Teacher's perception on the implementation of education for sustainable development-based learning in senior high school

Abstract

This study aims to describe teacher's perception of the implementation of sustainable development-based learning in chemistry, physics and biology subjects. This research is a qualitative descriptive research. The subjects of the research are the chemistry, physics and biology teachers in nine provinces. The data was collected by using interview sheets, questionnaire and observation sheets. According to the analysis data, the result shows that the term sustainable development is still considered foreign by 77,7% of the teachers, the implementation of sustainable development-based learning can be carried out in very good category by 44,44% of the teachers and in good category by 33,33% of the teachers, and 22.22% of teachers have difficulties in implementing sustainable development-based learning. Other results also show that the concept of sustainable development allows it to be applied in all three subjects with the characteristics of the material relating to the environment. This research can be a recommendation for sustainable science learning.