Challenges And Needs In Integrating Sustainable Development Goals (Sdgs) Into High School Physics Curriculum: A Study In Lhokseumawe, Indonesia
DOI:
https://doi.org/10.29103/micoms.v4i.959Abstract
This study examines the challenges and needs faced by high school physics teachers in Lhokseumawe, Indonesia, regarding the integration of Sustainable Development Goals (SDGs) into their curriculum. A cross-sectional survey using a Likert-scale questionnaire was administered to 11 physics teachers to gather data on key barriers such as time constraints, availability of teaching materials, teachers’ understanding of SDGs, facility needs, training requirements, and school policy support. The results reveal that time constraints are perceived as a moderate barrier, with 36.36% of teachers reporting occasional difficulty in managing both the physics curriculum and SDG integration. A significant challenge is the limited availability of teaching materials related to SDGs, as 45.45% of teachers indicated a lack of resources to effectively teach these topics. Teachers also expressed a moderate level of difficulty in understanding SDGs, with 36.36% identifying this as a challenge in their teaching. The study highlighted the strong need for training on SDG concepts, with 45.45% of teachers strongly agreeing on the importance of professional development. Adequate facilities for teaching SDGs were less of an issue, as 36.36% of teachers reported that sufficient facilities were available. Finally, while some school policy support exists, 36.36% of teachers noted that policy alignment with SDG integration is still insufficient. These findings emphasize the need for targeted professional development programs, better teaching resources, and stronger policy support to facilitate the integration of SDGs in high school physics education.
References
[1] H. Y. Pratiwi, S. D. Aji, A. R. Hakim, C. Sundaygara, A. Gurtin, and M. N. Hudha, “E-Module of Physics Science Integrated with Sustainable Development Goals to Enhance Students’ Environmental Literacy,” J. Ilm. Pendidik. Fis., vol. 7, no. 1, p. 128, 2023, doi: 10.20527/jipf.v7i1.6844.
[2] T. Meda, “Analisis Potensi RPP Education for Sustainable Development pada Mata Pelajaran Fisika SMA,” Ideguru J. Karya Ilm. Guru, vol. 7, no. 3, pp. 344–352, 2022, doi: 10.51169/ideguru.v7i3.446.
[3] M. J. Sá, A. I. Santos, S. Serpa, and C. M. Ferreira, “Digital Literacy in Digital Society 5.0: Some Challenges,” Acad. J. Interdiscip. Stud., vol. 10, no. 2, pp. 1–9, 2021, doi: 10.36941/ajis-2021-0033.
[4] Khaidir Fadil, Noor Isna Alfaien, and Ahmad Mulyadi Kosim, “Upaya Meningkatkan Kualitas Pendidikan Agama Islam Di Indonesia Dalam Mewujudkan Program Sustainable Development Goals (Sdgs),” Edupedia J. Stud. Pendidik. dan Pedagog. Islam, vol. 7, no. 2, pp. 127–142, 2023, doi: 10.35316/edupedia.v7i2.2513.
[5] W. Widya, Y. Yusmanila, Z. Zaturrahmi, and K. Ikhwan, “Praktikalitas E-Module Berbasis Model Creative Problem Solving (CPS) untuk Materi Fluida Dinamis Terintegrasi Keterampilan Abad 21,” Edukatif J. Ilmu Pendidik., vol. 4, no. 4, pp. 5700–5707, 2022, doi: 10.31004/edukatif.v4i4.3313.
[6] N. M. Setyorini and A. Q. Asmonah, “Pendidikan Sebagai Langkah Awal Mencapai Sustainable Development Goals (SDGs) di Indonesia,” AICCII – Annu. Int. Conf. Islam. Sci. Integr. 2023, pp. 141–149, 2023.
[7] S. R. Zahara, M. Muliani, and R. Rizaldi, “Pengaruh Model Pembelajaran Dicovery Learning dan Model Pembelajaran PBL terhadap Pemahaman Konsep Siswa,” Relativ. J. Ris. Inov. Pembelajaran Fis., vol. 4, no. 1, pp. 15–23, Apr. 2021, doi: 10.29103/RELATIVITAS.V4I1.3805.
[8] R. Makaramani, “21st Century Learning Design for a Telecollaboration Project,” Procedia - Soc. Behav. Sci., vol. 191, pp. 622–627, 2015, doi: 10.1016/j.sbspro.2015.04.567.
[9] R. Rahimah, “Peningkatan Kemampuan Guru Smp Negeri 10 Kota Tebingtinggi Dalam Menyusun Modul Ajar Kurikulum Merdeka Melalui Kegiatan Pendampingan Tahun Ajaran 2021/2022,” ANSIRU PAI Pengemb. Profesi Guru Pendidik. Agama Islam, vol. 6, no. 1, p. 92, 2022, doi: 10.30821/ansiru.v6i1.12537.
[10] M. Håkansson, D. O. O. Kronlid, and L. Östman, “Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches,” Environ. Educ. Res., vol. 25, no. 1, pp. 6–32, 2019, doi: 10.1080/13504622.2017.1408056.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Widya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
COPYRIGHT NOTICE
Authors retain copyright and grant the journal right of first publication and this work is licensed under a Creative Commons Attribution-ShareAlike 4.0 that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
All articles in this journal may be disseminated by listing valid sources and the title of the article should not be omitted. The content of the article is liable to the author.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
In the dissemination of articles, the author must declare https://proceedings.unimal.ac.id/micoms/index as the first party to publish the article.
