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151	ESD in Science Education	ABS-308
From the field to the classroom: developing students^ sustainability literacy through socio-scientific issues Chaerul Rochman, Dedi Kuntadi and Dindin Nasrudin UIN Sunan Gunung Djati Bandung UPI Bandung Abstract Natural resource education plays an important role in the success of sustainable development programs, namely increasing student sustainability literacy. This paper wants to reveal one of the lecture approaches that take socio-scientific issues as a context for classroom learning. The research method is a field study followed up through a Focus Group Discussion (FGD). The results showed: (1) Mapping of social and environmental issues that can be raised as a learning topic in class (2) a framework of sustainable literacy based on socio-scientific issues, and (3) Design of natural resource education learning for pre-service teachers. This study concludes the importance of raising socio-scientific issues as a context for developing natural resource education courses to improve students^ sustainability literacy. Keywords: ESD, natural resource education, sustainability literacy Share Link | Plain Format | Corresponding Author (Dindin Nasrudin)

152	ESD in Science Education	ABS-569
GREEN SCHOOL: IMPLEMENTATION OF THE VALUE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT Wida Herlina*, Topik Hidayat* 1Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi, No. 299, Bandung 40154, Indonesia 2Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi, No. 299, Bandung 40154, Indonesia Abstract Implementation of the value of Education for Sustainable Development (ESD) should be introduced as early as possible, one of way, through developing a Green School program. It is hope that students have sustainability values so that they are able to maintain the preservation of nature, social and cultural environment. The objective of this study was to find out how the value of ESD was implemented in SMPN Bayah 1. This study used a qualitative approach that was supported by quantitative data. Data was collected through Focus Group Discussion (FGD) and questionnaires. Participants included all members of SMPN 1 Bayah, and was sampled using a stratified proportional random sampling. The results show that living skills, learning skills, and thinking skills play a significant role in developing ESD as part of the Green School program. Implementation of ESD-based curriculum and the development of national culture and character education are not included as the subject but integrated into subjects matter, self-development and school culture. Schools and teachers integrate the developed values into the curriculum, syllabus and lesson plans. Keywords: education, Green School program, natural science, sustainability Share Link | Plain Format | Corresponding Author (Wida Herlina)

153	ESD in Science Education	ABS-322
Education for Sustainable Development (ESD) Efforts to use organic waste for making eco enzymes R.Aditias Hermawan1*, Jelita Renika2, Wida Herlina3, Riandi4 Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia Abstract This article aims to provide an alternative to one of the problems related to environmental sustainability. Garbage is an important problem that can destroy the balance of environmental ecosystems. Based on Bappenas calculations in the Indonesian infrastructure book in 1995, it is estimated that waste generation in Indonesia is 22.5 million tons and will more than double in 2020 to 53.7 million tons. It is a special challenge for Indonesia to find new efforts that are able to meet the needs of food, energy, transportation, community psychology that can minimize all negative impacts on the earth. The implementation of 3R or reuse, reduce and recycle waste is one of the best programs in the context of environmental conservation because it prioritizes the handling of waste from its source. This challenge must be answered by development in various fields with a sustainable approach. The planting of sustainable values must be introduced from an early age, one way is by introducing ESD (education for sustainable development) in schools, with the hope that students will have sustainable values so that they are able to preserve the natural, social and cultural environment. Keywords: ESD (Education for Sustainable Development), environmental sustainability, eco-enzyme Share Link | Plain Format | Corresponding Author (R. Aditias Hermawan)

154	ESD in Science Education	ABS-77
Utilization of Household Waste (Used Cooking Oil) In Schools As Part Of Environmental Pollution Awareness Related to Improving Student Science Literacy Gunawan Azis (a*), Riandi (b), Rini Solihat (c) a) Program Studi Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *gunawanazis[at]upi.edu b) Departemen Pendidikan Biology, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia c) Departemen Pendidikan Biology, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract The need for awareness related to environmental pollution, environmental pollution occurs due to several events and human actions. Do not have to look for environmental pollution widely and large, sometimes around our environment without us realizing many influences that occur related to environmental pollution, including waste cooking oil used or often referred to as cooking oil jelantah. The purpose of this study is to raise awareness to students in schools not to cause environmental pollution and as much as possible to prevent and utilize it. Utilization of household waste such as used cooking oil can be used as handwashing soap. Where still not many know and the utilization of this waste has not touched the school domain when environmental pollution from the results of used cooking oil can have an impact on the surrounding environment. Therefore, the lack of student science literacy affects the knowledge of various kinds of environmental pollution, impacts and prevention. From the results of interviews with junior high school students as many as thirty students, the results were obtained that there are ten students knowledge about environmental pollution is very high, eight students knowledge about moderate environmental pollution and twelve students do not know about environmental pollution so it can be categorized as low. The research method used is quasi-experiment method with research design The one group pretest-posttest design. Researchers used this design by only researching one class so that a comparison class was not required. Previously this class will be given a preliminary test (pretest) to find out the students science literacy, then students will be given treatment that is science learning by conducting soap making experiments made from used cooking oil. After the treatment is done, students will be given a final test (posttest) to find out the extent of the influence on improving student science literacy on environmental pollution material. Keywords: Used cooking oil- Environmental pollution- Science literacy Share Link | Plain Format | Corresponding Author (Gunawan Azis)

155	ESD in Science Education	ABS-345
The Rumah Inovasi Program to improve the competence of developer teachers Eka Murdani (a*), Andi Suhandi (b), Ari Widodo (b) a) Doctoral Program of Science Education, Universitas Pendidikan Indonesia *ekamurdani[at]upi.edu b) Department of Science Education, Post-Graduate School, Universitas Pendidikan Indonesia Abstract The vision of the Rumah Inovasi Program is to produce collaborator-teachers, reflectors, problem solvers, and decision-makers in science learning. The purpose of the Rumah Inovasi is to improve teacher competence in developing curriculum, developing lesson plans (objectives, steps, and assessments), developing learning technology, and developing skills for collaboration, reflection, problem-solving, and decision making in groups (teamwork). Continuous development of teacher professionalism is based on the following principles: Target key sustainability competencies, Foster sustainability leaders, Support co-learning, Intensive and long-term contact, Engaging pedagogy, Practiced oriented, and Formative evaluation. The target of key sustainability competencies in the program to be designed is to develop a curriculum and develop learning plans to promote: problem analysis, critical thinking, creativity, and decision making based on content, as well as based on the relationship of content to education, career, and life goals. The program designed will foster teachers as foster sustainability leaders by targeting problem-solving and decision-making competencies for problems or cases given to teacher participants and putting them into lesson plans and putting them into classroom learning (practiced oriented). The lesson plan developed must involve pedagogy (engaging pedagogy) and support mutual learning between students (support co-learning). The lesson plan is presented and its implementation in the classroom is made into a video recording and will be given intensive input and criticism by the expert team for formative evaluation. Even though the expert team provides input for evaluation considerations, the teacher should be the true evaluator. The provision of the ability to evaluate formative learning is expected to take place sustainably. Program managers provide space and time by providing a platform: ask the teacher, through the Rumah Inovasi website. Keywords: Rumah Inovasi, Teacher Professional Development, Developer Teacher, Reflective Teacher Share Link | Plain Format | Corresponding Author (Eka Murdani)

156	ESD in Science Education	ABS-349
Magic Shell Decoration from Seashell Waste as a Learning Resource Based on Education for Sustainable Development (ESD) in Junior High School Science Learning in Cirebon Alvyn Karina Lestari, Riandi, Rini Sholihat Univesitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154 Abstract The shellfish waste in Cirebon area is a type of fishery waste whose processing has not been maximized so that it is still an environmental problem. In science learning in junior high schools, there is a discussion of material about environmental pollution so that the waste of this shell can be learned by students and this shellfish waste can be used for pot decoration, tissue holder decoration or for other crafts as creatively as students use it. Education for sustainable development (ESD) is a lifelong learning process that aims to inform and involve the population to be creative, also have the skills to solve scientific problems, and social literacy, then commit to be tied to personal and group responsibilities. In this study, the theme of science learning that can be inserted into Education for Sustainable Development (ESD) is related to SDG^s goal number 12, namely consumption and production which are responsible for every human being and very close to the activities of students with the basic competencies in science learning, namely: 3.8 analyzing the occurrence of environmental pollution and its impact on the ecosystem and 4.8 writing about the idea of solving pollution problems in the environment based on observations. This research uses a qualitative approach. Data collection techniques using interviews and literature studies. Keywords: Education for Sustainable Development, Science Learning, Seashell Waste Share Link | Plain Format | Corresponding Author (Alvyn Lestari)

157	ESD in Science Education	ABS-354
Science concepts in tradisional game ^dhongi koti^ from Nagekeo-NTT for developing science learning Y, F, Kasi- A, Widodo- A, Samsudin- R. Riandi Universitas Pendidikan Indonesia Abstract The studies explore and identify the science concepts in the traditional game ^dhongi koti^ that can be integrated into science learning and introduce students to the cultural values of ^dhongi koti^. Ethnoscience approach in science learning allows pupils to build the related meaning builds upon their experiences as participants of ethnic people, grow their engagement in learning so they can make the knowledge themselves, and be motivated to learn science by their own inquisitiveness. The result identification of sciences concept in the traditional game ^dhongi koti^ in Nagekeo districts can be integrated into science instruction included the sciences concept such as Newton^s Laws, friction, and pressure. Newton^s laws take place at the time the ^koti^ of silence then will remain silent if there is no outside force influence, and the greater the force is given to the ^koti^ the greater the acceleration. The friction style occurs when the ^koti^ is based on the base where the ^koti^ is played, and the pressure concept occurs between the ^koti^ against the base where the top is rotating. Recommendation for these studies for sciences teachers to do this well, they must (1) be knowledgeable about the nature of science concept in cultural activities, (2) develop their own skills to using ethnoscience approach in learning practice in the classroom. Keywords: traditional game, developing science learning, Nagekeo-NTT Share Link | Plain Format | Corresponding Author (Yohanes Freadyanus Kasi)

158	ESD in Science Education	ABS-108
Level of Pre-Service Biology Teachers In Sustainability Awareness Nanda Syah Putra*, Anna Permanasari, Yeni Setyowati, Windy Kasmita, Rahmania Firda Department of Natural Science Education, Faculty of Postgraduate, Universitas Pendidikan Indonesia, nandamursamad[at]upi.edu Abstract Education for sustainable development is an important concern for the whole world because it is a strategic tool to realize that every individual is responsible for ensuring sustainable living for the next generations. This research is a descriptive research that aims to reveal the level of students sustainability awareness in protecting environment. The total sample of research is 86 pre-service biology teacher from one of the state campuses. The data in this study is primary data, which is obtained directly from the research subject. The research was conducted by disseminating questionnaires to students consisting of 17 items of closed questions. The results of the study obtained the average percentage score of students in sustainability awareness is at a high level of 81.2%. Then, analysis based on emotional, behavioral and practice categories are respectively found percentages 97.4%, 89.9% and 52.8%. Next, the percentage of awareness based on the year of entry obtained results with a relatively equal percentage. Lastly, an analysis of the level of environmental awareness based on the knowledge of pre service teachers on the term sustainable awareness is obtained as a result that students who have heard the term sustainable awareness get better results. Based on this research, sustainability practice awareness owned by students are at the lowest level among the 3 categories of sustainability awareness. Keywords: Sustainability Development, Sustainability awareness, environment Share Link | Plain Format | Corresponding Author (Nanda Syah Putra)

159	ESD in Science Education	ABS-117
The Role Of Education For Sustainable Development (ESD) In Dualism Culture In Sumba Adrianus A.D. Peny (a*), Riandi (b), Rini Solihat (b) a) Departemen Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia *didipeny[at]gmail.com b) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Development of Education for Sustainable Development (ESD) was crucial in regard to the culture of slaughtering large number of animals during cultural events (procession of death and marriage) not in accordance with the aim of sustainable development. From the data acquired about animal population from Central Bureau of Statistics (BPS) in all four districts in Sumba, three of the districts showed that the population of animals slaughtered was decreasing, which was contrast from Central Sumba district. This is a descriptive exploratory research. The instrument used in this study was observatory sheet, questionnaire, interview and other supporting data from corresponding institution. The following data shows that educators who already know and apply the concept of ESD in learning, for elementary school: 25.93%, for junior high school: 44.83% and senior high school 16.67%. The culture of slaughtering animals at cultural events has a direct impact on economic aspects, social aspects, environmental aspects and legal aspects, but there is no policy from the government to provide the best solution. Introduction of the concept of education for sustainable development to the general education is one of the alternatives that must be performed. With the existence of education for sustainable development, it will raise the awareness of the children to find the best solution in the future, so that the dualism culture of slaughtering animals in cultural events could be thoughtfully interpreted, in this manner, the cultural value and the purpose of the Sustainable Development Goals (SDGs) can be achieved mutually. Keywords: Sustainable Development, Animal Slaughter, Sumba Culture Share Link | Plain Format | Corresponding Author (Adrianus Aleksander Dominggus Peny)

160	ESD in Science Education	ABS-375
Monitoring Mango (Mangifera indica) Pollinator: Evaluate Learning Outcome for the Participating Citizen Science Ipin Aripin, Topik Hidayat, Nuryani Rustaman, Riandi Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229 Bandung 40154. Jawa Barat - Indonesia Abstract The study on the learning outcome (LO) analysis of the Citizen Science (CS) monitoring mango (Mangifera indica) pollinator was conducted using a survey method and involved several Biology education students in the 6th semester (n=68) from two campuses in West Java, namely Universitas Majalengka and IAIN Syekh Nurjati Cirebon. CS volunteers were recruited from both campuses because there are conservation biology courses that are relevant to the research being developed. The research data was collected using a questionnaire that was distributed via Google Form simultaneously. The participant LO evaluation was developed from Philips^s Citizen Science learning outcome evaluation framework with six indicators (interest in science and the environment, self-efficacy, motivation, knowledge of nature and science, science inquiry skills, and behavior). Each indicator is represented by several statements with a scale of 1 to 4. The data were analyzed descriptively qualitatively and interpreted according to the findings. The results showed that the learning outcomes of the CS monitoring mango (Mangifera indica) pollinator on the first indicator, namely interest in science and the environment were the highest indicators (3.42), the lowest was self-efficacy (3.12). These results indicate that CS activities have an impact on participants^ LO. Therefore, this research can be a benchmark in developing effective Citizen Science activities in improving learning outcomes for lectures, especially in the study of biodiversity in Universities. Keywords: Pollinator, Learning Outcome, Citizen Science Share Link | Plain Format | Corresponding Author (Ipin Aripin)

161	ESD in Science Education	ABS-123
Can be PLEASE (Peduli Lingkungan Nyaman dan Sehat) Program Implemented in Suistainable Science Learning?: Literature Review Maria Theresia Sri Handayani (1*), Riandi (2), Rini Solihat (3) 1Program Studi Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia 2Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia 3Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Understanding in protecting and preserving the environment so that its sustainability can be maintained needs to be understood by everyone. In this case, it is deemed necessary to instill concern for the environment. School is a comfortable place for the learning process where there are shady trees around it and it feels cool. What cannot be denied is the problem of waste, especially leaf litter. The condition that occurs is a lot of leaf waste generated around the school is collected every day, every week, and every month. The existing leaf litter is only collected and disposed of at the final waste disposal site, a more serious handling of this waste has not been implemented and utilized. Therefore, the PLEASE program that is offered for composting from dry leaves is expected to be able to solve this problem. The aim of this program is to make leaf compost as a creative solution to care for the environment, namely by holding activities that care for the environment by utilizing dry leaf litter through the PLEASE program. The data collection method used is literature study which is a reference for analyzing research results. Based on the results of the literature study of several articles, it shows results that require several considerations to realize the PLEASE program including program preparation, program implementation, evaluation and program sustainability. It is expected from this program that: (1) Students can sort waste (2) Students are able to compost dry leaf litter (3) Students have a concern for the environment Keywords: Education for Sustainable Development, waste management, dry leaf compost, environmental education Share Link | Plain Format | Corresponding Author (Maria Theresia Sri Handayani)

162	ESD in Science Education	ABS-125
Science competency profile of secondary school students in the context of ESD on the environmental pollution theme Nindy Lestarie, Anna Permanasari, and Ida Hamidah Universitas Pendidikan Indonesia Abstract This study aims to describe the science competency profile of secondary school students in the context of Education for Sustainability Development (ESD) using quantitative descriptive methods. The research sample consisted of 113 7th and 8th grade students in the second semester of the 2020/2021 school year, from 3 state secondary schools and 1 private secondary school in West Java, Indonesia. Data were collected using a science competency test instrument in the form of 15 essay questions adapted from PISA questions that have been validated by the validator. The results show less than half of secondary school students had scientific competence (39%). For each aspect, more than half of students were able to achieve the aspect of evaluating and designing scientific investigations (53.43%), and nearly half who achieved the aspect of explaining scientific phenomena (42.06%). Meanwhile, less than half of students were able to achieve the aspect of interpreting data and proving scientifically (18.28%). The results of this study indicate the need of improvement from all parties in science education. The interview with students revealed that one of the obstacles was the lack of learning resources that were able to accommodate ESD based literacy achievement. Meanwhile, the interview with teachers indicate generally teachers are very weak in considering the level of students^ prior knowledge and only focusing on the characteristics of the science material to be taught when designing the lesson. Keywords: Science competencies, ESD, Environmnment pollution Share Link | Plain Format | Corresponding Author (Nindy Lestarie)

163	ESD in Science Education	ABS-384
Students^ representation on sea water pollution: Does guided research-based learning improve it? Wahyu Sopandi1, Rendi Restiana Sukardi2 1 Chemistry Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung West Java - Indonesia 2 Primary Education Study Program in Cibiru Campus, Universitas Pendidikan Indonesia, Jl. Raya Cibiru, KM 15 Kecamatan Cileunyi Kabupaten Bandung 40393. Abstract Indonesia is the second largest rubbish contributor to the sea in the world. The numbers are getting increased every year. Knowing the scientific representation on sea water pollution is believed as the educated campaign to prohibit the action. The purpose of the research was increasing students^ scientific representation through the implementation of guided research-based learning. The method was a pre-experiment with a one-group pretest-posttest design that involved seven graduated students in science experiment class at one of campus in Bandung. The instruments were four-tier diagnostic test on sea pollutant migration and the interview questions. Students^ answers were classified into several levels. Generally, the result showed that guided research-based learning improved students^ representation on sea water pollution from misconception level to lack of knowledge level even scientific conception level. This finding indicates that increasing scientific representation can be improved by implementing guided-research based-learning. Keywords: representation, guided-research based-learning, sea water pollution, four tier diagnostic test Share Link | Plain Format | Corresponding Author (Wahyu Sopandi)

164	ESD in Science Education	ABS-387
Ecobricks Save the Blue See Siska Handayani Inandang (a*), Riandi (b), Rini Solihat (b) a) Science Education, University of Pendidikan Indonesia Jl. Dr. Setiabudi 229, Bandung 40154, Indonesia *siska.inandang23[at]gmail.com b) Biology Education, Jl. Dr. Setiabudi 229, Bandung 40154, Indonesia Abstract Plastic waste is a major problem for land and sea pollution. In science learning, the material on pollution is studied in class VII semester 2, namely KD 3.8 and 4.8. The purpose of this research is to create a design that applies ESD values in learning as a joint effort to protect marine life. The key ESD competencies that are trained are self-awareness, problem solving, and collaboration. In the design that was made, ecobrick was chosen as an effort that students could do to solve the problem of plastic waste. Furthermore, this ecobrick can have a market value if further research is carried out. This study used a qualitative approach with data collection techniques, namely interviews and literature studies. Keywords: ESD- Ecobrick- Science Education Share Link | Plain Format | Corresponding Author (Siska Handayani Inandang)

165	ESD in Science Education	ABS-133
Persuading Students To Live Sustainably Through Traditional Fermented Food Learning Videos (Lemea) Andita Nur Sakinah Lili Budiarti (a)*, Riandi (b) , Rini Solihat (c) a) School of Postgraduate , Indonesia University of Education, Jl. Dr. Setiabudhi No. 299, Bandung 40154, Indonesia b) School of Postgraduate , Indonesia University of Education, Jl. Dr. Setiabudhi No. 299, Bandung 40154, Indonesia c) School of Postgraduate , Indonesia University of Education, Jl. Dr. Setiabudhi No. 299, Bandung 40154, Indonesia Abstract Lemea is a traditional food of Rejang people made from the young bamboo bud as the main raw that go through the fermentation process. As a form of local wisdom heritage of ancestors, Lemea must keep being preserved and maintained. Persuading students to know the steps and processes of making food typical of this area is one of the efforts to apply ESD values in schools. This research utilizes the role of education as a means that can change the views, behaviors and mindsets of students in order to have a sustainable life covered with the values of ESD perspective into science learning, called integrating conventional biotechnology materials with local wisdom. Learning is presented through a learning video that contains the content of the application of conventional biotechnology in daily life, such as traditional fermented food of Rejang (Lemea). Based on the results of the calculation of descriptive statistics, the mastery of students^ concept of traditional fermented food of Rejang (Lemea) has well improved. Biotechnology learning based on local wisdom is also considered to be effective because it shows a high category in sustainability awareness for 3 aspects of ESD competency, they are environment, socio-cultural and economic. Keywords: Lemea, conventional biotechnology, learning videos, concept mastery, ESD Share Link | Plain Format | Corresponding Author (Andita Nur Sakinah Lili Budiarti)

166	ESD in Science Education	ABS-392
Is the topic of food and its sustainable use important in science learning? : Description of staple food variation consumption in junior high school students Selvies Lea Babutta, Diana Rochintaniawati dan Sumar Hendayana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia. 1Departemen Pendidikan IPA Abstract This research raises the issue of food from the existence of Education for Sustainable Development (ESD) which responding to the fear of the global impact of society on the natural environment. Specifically, this study aims to provide an overview of the local products consumption on staple foods variation, responses on topic of food in science learning, and responses on environment that shaping habit of 117 junior high school students. Data were collected using a Google Formulir questionnaire and analyzed using descriptive analysis techniques with percentage figures. The results showed that foods other than rice such as cassava, corn, bananas and others are 58.1% consumed as staple foods and 69.2% consumed as snack. Furthermore, 94.9% of students consider that in science lesson it is important to learn about food, especially about its function, role, benefit and its relation to the environment. Meanwhile, there are 69.2% students declare that good habit on using staples food variation other than rice is shaped and developed within family and community environment and 64.1% of the students said that this habit is influenced by school environment. These results provide an illustration that 1) staple foods other than rice is mainly consumed daily by students as snack while rice is still considered as the main staple food, 2) the topic of food and its sustainable use is important to be learned as part of science lesson and for the student to be able to see, recognize and be aware of the inter-relation and dependency between humans and other single ecological units. Family, community and school environment can be the Support System in shaping habit of using food variations in daily consumption. The system can be developed through pedagogical intervention in learning and teaching material and school programs. Keywords: staples food, science learning, ESD Share Link | Plain Format | Corresponding Author (Selvies Lea Babutta)

167	ESD in Science Education	ABS-396
PLORA PROGRAM (PROCESSING OF HOUSEHOLD ORGANIC WASTE) USING ECO ENZYME METHOD Vivit Nurhikmah Havita1*, Ida Hamidah2 Universitas Pendidikan Indonesia Abstract Background of this article writing was due to environmental problems which are getting more complex and difficult to solve. During the covid-19 pandemic, stayed at home is one of the factors in increasing the production of household organic waste which has a dangerous impact on the lives of living things and the environment for today and in the future, thus the PLORA program with the eco enzyme method can be used as a solution that is rich in benefits and environmental friendly. The aim of this program to increase students knowledge, skills and mindset about processing household organic waste using the eco enzyme method. The method used in this study was provided an instrument in the form of a questionnaire at the beginning and the end of the activity. The sample used in this study were 30 students consisting of 7 male students and 23 female students. The results obtained from this study stated that the pretest results showed there was a lack of knowledge in 19 students with a percentage of 62,7%, and moderate knowledge in 11 students (37,3%) while the results of the posttest stated that 89,1% or 27 students stated good and 9,9% stated moderate. Therefore, this research can be concluded could increase the knowledge, skills and mindset of students after being given training in making eco enzymes or multipurpose fluids that are environmental friendly as a solution to create a sustainable environment with minimal or zero waste. The results of this study can be used as a learning material or a basis for further research. Keywords: ESD Program- Sustainability Literacy- Eco Enzyme Share Link | Plain Format | Corresponding Author (Vivit Nurhikmah Havita)

168	ESD in Science Education	ABS-141
CREATIVE THINKING SKILLS PROFILE OF JUNIOR HIGH SCHOOL STUDENT ON SCIENCE LEARNING Rahmania Firda1, Ida Kaniwati2, Windy Kasmita3, Yeni Setyowati4, Nanda Syah Putra5 1,3,4,5, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung 2,Dosen Universitas Pendidikan Indonesia, Bandung e-mail: firda.rahmani4[at]upi.edu Abstract Creative thinking is one of the 21st century skills which described as the key to education because the abilities can produce new, suprising, and valuable ideas. This research aimed to know the profil of student^s creative thinking skills in VII grade of junior high school in Surabaya during the processs of science learning. The study was conducted on 116 participant. This study used quantitative-descriptive method. Data collection were done by using open ended test on Education for Sustainability Development context based on creative thinking skills indicator. The test was validated by learning evaluation expert. Indicator of creative thinking skills test is fluency, flexibility, originality, and elaboration. The result shows that ability creative thinking of students in the concept of enviromental pollution is 18% of student have low creative thinking skills, 70% of them have moderate category, and 12% of them have high category. Then, average score based on indicatore of creative thinking skills is fluency (69%), flexibility (57%), originality (55%), and elaboration (59%). The conclusion of this research is average score of originality gets the lowest from other indicators of creative thinking skills. Therefore, we need to develop learning design which can improve student^s creative thinking skills especially originality. Keywords: creative thinking skills, ESD, enviromental pollution Share Link | Plain Format | Corresponding Author (rahmania firda)

169	ESD in Science Education	ABS-142
Analysis of Science Learning Design Based on Education for Sustainable Development through Real-World Problem Solving Lisa Nurjanah (a*), Asita Al Mufida (a), Siska Handayani Inandang (a), Ida Kaniawati (b), Didi Teguh Chandra (c) a) Science Education, Postgraduate School, Universitas Pendidikan Indonesia Jln. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *lisanurjanah5[at]gmail.com b) Postgraduate School, Universitas Pendidikan Indonesia Jln. Dr. Setiabudi No. 229, Bandung 40154, Indonesia c) Faculty of Physics Education, Universitas Pendidikan Indonesia Jln. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Sustainable development is an international agenda to keeping sustainable life on earth, including the social, economic, environmental, and legal sectors. Education plays a vital role in being able to participate in those sustainable goals. Through the Education for Sustainable Development program (ESD), it is hoped to open students^ insights and awareness of the importance of sustainability. However, the data we have collected indicates that many teachers have not implemented the ESD values in science class. For this reason, the authors are creating a learning design based on PBL and PJBL, which is expected to facilitate teachers to familiarize students with the ESD values. It begins with the process of analyzing the curriculum, doing literature studies, designing the learning model, and seeking validation and judgment. The results showed that a learning model designed by the writers can be implemented in science class and help the students to develop an understanding of ESD value. Based on the result, it is hoped that this model of learning is effectively used in science class. Keywords: Science Learning Design, ESD, PBL, PJBL Share Link | Plain Format | Corresponding Author (Asita Al Mufida)

170	ESD in Science Education	ABS-398
HOUSEHOLD ORGANIC WASTE AS A SUSTAINABILITY ASPECT OF ECO ENZYME LIQUIDS: A STUDY LITERATURE Vivit Nurhikmah Havita1*, Ida Hamidah2 Universitas Pendidikan Indonesia Abstract Organic waste is one of the main factors in environmental matters. Each of days the organic waste produced is progressively, especially household organic waste. Household organic waste that is commonly found on the vegetable and fruit waste. The accumulation of household organic waste that is collected in the Final Processing Site (TPA) and it can mixed with other waste that can has a harmful impact such as the environmental^ effect and health. The solution to minimize this problem is by processing household organic waste into eco-enzyme which is eco-friendly and sustainable. Eco enzyme liquid is a multipurpose liquid that can be used as medicine, liquid fertilizer, disinfectant, shampoo and soap liquid and it can be integrated into the concept of environmental pollution in the process of learning. This study aims is to produce a content analysis related to household organic waste and sustainability of eco enzyme fluids. The method in this study is a qualitative content analysis type of literature analysis, using an instrument in the form of a content analysis format. Content analysis procedures carried out include: a) literature collection b) descriptive analysis, c) category selection, 4) material evaluation. The results of this study are in the form of content analysis related to household organic waste which can be used as an eco enzyme. Based on the results of this study, it can be used as a material for learning about environmental pollution or the utilization of household organic waste. Keywords: Zero waste program- Eco Enzyme- Sustainable Share Link | Plain Format | Corresponding Author (Vivit Nurhikmah Havita)

171	ESD in Science Education	ABS-151
Scientific Argumentation in Primary School: How do Pupils Explain Degradable and Non-Degradable Trash? Fully Rakhmayanti, RR Sukardi, DT Kurniawan, AP Tanuatmadja 1,2,3 Primary Education Study Program in Cibiru Campus, Universitas Pendidikan Indonesia 4 Master of Education in Teaching Practice, Monash University Abstract The amount of waste originating from household and industrial activities is increasing every year in Indonesia. This is supported by the consumption pattern of the people who are not selective towards the types of packaging materials used. The purpose of the descriptive study was to determine the fundamental concept mastery of students related to the waste problem. The study involved 30 students aged 11-13 in the Bandung, West Java who were selected by convenience sampling technique. The instrument was a scientific reasoning test that collects students^ argumentative skills regarding waste problems, both biodegradable and non-biodegradable. Student^s arguments were analyzed based on the existence of the argument components, then classified them based on their quality. The results showed that most of the student^s scientific argumentation skills were at level 1 and level 2. This indicated that the student^s arguments were only dominated by claims, data, and evidence. These findings indicate the need for learning related to waste management that can not only improve the quality of students ^arguments but also increase student^s awareness of the environment. Keywords: scientific argumentation, primary school, degradable, and non-degradable trash Share Link | Plain Format | Corresponding Author (Fully Rakhmayanti)

172	ESD in Science Education	ABS-158
Analysis of the Implementation of ESD in Online Science Learning during the Covid-19 Pandemic Asita Al Mufida (a*), Riandi (b), Rini Solihat (c), Fitri Husni Mardiyah (d) a) Science Education, Postgraduate School, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *asitamufida98[at]gmail.com b) Science Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia c) Biology Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia d) Biology Education, Postgraduate School, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Education for sustainable development (ESD) is an education program designed to achieve sustainable development goals. In the 2013 curriculum, ESD has been made as one of the bases for science teaching. However, the presence of a COVID-19 outbreak in Indonesia has affected science learning activities in Junior High School. Thus, face-to-face learning is switched to online learning. The study aims to analyze activities and challenging experiences of teachers and students in online learning. It also analyzes how effective the learning process in implementing ESD principles. The method used in this research is a qualitative description to describe online learning at MTs Cirebon and SMPN 1 Cipaku. Researcher use teacher^s lesson plan analysis data and semi-structured interviews from teachers and students. Data analysis is accomplished with data reduction, data display, and conclusion. The results showed that online learning is less effective to implement ESD values because of the limited material and one-way of learning (teacher center). Online study is performed by media like Whatsapp, Google classroom, and E-learning with obstructions of Internet network instability and lack of student motivation. Therefore, it expected that teachers will use more engaging learning models, focus on students centered, and can implement the principles of ESD. Keywords: Education for Sustainable Development, Online Science Learning Share Link | Plain Format | Corresponding Author (Asita Al Mufida)

173	ESD in Science Education	ABS-414
Pollution and global warming cases: A development on pre-learning questions Rendi Restiana Sukardi1,2, Wahyu Sopandi3, Riandi4 1Science Education Program of Post Graduate Schools, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung West Java - Indonesia 2Primary Education Study Program in Cibiru Campus, Universitas Pendidikan Indonesia, Jl. Raya Cibiru, KM 15 Kecamatan Cileunyi Kabupaten Bandung 40393 3Chemistry Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung West Java - Indonesia 4Biology Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung West Java - Indonesia Abstract Pollution and global warming are issues that have become the centre of attention of the world because of their global impact on the survival of organisms on earth. This problem has also been included in the sustainable development goals (SDGs) because of its vital position. Therefore, in science learning with the RADEC model, pre-learning questions must be made and developed optimally in order to be able to equip students with mastery of coherent concepts and creative thinking skills. The aim of this research was developing previously studied questions on the topic of pollution and global warming. This study uses the ADDIE (Analysis-Design-Development-Implementation-Evaluation) model. The results showed that the pre-learning questions were prepared based on the basic competencies found in the 7th grade of 2013 national curriculum, the SDGs curriculum at the secondary level with the theme of sanitation and clean water and climate change, and rubrics of creative thinking skills. The validation and assessment process were carried out by two experts in the field of science education. Pre-learning questions were tested on students related to emission and absorption of greenhouse gases, greening, filtering water with chemicals, carbon footprints, and efforts to restore the quality of water and air on earth. For improvement, these questions needed to be revised so that they have a good level of readability. Keywords: pollution, global warming, pre-learning questions, RADEC Share Link | Plain Format | Corresponding Author (Rendi Restiana Sukardi)

174	ESD in Science Education	ABS-160
Sustainability Literacy of Students Prospective Science Teacher BK Vilmala (a*f), I Kaniawati (b), A Suhandi (c), A Permanasari (d), IM Ridwan (e) a)Program Studi Pendidikan Ilmu Pengetahuan Alam, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia b)Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia c)Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia d) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia e) Program Studi Pendidikan Fisika, Universitas Siliwangi, Jl. Siliwangi No.24, Indonesia f) Program Studi Pendidikan IPA, Universitas Muhammadiyah Riau, Jl. Tuanku Tambusai,Pekanbaru, 28291 Indonesia Abstract The condition of Earth is increasingly worrying. One of the efforts that can be made to anticipate that condition is through sustainable development. Sustainable development can be achieved when people have sustainability literacy. This study aims to obtain information about the sustainability literacy of students prospective science teacher. Sustainability literacy is seen based on the percentage of students in the aspects of knowledge, skills, attitudes and topics of sustainability. This study used a survey method with 45 respondents (n = 45) of students at the science education program at one of university in Pekanbaru. Data were collected using a sustainability literacy assessment which consisting of multiple choice questions for the knowledge aspect and a questionnaire to measure the level of student confidence in understanding and solving sustainability problems in the aspects of skills, attitudes and topics of sustainability. The results showed that 50.87% of students had knowledge and understood the relationship of sustainability with its components appropriately, 68.78% of students were confident about the effectiveness of their skills in dealing with sustainability problems, 79.78% of students were confident that they had a sustainability attitude based on sustainability issues and problems and 65% of students can define and explain some of the complexities of sustainability topics. Based on the results above, it is concluded that various efforts are needed to be able to increase the sustainability literacy of students prospective science teacher. Keywords: Sustainability Literacy, Education for Sustainable Development Share Link | Plain Format | Corresponding Author (Berry Kurnia Vilmala)

175	ESD in Science Education	ABS-164
Environmental Disaster Learning Media for University Students in 21st Century Ilmi Zajuli Ichsan, Agung Purwanto, Henita Rahmayanti Doctoral Program of Population and Environmental Education, Universitas Negeri Jakarta, Indonesia Abstract Disaster is a must-be-solved issue, especially floods occurred in big cities. The research aimed to analyzes the utilization of environmental disaster mitigation learning media at university level in 21st century. The research method is descriptive with survey technique. Instrument used in the research is online questionnaire via Google Form to university students. The research results indicate the necessary of developing a flood-mitigation supplement book for science students (46.32%) as well as non-science students (44.21%). Moreover, content of disaster mitigation needs to be discussed in learning for science students (44.21%) and non-science students (58.54). Regarding environmental learning orientation towards problem solving has been conducted partly in science students (78.95) and non-science students (73.17). The research concludes that it is necessary to develop learning media innovation of a flood-mitigation supplement book for university level. Suggestion offered from the research is to develop a flood mitigation-related supplement book. Keywords: Flood mitigation, learning media, university students Share Link | Plain Format | Corresponding Author (Ilmi Zajuli Ichsan)

176	ESD in Science Education	ABS-167
Analysis of Sustainability Consciousness of Junior High School students in Science Education Yeni Setyowati,Ida Kaniawati, Rahmania Firda, Nanda Syah Putra and Windy Kasmita Universitas Pendidikan Indonesia Abstract Sustainability consciousness is an outcome of Education for Sustainable Development which was launched by UNESCO since 2014 to create a society with sustainable living behavior. This study conducted on 148 junior high school students in Central Java, Indonesia. Their sustainability consciousness measured with Sustainability Consciousness Questionairre adapted from the questionairre developed by a group of Swedish researcher. The questionairre measures the aspects of knowledge, attitudes and behaviors in economy, environment and society dimensions. This study used descriptive research method. The result shows the average percentage of their sustainability consciousness score is 77.5%. Meanwhile, the average calculation based on the aspects of knowledge, attitudes and behavior shows the respective scores of 79.3%, 76.1%, and 76.7%. Then, the average score based on the environmental, economic and social dimensions is 72.7%, 79.1% and 80.5%. From these data, it can be seen that the environmental dimension gets the lowest score compared to economic and social scores. Therefore we need a learning strategy in science education that is appropriate to increase the knowledge, attitudes and behavior of students in the environmental dimension to create a sustainable society. Keywords: science education, sustainability consciousness, esd Share Link | Plain Format | Corresponding Author (yeni setyowati)

177	ESD in Science Education	ABS-168
How is the Implementation of Nutrition Education in Science Learning for Junior High School Supporting SDG 2 Zero Hunger? Adinda Siwi Utami (a*), Riandi (b), Rini Solihat (b) a) School of Postgraduate Studies, Indonesia University of Education Jalan Dr. Setiabudi no. 229, Bandung 40154 *adindasiwiutami[at]gmail.com b) Faculty of Mathematics and Science Education, Indonesia University of Education Jalan Dr. Setiabudi no. 229, Bandung 40154 Abstract Wasting, overweight, and stunting have all been issues that have yet to be solved not only in Indonesia but all over the world. The United Nations Development Program (UNDP) has made this issue a priority in SDG number 2. (Zero Hunger). According to statistics from the Ministry of National Development Planning (Bappenas) and the United Nations Children^s Fund (UNICEF) in 2017, one in every three children under the age of five is severely stunted, and one in every ten children suffers from acute malnutrition. Because of this problem, it is important to promote sustainable nutrition education in science learning at the junior high school level, as there is currently only one sub-chapter on the material of the digestive system in nutrition learning. So, for this research, a review of the literature of 40 articles was done. The results of the literature review have benefits and drawbacks, as well as considerations. One of the findings reveals that this program will promote SDG number 2 (Zero Hunger), but it must be initiated as a government program to be fully sustainable. Keywords: nutrition education, sustainable learning, SDG 2 Zero Hunger Share Link | Plain Format | Corresponding Author (Adinda Utami)

178	ESD in Science Education	ABS-176
Bye Plastic Program: Science Learning Based on Educational of Sustainable Development on Ecosystem Material in Junior High School Wahyu Eka Fath Dieni, Riandi, Rini Solihat Universitas Pendidikan Indonesia Abstract Sustainable development education is one of the solutions that can be applied by education in Indonesia in applying sustainable principles, values and lifestyles. The importance of integrating the principles of sustainable development in learning is to improve the quality of human life both for the present and the future. In this study, the selected science learning activities are activities that are very close to the life activities of students, namely ^Bye Plastic^ Program. Analysis ^Bye Plastic^ Program is carried out in several stages related to the application of ESD in learning, namely (1) Analysis of the 2013 curriculum for SMP, KI and KD which are suitable for insertion of ESD related to the Program. ^Bye Plastic^ Program contained in KI 3 with KD 3.8 and KI 4 with KD 4.8 for grade VII SMP (2) Analysis Sustainable Development Goals ( SDGs) relating to the ^Bye Plastic^ Program that is Life below Water and Life On Land. ( 3) Program Analysis Bye Plastic in key competenses ESD to be achieved in learning includes a holistic approach, Envisioning change, Achieving transformation so that program Bye Plastic is one of the programs that can be applied in science learning in instilling ESD values in students. This research uses a qualitative approach. Data collection techniques using interviews and literature studies. Interview guidelines and curriculum documents were the instruments used in this study. It can be concluded that in general the indicators derived from content standards can be linked to the continuing education goals. Keywords: Education for Sustainable Development, Science Learning, Program Bye Plastic Share Link | Plain Format | Corresponding Author (Wahyu Eka Fath Dieni)

179	ESD in Science Education	ABS-438
Renewable Energy Education Framework (REEF) for Prospective Teachers Dindin Nasrudin, Agus Setiawan, Dadi Rusdiana, and Liliasari Universitas Pendidikan Indonesia UIN Sunan Gunung Djati Bandung Abstract Teachers play a vital role in spreading energy literacy for students at all levels. Teacher education should be able to provide learning related to renewable energy. This study aims to describe a renewable energy education framework for prospective teachers. The research method used documents and literature studies followed up through a Focus Group Discussion (FGD). The study results show a renewable energy education framework at the undergraduate level, which includes: core aspects, classroom environment, and peripheral influences. The core aspects consist of the target learning outcomes, learning design, and student learning experiences. The aspects of the classroom environment consist of criteria for the learning environment and several appropriate approaches. The aspect of peripheral influence consists of various factors that affect the core and classroom environment aspects, such as the curriculum policy of the campus, community influence, and national policies related to renewable energy. The results of this study can be used as a reference for learning renewable energy in the teacher training program and other non-technical majors. Keywords: Energy literacy, Renewable Energy, Renewable Energy Education Share Link | Plain Format | Corresponding Author (Dindin Nasrudin)

180	ESD in Science Education	ABS-183
The Theme of Healthy Food in Science Learning: Analysis of ESD Values in Junior High School Curriculum Windy Kasmita1, Nanda Syah Putra1, Rahmania Firda1, Yeni Setyowati1 1Department of Natural Science Education Faculty of Postgraduate Universitas Pendidikan Indonesia Jl. Dr. No. 229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154 Abstract The purpose of this study is to describe whether ESD values have been reflected in the 2013 curriculum at the 8th-grade junior high school level in promoting the development of sustainable education through the theme of healthy food. The analysis was carried out based on data obtained by researchers from student books, syllabus, KI and KD curriculum 2013 at the junior high school level and a survey of 11 science teachers at the junior high school level from 9 different schools, namely West Java, Central Java, East Java, and West Sumatra. Based on an analysis of the syllabus, KI, and KD of the 2013 junior high school curriculum in grade 8, it was found that every KD related to healthy food had reflected ESD values. In the student handbook, it was also found that student activities and projects carried out by students also reflected ESD values. In line with these findings, the survey results show that all teachers stated the importance of teaching students^ understanding of healthy food so that students have an awareness of eating healthy foods and promotion of continuing education in science learning. However, the assessment contained in the student handbook has not been able to measure the key competencies that students must have in ESD-based learning. So that a learning process is needed including teaching materials, methods, approaches used by teachers that can improve students^ key ESD competencies. Keywords: Education for Sustainable Development, Healthy Food, Science Learning Share Link | Plain Format | Corresponding Author (Windy Kasmita)

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