Spirituality-based action competence for sustainability among prospective biology teacher in Indonesia
DOI:
https://doi.org/10.22219/jpbi.v10i1.31621Keywords:
action competence for sustainability, education for sustainable development, prospective biology teacherAbstract
As a form of implementing Education for Sustainable Development (ESD) in educational institutions, an appropriate learning model is needed, which also accommodates aspects of spirituality. Before developing a model, baseline data is needed, so a broad-scale or national needs analysis is needed. This research aims to determine the profile of spirituality-based action competence for sustainability (ACS) among prospective biology teacher students throughout Indonesia. This research is a cross-sectional survey. The target respondents are students of LPTK biology education study programs in Indonesia. The target population size is 650 people, so based on the Krejcie and Morgan table, the minimum sample size with a confidence level of 95% and a margin of error of 5% is 620 students. The data collection instrument used in this research is the action competence for sustainability instrument based on spirituality (ACSIS). Data on respondent characteristics were analyzed using frequencies and percentages. The mean and standard deviation of scores were calculated for each item. Comparisons of two groups of students were analyzed using the Mann-Whitney U Test, while comparisons of more than two groups used the Kruskal-Wallis H Test. We discuss interesting findings in this research, including the aspects of spirituality in ACS among prospective biology teacher in Indonesia.
Downloads
References
AACTE. (2010). 21st century knowledge and skills in educator preparation (Issue September). Pearson. https://files.eric.ed.gov/fulltext/ED519336.pdf
Adams, R. V, & Blair, E. (2019). Impact of time management behaviors on undergraduate engineering students’ performance. SAGE Open, 9(1), 2158244018824506. https://doi.org/10.1177/2158244018824506
Al-Kuwari, M. M., Du, X., & Koç, M. (2022). Performance assessment in education for sustainable development: A case study of the Qatar education system. Prospects, 52(3–4), 513–527. https://doi.org/10.1007/s11125-021-09570-w
Aldraiweesh, A., & Alturki, U. (2023). Exploring factors influencing the acceptance of e-learning and students: Cooperation skills in higher education. In Sustainability (Vol. 15, Issue 12). https://doi.org/10.3390/su15129363
Altmeyer, S. (2021). Religious education for ecological sustainability: an initial reality check using the example of everyday decision-making. Journal of Religious Education, 69(1), 57–74. https://doi.org/10.1007/s40839-020-00131-5
Andersen, I. G., & Smith, E. (2022). Social contexts and gender disparities in students’ competence beliefs: The role of gender-stereotypical beliefs and achievement patterns in the classroom for students’ self-concept in gender-stereotypical subjects. Frontiers in Education, 7(May), 1–16. https://doi.org/10.3389/feduc.2022.840618
Anjum, S. (2020). Impact of internship programs on professional and personal development of business students: a case study from Pakistan. Future Business Journal, 6(1), 2. https://doi.org/10.1186/s43093-019-0007-3
Ardhi, M. W. (2018). Integrasi green learning dalam pembelajaran biologi untuk mendukung sustainable development goals. Prosiding Seminar Nasional Sains Dan Entrepeneurship V, 14–21. http://prosiding.upgris.ac.id/index.php/snsev/snse2018/paper/viewFile/2956/2890
Armond, R. de E., Armond, J. de E., Konstantyner, T., & Rodrigues, C. L. (2020). Spiritual well-being and its association with coronary artery disease. Journal of Religion & Health, 61(1), 1–12. https://doi.org/10.1007/S10943-020-01115-3
Arshad, H. M., Saleem, K., Shafi, S., Ahmad, T., & Kanwal, S. (2020). Environmental awareness, concern, attitude and behavior of university students: A comparison across academic disciplines. Polish Journal of Environmental Studies, 30(1), 561–570. https://doi.org/10.15244/pjoes/122617
Babu, S. S. (2017). Learning in college: Beyond the classroom. Attva Journal of Philosophy, 9(2), 1–10. https://doi.org/10.12726/TJP.18.1
Balducci, M. (2023). Linking gender differences with gender equality: A systematic-narrative literature review of basic skills and personality. Frontiers in Psychology, 14, 1105234. https://doi.org/10.3389/fpsyg.2023.1105234
Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning. World Bank Group.
Bergen, J., & Santo, L. (2018). Action competence: A concept analysis. Nursing Forum, 53(3), 358–363. https://doi.org/10.1111/NUF.12248
Bezeljak, P., Scheuch, M., & Torkar, G. (2020). Understanding of sustainability and education for sustainable development among pre-service biology teachers. Sustainability (Switzerland), 12(17). https://doi.org/10.3390/SU12176892
Bovill, C., & Woolmer, C. (2019). How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 78(3), 407–422. https://doi.org/10.1007/s10734-018-0349-8
Breen, M. J., & Reynolds, C. (2011). The rise of secularism and the decline of religiosity in Ireland: the pattern of religious change in Europe. The International Journal of Religion and Spirituality in Society, 1(2), 195–212. https://doi.org/10.18848/2154-8633/CGP/V01I02/51157
Breiting, S., Hedegaard, K., Mogensen, F., Nielsen, K., & Schnack, K. (1999). Action competence, Conflicting interests and Environmen vironmental Education. Research Programme for Environmental and Health Education, DPU, Aarhus University.
Brusoni, M., & Grifoll, J. (2014). The concept of excellence in higher education “Head of the Quality Assessment Department at the Catalan University Quality Assurance Agency (AQU Catalunya).” http://www.enqa.eu/index.php/publications
Cachia, R., Velicu, A.-M., Chaudron, S., & Gioia, R. Di. (2022). Learning outside the school, learning beyond the curricula: the learning experience of students during the Covid-19 emergency remote schooling. ICERI Proceedings, 6345. https://doi.org/10.21125/iceri.2022.1583
Cahyana, O. G. H. (2018). Signifikansi pendidikan lingkungan di perguruan tinggi. OSF Preprints, 2018(February), 1–12. https://doi.org/10.31219/osf.io/de39j
Chaiya, C., & Ahmad, M. M. (2021). Success or failure of the Thai higher education development—Critical factors in the policy process of quality assurance. In Sustainability (Vol. 13, Issue 17). https://doi.org/10.3390/su13179486
Chen, S.-Y., & Liu, S.-Y. (2020). Developing students’ action competence for a sustainable future: A Review of Educational research. In Sustainability (Vol. 12, Issue 4). https://doi.org/10.3390/su12041374
Çimen, O., Gökmen, A., Altunsoy, S., Ekici, G., & Yilmaz, M. (2011). Analysis of biology candidate teachers’ self-efficacy beliefs on environmental education. Procedia - Social and Behavioral Sciences, 15, 2549–2553. https://doi.org/10.1016/j.sbspro.2011.04.143
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
De Prada, E., Mareque, M., & Pino-Juste, M. (2022). Teamwork skills in higher education: Is university training contributing to their mastery? Psicologia: Reflexão e Crítica, 35(1), 5. https://doi.org/10.1186/s41155-022-00207-1
Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(1), 22–41. https://doi.org/10.24191/ajue.v15i3.05
Desa, S., Abdullah, M. S., Ab Mutalib, N. H., & Mansor, R. (2021). The readiness of integrating sustainable development into biology teacher education program. Cakrawala Pendidikan, 40(2), 305–315. https://doi.org/10.21831/cp.v40i2.37116
Díez, F., Villa, A., López, A. L., & Iraurgi, I. (2020). Impact of quality management systems in the performance of educational centers: educational policies and management processes. Heliyon, 6(4), e03824. https://doi.org/10.1016/j.heliyon.2020.e03824
Drake, S., & Reid, J. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50. https://doi.org/10.30777/apjer.2018.1.1.03
Eames, C. (2010). A framework for developing action competence in education for sustainability (EfS). Teaching & Learning Reserach Iniative.
Education, H. P., Greiner, Q. A. C., Knebel, E., Professions, H., Summit, E., Pdf, T., Press, N. A., Press, N. A., Academy, N., Academy, N., & Press, N. A. (2003). Health professions education. In Health Professions Education. https://doi.org/10.17226/10681
Egana del Sol, P. A. (2019). Education for sustainable development: Strategies and key issues. In W. Leal Filho, A. M. Azul, L. Brandli, P. G. Özuyar, & T. Wall (Eds.), Quality Education (pp. 1–15). Springer International Publishing. https://doi.org/10.1007/978-3-319-69902-8_3-1
Eilks, I. (2015). Science education and education for sustainable development - justifications, models, practices and perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 149–158. https://doi.org/10.12973/eurasia.2015.1313a
Endress, A. D. (2022). Socio-cultural values are risk factors for COVID-19-related mortality. Cross-Cultural Research, 56, 150–184. https://doi.org/10.1177/10693971211067050
Farwati, R., Permanasari, A., Friman, H., & Suhery, T. (2017). Potret literasi lingkungan mahasiswa calon guru kimia di Universitas Sriwijaya. Journal of Science Education And Practice, 1(1), 1–8. https://doi.org/10.33751/jsep.v1i1.376
Findler, F., Schönherr, N., Lozano, R., Reider, D., & Martinuzzi, A. (2019). The impacts of higher education institutions on sustainable development: A review and conceptualization. International Journal of Sustainability in Higher Education, 20(1), 23–38. https://doi.org/10.1108/IJSHE-07-2017-0114
Firdaus, L. N., Wulandari, S., & Ahmad, D. (2016). Desain pembelajaran berbasis pedagogi hijau bagi mahasiswa calon guru biologi FKIP Universitas Riau. J. Pedagogi Hayati, 1(1), 11–18.
Gallopín, G. (2001). Science and technology, sustainability and sustainable developmnet. In Economic Commission for Latin America and the Caribbean (LC/R.2081; 02-1-57, Issue December).
Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The role of personal values in learning approaches and student achievements. Behavioral Sciences (Basel, Switzerland), 11(7). https://doi.org/10.3390/bs11070102
Gholam, A. (2019). Inquiry-based learning: Student teachers’ challenges and perceptions. Journal of Inquiry & Action in Education, 10(2), 112–133.
Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2023). Classification of barriers to digital transformation in higher education institutions: Systematic literature review. In Education Sciences (Vol. 13, Issue 7). https://doi.org/10.3390/educsci13070746
Goldschmidt, M. M., Ousey, D. L., & Brown, C. F. (2011). Expanding the learning experience beyond the classroom walls for developmental immigrant students. Research in the Teaching of Developmental Education, 28(1), 30–33.
Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings. In Education Sciences (Vol. 13, Issue 7). https://doi.org/10.3390/educsci13070692
Greenfield, P. M. (2014). Sociodemographic differences within countries produce variable cultural values. Journal of Cross-Cultural Psychology, 45(1), 37–41. https://doi.org/10.1177/0022022113513402
Guenther, Z. C., & Németh-Torres, G. (2016). In spirituality A perspective from a traditionally Latin culture. Gifted Education International, 32(3), 216–223. https://doi.org/10.1177/0261429415602583
Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between perceived teacher support and student engagement in physical education: A systematic review. In Sustainability (Vol. 15, Issue 7). https://doi.org/10.3390/su15076039
Hanisch, S., & Eirdosh, D. (2023). Behavioral science and education for sustainable development: towards metacognitive competency. In Sustainability (Vol. 15, Issue 9). https://doi.org/10.3390/su15097413
Hassel, S., & Ridout, N. (2018). An investigation of first-year students’ and lecturers’ expectations of university education. Frontiers in Psychology, 8(JAN). https://doi.org/10.3389/fpsyg.2017.02218
Hassmiller, S. B., & Wakefield, M. K. (2022). The Future of Nursing 2020–2030: Charting a path to achieve health equity. In Nursing Outlook (Vol. 70, Issue 6). https://doi.org/10.1016/j.outlook.2022.05.013
Haug, P. (2017). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Hedefalk, M., Almqvist, J., & Lidar, M. (2014). Teaching for action competence. SAGE Open, 4(3), 1–8. https://doi.org/10.1177/2158244014543785
Hekmatpour, P. (2021). Secular values, economic development, and gender inequality in a global context. Comparative Sociology, 20(2), 163–194. https://doi.org/10.1163/15691330-BJA10031
Heyl, M., Díaz, E. M., & Cifuentes, L. (2013). Environmental attitudes and behaviors of college students: A case study conducted at a Chilean university. Revista Latinoamericana de Psicologia, 45(3), 487–500. https://doi.org/10.14349/rlp.v45i3.1489
Hidayaturrahman, M., Sudarman, S., Husamah, H., & Kusumawati, I. R. (2021). Integrating science and religion at Malaysian and Indonesian higher education. Al-Ta Lim Journal, 28(1), 55–66. https://doi.org/10.15548/jt.v28i1.658
Holland, B. (2005). Reflections on community-campus partnerships: What has been Learned? What are the. Higher Education Collaboratives for Community Engagement and Improvement., 70. http://eric.ed.gov/?id=ED515231
Husamah, H., Rahardjanto, A., Hadi, S., Lestari, N., & Ummah BK, M. K. (2023). Spirituality-based environmental literacy among prospective biology teacher in Indonesia: Analysis based on gender, accreditation, and semester-level aspects. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(3), 418–432. https://doi.org/10.22219/jpbi.v9i3.29500
Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022a). Action competencies for sustainability and its implications to environmental education for prospective science teachers: A systematic literature review. Eurasia Journal of Mathematics, Science and Technology Education, 18(8), em2138–em2138. https://doi.org/10.29333/ejmste/12235
Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022b). Innovation integration of Islamic values in learning environmental themes in biology education. JINoP (Jurnal Inovasi Pembelajaran), 8(1), 1–19. https://doi.org/10.22219/jinop.v8i1.19565
Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022c). The development and validation of environmental literacy instrument based on spirituality for prospective science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2206. https://doi.org/10.29333/ejmste/12732
Husamah, H., Suwono, H., Nur, H., Dharmawan, A., & Chang, C.-Y. (2023). Development and validation action competence for sustainability instrument based-on spirituality for teacher candidates. Universitas Negeri Malang.
Issa, H. B., & Khataibeh, A. (2021). The effect of using project based learning on improving the critical thinking among upper basic students from teachers’ perspectives. Pegem Egitim ve Ogretim Dergisi, 11(2), 52–57. https://doi.org/10.14527/pegegog.2021.00
Jensen, N. R. (2013). Action competence—A new trial aimed at social innovation in residential homes? European Journal of Social Work, 16(1), 120–136. https://doi.org/10.1080/13691457.2012.722980
Jongbloed, B., Enders, J., & Salerno, C. (2008). Higher education and its communities: Interconnections, interdependencies and a research agenda. Higher Education, 56(3), 303–324. https://doi.org/10.1007/s10734-008-9128-2
Kartodihardjo, H., Maulana, F., Hasiholan, P., Rahman, M. T., Saputro, T., Winastuti, H., Oktalina, S., Prasodjo, E., Lukmansjah, D., Satori, M., Iskandar, I., Rhamdhany, D., Endarini, T., Wiyoga, W., Muliawan, I., Januwardy, A., Sakina, H., & Rivai, P. (2020). Status lingkungan hidup dan kehutanan 2020. In S. Nurbaya (Ed.), Kementerian Lingkungan Hidup dan Kehutanan. Kementerian Lingkungan Hidup dan Kehutanan, Republik Indonesia.
Karyadi, B. (2016). Pengembangan model bahan ajar pendidikan lingkungan berbasis masalah untuk siswa sekolah dasar. IJEEM: Indonesian Journal of Environmental Education and Management, 1(2), 22–35.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z
Kibert, C. J., Thiele, L., Peterson, A., & Monroe, M. (2012). The ethics of sustainability. In Landscape and Sustainability. CCE University of Florida.
Kioupi, V., & Voulvoulis, N. (2019). Education for Sustainable development: A systemic framework for connecting the SDGs to educational outcomes. In Sustainability (Vol. 11, Issue 21). https://doi.org/10.3390/su11216104
Klasik, D., & Hutt, E. (2019). Bobbing for Bad Apples: Accreditation, quantitative performance measures, and the identification of low-performing colleges. The Journal of Higher Education, 90(3), 427–461. https://doi.org/10.1080/00221546.2018.1512804
Knutsen, O. (2009). Regions, social structure and value orientations: a comparative study of 15 West European countries. European Political Science Review, 1(03), 401–434. https://doi.org/10.1017/S1755773909990142
Kurniawan, E., & Syifauddin, M. (2021). Environmental knowledge , environmental value , and environmental behavior of santri at Pesantren. Turkish Journal of Computer and Mathematics Education, 12(8), 235–247.
Lomas, T. (2019). The dynamics of spirituality: A cross-cultural analysis of untranslatable terms. Psychology of Religion and Spirituality, 11(2), 131–140. https://doi.org/10.1037/REL0000163
Lucchetti, G., Ramakrishnan, P., Karimah, A., Oliveira, G. R. de, Dias, A., Rane, A., Shukla, A., Lakshmi, S., Ansari, B. K. M., Ramaswamy, R. S., Reddy, R. A., Tribulato, A., Agarwal, A. K., Bhat, J., Satyaprasad, N., Ahmad, M., Rao, P. H., Murthy, P., Kuntaman, K., … Lucchetti, A. L. G. (2016). Spirituality, religiosity, and health: A comparison of physicians’ attitudes in Brazil, India, and Indonesia. International Journal of Behavioral Medicine, 23(1), 63–70. https://doi.org/10.1007/S12529-015-9491-1
Lundberg, S. (2020). Educational gender gaps. Southern Economic Journal, 87(2), 416–439. https://doi.org/10.1002/soej.12460
Lyytimäki, J., Salo, H., Lepenies, R., Büttner, L., & Mustajoki, J. (2020). Risks of producing and using indicators of sustainable development goals. Sustainable Development, 28(6), 1528–1538. https://doi.org/10.1002/sd.2102
Makhoul, S. A. (2019). Higher education accreditation, quality assurance and their impact to teaching and learning enhancement. Journal of Economic and Administrative Sciences, 35(4), 235–250. https://doi.org/10.1108/jeas-08-2018-0092
Merayo, N., & Ayuso, A. (2023). Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education. International Journal of Technology and Design Education, 33(4), 1471–1498. https://doi.org/10.1007/s10798-022-09776-9
Mogensen, F. (1997). Critical thinking: A central element in developing action competence in health and environmental education. Health Education Research, 12(4), 429–436. https://doi.org/10.1093/her/12.4.429
Mogensen, F., & Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59–74. https://doi.org/10.1080/13504620903504032
Mupa, P., & Chinooneka, T. I. (2015). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence? Journal of Education and Practice, 6(19), 125–132. www.iiste.org
Nambiar, D., Karki, S., Rahardiani, D., Putri, M., & Singh, K. (2019). Study on skills for the future in Indonesia. In Oxford Policy Management (Issue July). www.opml.co.uk
Nielsen, W., Andersen, P., Hurley, A., Sabljak, V., Petereit, A.-L., Hoskin, V., & Hoban, G. (2012). Preparing action competent environmental educators. Australian Journal of Environmental Education, 28(2), 92–107. http://www.jstor.org/stable/26422798
Novidsa, I., Purwianingsih, W., & Riandi, R. (2020). Exploring knowledge of prospective biology teacher about Education for Sustainable Development. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 317–326. https://doi.org/10.22219/jpbi.v6i2.12212
Nugroho, O. F., Permanasari, A., & Firman, H. (2021). Persepsi dan praktik pendidikan keberlanjutan di Indonesia untuk education for sustainability development (ESD) selama pandemi Covid-19. Eduscience : Jurnal Ilmu Pendidikan, 7(1), 45–51.
Olsson, D. (2019). The Validation of the Self-Perceived Action Competence for Sustainability Questionnare (SPACS-Q) (Issue September).
Olsson, D., Gericke, N., & Boeve-de Pauw, J. (2022). The effectiveness of education for sustainable development revisited–a longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 0(0), 1–25. https://doi.org/10.1080/13504622.2022.2033170
Olsson, D., Gericke, N., & Chang Rundgren, S. N. (2016). The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness. Environmental Education Research, 22(2), 176–202. https://doi.org/10.1080/13504622.2015.1005057
Olsson, D., Gericke, N., Sass, W., & Boeve-de Pauw, J. (2020). Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research, 26(5), 742–760. https://doi.org/10.1080/13504622.2020.1736991
Olsson, D. S., Gericke, N., & Pauw, J. B. (2022). Students’ action competence for sustainability and the effectiveness of sustainability education. Environmental Sciences Proceedings. https://doi.org/10.3390/environsciproc2022014011
Parker, L. (2017). Religious environmental education? The new school curriculum in Indonesia. Environmental Education Research, 23(9), 1249–1272. https://doi.org/10.1080/13504622.2016.1150425
Pedro, Á. S., & Pedro, V. M. (2010). Developing sustainable environmental behavior in secondary education students (12-16): Analysis of a didactic strategy. Procedia - Social and Behavioral Sciences, 2(2), 3568–3574. https://doi.org/10.1016/j.sbspro.2010.03.553
Piedmont, R. L., & Leach, M. M. (2002). Cross-cultural generalizability of the Spiritual Transcendence Scale in India: Spirituality as a universal aspect of human experience. American Behavioral Scientist, 45(12), 1888–1901. https://doi.org/10.1177/0002764202045012011
Pitsillidou, M., Roupa, Z., Farmakas, A., & Noula, M. (2021). Factors affecting the application and implementation of evidence-based practice in nursing. Acta Informatica Medica : AIM : Journal of the Society for Medical Informatics of Bosnia & Herzegovina : Casopis Drustva Za Medicinsku Informatiku BiH, 29(4), 281–287. https://doi.org/10.5455/aim.2021.29.281-287
Qi, S., Huang, D., Ma, Q., & Zhou, M. (2023). Factors influencing sustainable development literacy among engineering undergraduates in China: Based on the college impact model. International Journal of Environmental Research and Public Health, 20(2). https://doi.org/10.3390/ijerph20021249
Rahardjanto, A., Husamah, H., Hadi, S., Lestari, N., & Fatmawati, D. (2022). The environmental attitude of the prospective biology teachers in Indonesia. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(3), 255–264.
Ramachandran, K. M., & Tsokos, C. P. (2021). Chapter 1 - Descriptive statistics. In K. M. Ramachandran & C. P. B. T.-M. S. with A. in R. (Third E. Tsokos (Eds.), Mathematical Statistics with Applications in R (pp. 1–40). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-817815-7.00001-4
Ramírez, R. R., & Fernández, M. P. (2018). Religious travellers’ improved attitude towards nature. Sustainability (Switzerland), 10(9), 1–23. https://doi.org/10.3390/su10093064
Riess, W., Martin, M., Mischo, C., Kotthoff, H.-G., & Waltner, E.-M. (2022). How can education for sustainable development (ESD) be effectively implemented in teaching and learning? An analysis of educational science recommendations of methods and procedures to promote ESD goals. In Sustainability (Vol. 14, Issue 7). https://doi.org/10.3390/su14073708
Robina-Ramírez, R., Sánchez-Hernández, M. I., Jiménez-Naranjo, H. V, & Díaz-Caro, C. (2020). The challenge of greening religious schools by improving the environmental competencies of teachers. Frontiers in Psychology, 11(520), 1–12. https://doi.org/10.3389/fpsyg.2020.00520
Saleh, D., & Vergil, H. (2022). Religiosity, personal values, and social capital in middle east and north african (mena) countries. Beykent Üniversitesi Sosyal Bilimleri Dergisi, 15(2), 7–30. https://doi.org/10.18221/bujss.1190456
Sasaki, O., Yonehara, A., & Kitamura, Y. (2023). The influence of the whole school approach on implementing education for sustainable development in Japan. PROSPECTS. https://doi.org/10.1007/s11125-023-09667-4
Sass, W., Maeyer, S. De, Pauw, J. B., & Petegem, P. Van. (2023). Effectiveness of education for sustainability: the importance of an action-oriented approach. Environmental Education Research, 2023(1), 1–20. https://doi.org/10.1080/13504622.2023.2229543
Sass, W., Pauw, J. B. de, Maeyer, S. De, & Petegem, P. Van. (2021a). Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: the action competence in sustainable development questionnaire (ACiSD-Q). Environmental Education Research, 27(9), 1284–1304. https://doi.org/10.1080/13504622.2021.1888887
Sass, W., Pauw, J. B., Maeyer, S. De, & Petegem, P. Van. (2021b). Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: the action competence in sustainable development questionnaire (ACiSD-Q). Environmental Education Research, 27(9), 1–20. https://doi.org/10.1080/13504622.2021.1888887
Sass, W., Pauw, J. B., Olsson, D., Gericke, N., Maeyer, S. De, & Petegem, P. Van. (2020). Redefining action competence : the case of sustainable development. The Journal of Environmental Education, 51(4), 292–305. https://doi.org/10.1080/00958964.2020.1765132
Schomaker, R. (2015). Accreditation and quality assurance in the Egyptian higher education system. Quality Assurance in Education, 23(2), 149–165. https://doi.org/10.1108/QAE-08-2013-0034
Schröder, S., Wiek, A., Farny, S., & Luthardt, P. (2022). Toward holistic corporate sustainability—Developing employees’ action competence for sustainability in small and medium‐sized enterprises through training. Business Strategy and The Environment, 32(4), 1650–1669. https://doi.org/10.1002/bse.3210
Sen, K. N. T. (2009). Regions, social structure and value orientations: A comparative study of 15 West European countries. European Political Science Review, 1(3), 401–434. https://doi.org/10.1017/S1755773909990142
Shakhobiddin, K. (2022). The essence of the system of spiritual values. Academica : An International Multidisciplinary Research Journal, 12(1), 428–433. https://doi.org/10.5958/2249-7137.2022.00070.2
Siegel, A. F. (2012). Chapter 5 - Variability: Dealing with diversity. In A. F. B. T.-P. B. S. (Sixth E. Siegel (Ed.), Practical Business Statistics (pp. 95–121). Academic Press. https://doi.org/10.1016/B978-0-12-385208-3.00005-5
Silo, N., & Mswela, N. (2016). Creating healthy school environments through children – an action competence approach. European Journal of Education Studies, 2(6), 46–62. https://doi.org/10.5281/zenodo.159533 European
Silveira, L. G. F., & Munford, D. (2020). Science learning: An analysis of discursive interactions and different space-temporal dimensions in the classroom daily life. Revista Brasileira de Educacao, 25. https://doi.org/10.1590/S1413-24782020250015
Sousa, S., Correia, E., Leite, J., & Viseu, C. (2021). Environmental knowledge, attitudes and behavior of higher education students: a case study in Portugal. International Research in Geographical and Environmental Education, 30(4), 348–365. https://doi.org/10.1080/10382046.2020.1838122
Stefa-Missagli, S., Unterrainer, H.-F., Giupponi, G., Wallner-Liebmann, S.-J., Kapfhammer, H.-P., Conca, A., Sarlo, M., Berardelli, I., Sarubbi, S., Andriessen, K., Krysinska, K., Erbuto, D., Moujaes-Droescher, H., Lester, D., Davok, K., & Pompili, M. (2020). Influence of spiritual dimensions on suicide risk: The role of regional differences. Archives of Suicide Research, 24(4), 534–553. https://doi.org/10.1080/13811118.2019.1639571
Tabassum, N., & Nayak, B. S. (2021). Gender stereotypes and their impact on women’s career progressions from a managerial perspective. IIM Kozhikode Society & Management Review, 10(2), 192–208. https://doi.org/10.1177/2277975220975513
Taylor, S. (2017). Contested knowledge: A Critical review of the concept of differentiation in teaching and learning. Transforming Teaching WJETT, 1, 55–68.
Tschentscher, T. (2016). Promoting Sustainable development through more effective civil society participation in environmental governance. In G. Mock, N. Remple, & D. Salvemini (Eds.), Promoting Sustainable Development (Vol. 1, Issue 2). United Nations Development Programme.
UNESCO. (2018). Issues and trends in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), UNESCO Publishing. UNESCO Publishing. https://www.bic.moe.go.th/images/stories/ESD1.pdf
van Poeck, K., & Vandenabeele, J. (2012). Learning from sustainable development: Education in the light of public issues. Environmental Education Research, 18(4), 541–552. https://doi.org/10.1080/13504622.2011.633162
Vare, P., Arro, G., de Hamer, A., Gobbo, G. D., de Vries, G., Farioli, F., Kadji-Beltran, C., Kangur, M., Mayer, M., Millican, R., Nijdam, C., Réti, M., & Zachariou, A. (2019). Devising a competence-based training program for educators of sustainable development: Lessons learned. Sustainability (Switzerland), 11(7). https://doi.org/10.3390/su11071890
Vesterinen, M., & Ratinen, I. (2023). Sustainability competences in primary school education – a systematic literature review. Environmental Education Research, 30(1), 1–12. https://doi.org/10.1080/13504622.2023.2170984
Voicu, M. (2009). Religion and Gender across Europe. Social Compass, 56(2), 144–162. https://doi.org/10.1177/0037768609103350
Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 9. https://doi.org/10.1186/s40862-020-00090-2
Wardani, R. A. K., Karyanto, P., & Ramli, M. (2018). Analysis of high school students’ environmental literacy. Journal of Physics: Conference Series, 1022(1), 012057. https://doi.org/10.1088/1742-6596/1022/1/012057
WESS. (2013). World Economic and Social Survey 2013: Sustainable development challenges. In United Nations, Department for Economic and Social Affairs. Department of Economic and Social Affairs. http://esa.un.org/wpp/documentation/pdf/WPP2012_ KEY FINDINGS.pdf
Westerink, H. (2013). Constructs of meaning and religious transformation. In H. Westerink (Ed.), Constructs of Meaning and Religious Transformation. V&R Unipress. https://doi.org/10.14220/9783737000994
Winter, E., & O’Raw, P. (2010). Literature review on the principles and practices relating to inclusive education for children with special needs education (Vol. 1, Issue 3). The National Council for Special Education.
Wrenn, J., & Wrenn, B. (2009). Enhancing learning by integrating theory and practice. International Journal of Teaching and Learning in Higher Education, 21(2), 258–265. http://www.isetl.org/ijtlhe/
Ye, P., & Xu, X. (2023). A case study of interdisciplinary thematic learning curriculum to cultivate “4C skills”. Frontiers in Psychology, 14, 1080811. https://doi.org/10.3389/fpsyg.2023.1080811
Žalėnienė, I., & Pereira, P. (2021). Higher education for sustainability: A global perspective. Geography and Sustainability, 2(2), 99–106. https://doi.org/10.1016/j.geosus.2021.05.001
Zeng, J., Jiang, M., & Yuan, M. (2020). Environmental risk perception, risk culture, and pro-environmental behavior. International Journal of Environmental Research and Public Health, 17(5). https://doi.org/10.3390/ijerph17051750
Zvavahera, P., Pasipanodya, S., Bogalin, V., & Aquino, E. (2023). Exploring the relationship between gender and competencies development in higher education institutions: Perspectives from a university in Zimbabwe. Qeios, 1–22. https://doi.org/10.32388/dyxqh0.2
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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 (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
