, Keterampilan Pemecahan Masalah.

The low ability of students to identify problems, think critically, and formulate solutions to environmental issues highlights the need for innovation in the teaching of Natural and Social Sciences (IPAS). Students often face difficulties in connecting global phenomena with concrete and sustainable actions. This study aims to implement a didactic design based on Problem Based Learning (PBL) integrated with Education for Sustainable Development (ESD) to describe the problem-solving skills of elementary school students. The research also aims to produce a didactic design that integrates PBL with ESD principles and to describe students’ problem-solving abilities. This qualitative study employed the Design Research method. Data were collected through observation, interviews, student worksheets (LKPD), problem-solving ability tests, and documentation, with data validity ensured through triangulation techniques. The research subjects were sixth-grade students of SD Labschool Unesa 1 in the 2024/2025 academic year, involving 4 students in the pilot experiment stage and 20 students in the teaching experiment stage. The findings indicate that the IPAS learning activity design using the PBL model integrated with ESD, in the form of a Hypothetical Learning Trajectory (HLT) focused on SDG 13, was effective for sixth-grade students. The results from the problem-solving tests show that nearly all students met the four indicators of Polya's problem-solving stages. The developed didactic design effectively described students’ abilities to identify problems, formulate hypotheses, gather relevant information, and design applicable and sustainable solutions using promotive, preventive, curative, and rehabilitative approaches. The reflective activities also strengthened the affective domain, particularly students' ecological awareness.

Keywords: Design Research, Problem Based Learning, Education for Sustainable Development, Science in Elementary School, Problem Solving Skill.