The Implementation of Education for Sustainable Development (ESD)-Based Natural Science Learning to Empower Critical Thinking Skills and Scientific Literacy

Abstract

Education for Sustainable Development (ESD)-Based Science learning is important for strengthening students’ scientific literacy and critical thinking skills. This study aims to analyze ESD-based science learning conducted by teachers affiliated with the Surakarta City’s Subject Teacher Forum (MGMP) for Natural Science. This research uses a qualitative descriptive approach. The sample used in this research consisted of 25 teachers affiliated with the Surakarta City’s MGMP for Natural Science. Data collection was carried out through observation, interviews, questionnaires and documentation. The data analysis technique used is Miles and Huberman’s interactive analysis method. The results of research show that the majority of teachers understand the concept of ESD, are able to design contextual learning, and facilitate reflective activities and projects relevant to sustainability issues. Learning encourages the students to think critically, discuss, and develop scientific literacy in an applied manner. However, challenges are still encountered in teaching material preparation and limited learning resources. This study emphasizes the urgency of training, policy support, and institutional synergy to strengthen the sustainability of ESD implementation in Natural Science education.Pembelajaran IPA berbasis Education for Sustainable Development (ESD) penting untuk menguatkan literasi sains dan keterampilan berpikir kritis peserta didik. Penelitian ini bertujuan untuk menganalisis pembelajaran IPA berbasis ESD yang dilakukan oleh guru-guru anggota Musyawarah Guru Mata Pelajaran (MGMP) IPA Kota Surakarta. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Sampel penelitian ini yaitu 25 guru anggota MGMP IPA Kota Surakarta. Pengumpulan data dilakukan dengan observasi, wawancara, angket, dan dokumentasi. Teknik analisis data yang digunakan yaitu menggunakan metode analisis interaktif Miles dan Huberman. Hasil penelitian menunjukkan mayoritas guru memahami konsep ESD, mampu merancang pembelajaran kontekstual, serta memfasilitasi aktivitas reflektif dan proyek yang relevan dengan isu keberlanjutan. Pembelajaran mendorong peserta didik berpikir kritis, berdiskusi, dan mengembangkan literasi sains secara aplikatif. Namun, tantangan masih dijumpai dalam penyusunan perangkat ajar dan keterbatasan sumber belajar. Penelitian ini menegaskan urgensi pelatihan, dukungan kebijakan, dan sinergi kelembagaan guna memperkuat keberlanjutan implementasi ESD dalam pendidikan IPA.