Empowering Schools to Integrate Climate Change Education into Their Curriculum
DOI:
https://doi.org/10.21580/dms.v25i2.29165Abstract
The Education Quality Improvement Consortium in schools conducted mentoring in Malang Regency to enhance teachers’ and students’ awareness and understanding of integrating climate change content into the learning curriculum. The program aimed to strengthen participants’ capacity not only to comprehend climate issues but also to take responsible environmental action. Mentoring was implemented through a training-based approach covering planning, implementation, simulation, and evaluation. Activities included developing training modules, conducting module simulations, and administering post-training assessments. Results showed that participants successfully produced training modules, carried out simulations effectively, and achieved strong post-test scores. Participants’ understanding of climate change reached an average of 91%, indicating solid conceptual mastery. Additionally, participants demonstrated high skills in integrating climate-related content into their learning plans, with an average score of 96%. Overall, the mentoring program proved effective in enhancing both conceptual mastery and curriculum-integration skills related to climate change education.
Downloads
References
Anderson, A. (2013). Climate Change Education for Mitigation and Adaptation. Journal of Education for Sustainable Development, 6(2), 191–206. https://doi.org/10.1177/0973408212475199
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Dewey, J. (1938). Experience and Education. Macmillan Company.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Guskey, T. R. (2002). Does It Make a Difference? Evaluating Professional Development. In Leading Professional Learning: Building Capacity Through Teacher Leaders (Vol. 59, Issue 6, pp. 45–51). Educational Leadership. https://uknowledge.uky.edu/edp_facpub/7
Hanifah, D. P., Jumini, S., Parmin, Triyani, A., Ariyani, M., Jannata, T., & Haryanto, S. (2024). Training and Assistance in Article Writing for Sinta Accredited Journals for Wonosobo Science MGMP. Dimas : Jurnal Pemikiran Agama Untuk Pemberdayaan, 24(2), 117–132. https://doi.org/10.21580/dms.v24i2.23209
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Intergovernmental Panel on Climate Change (IPCC). (2021). Climate Change 2021: The Physical Science Basis. Cambridge University Press. New York
Kolb, D. A. (1984). Experiential Learning: Experience as The Source of Learning and Development (Issue 1984). Prentice Hall, Inc. https://doi.org/10.1016/B978-0-7506-7223-8.50017-4
Leiserowitz, A. A., Kates, R. W., & Parris, T. M. (2006). Sustainability values, attitudes, and behaviors: A review of multinational and global trends. Annual Review of Environment and Resources, 31(March), 413–444. https://doi.org/10.1146/annurev.energy.31.102505.133552
Nations, U. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda
Schunk, D. H. (2014). Learning Theories: An Educational Perspective (6th ed). Pearson Education Limited.
Syam, R., Ras, A., & Rahim, H. (2024). Peningkatan Pengetahuan Siswa tentang Kesadaran Ekologis untuk Lingkungan Berkelanjutan di SMA Negeri 1 Pinrang. PaKMas: Jurnal Pengabdian Kepada Masyarakat, 4(2), 451–459. https://doi.org/10.54259/pakmas.v4i2.3196
Tilbury, D. (2011). Education for Sustainable Development: An Expert Review of Processes and Learning. UNESCO. Available in Spanish, French, and English.ED-2010/WS/46
Undang-Undang No. 32 Tahun 2009 tentang Perlindungan dan Pengelolaan Lingkungan Hidup. (2009). Kementerian Lingkungan Hidup.
UNESCO. (2014). Global Action Programme on Education for Sustainable Development as Follow-Up to the United Nations Decade of Education for Sustainable Development after 2014. https://esdcenter.jp/wp-content/uploads/2016/04/GAP.pdf
UNESCO. (2017). Education for Sustainable Development Goals: learning objectives. In Education for Sustainable Development Goals: learning objectives. UNESCO.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright
The copyright of the received article shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles. Therefore, the author must submit a statement of the Copyright Transfer Agreement.*)
Licensing
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In line with the license, authors are allowed to share and adapt the material. In addition, the material must be given appropriate credit, provided with a link to the license, and indicated if changes were made. If authors remix, transform or build upon the material, authors must distribute their contributions under the same license as the original.
_______
*) Authors whose articles are accepted for publication will receive confirmation via email and send a Copyright Transfer Agreement.
