Based on the findings, can you explain why social and economic dimensions in the
two schools did not significantly different? and what are the challenges of the two
schools in implementing ESD?
Dear Ms. Indira Kartika Rahayu
Thank you for your question
Based on my explanation in the video, the social and economic dimensions are
the same between the two schools. This is because from observations showing
that in the process of learning biology, teachers tend not to integrate socio-eco-
scientific issues into biology learning material. So, students rarely connect the
three dimensions. So, the social and economic dimensions tend to be low in
both schools.
The challenge for the two schools today which is not considered optimal in
implementing ESD is to increase teacher and school management understanding
of what ESD is? What are ESD^s key competencies? what are the learning
models and methods that are appropriate for implementing ESD? If teachers
and school management have a good ESD knowledge base, it will also be good
in its implementation.
In addition, it is necessary to create an ESD implementation program scheme in
schools that includes inputs, processes and outputs clearly. This is important for
achieving clear and targeted ESD objectives.
Dear Ms. Rima
Whether the program in adiwiyata school and ESD-based School is really implemented continuously or just the program? what characteristics and abilities do teachers have needed at this school? thank you
Replies:
Dear M. Almira Ivana
Thank you for your question.
I would like to answers your question.
the program implemented in Adiwiyata and Esd-based schools which I made data is
a program that has been running from the beginning of implementation until now,
so that it can be interpreted to be implemented continously. for the characteristics
and abilities of teachers that must be needed in implementing ESD, teacher must
have knowledge of SDGs, SDGs indicators, knowing key competencies in ESD and
of course mastering models and learning to integrate ESD in class.
