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Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes

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Bibliographic Details
Title: Education for sustainable development-based lesson plan validity test for mastery of pre-service science teacher learning outcomes
Authors: Nıa ERLİNA, I Nyoman SUARDANA, Iwan WİCAKSONO, Paken PANDİANGAN, A. A. Ketut BUDİASTRA
Source: Volume: 10, Issue: 1 85-97
Journal for the Education of Gifted Young Scientists
Publisher Information: Journal for Educating Gifted Young Scientists (JEGYS), 2022.
Publication Year: 2022
Subject Terms: Alan Eğitimleri, 4. Education, 05 social sciences, 11. Sustainability, education for sustainable development, lesson plan, pre-service science teacher, learning outcomes, 0503 education, Other Fields of Education, 12. Responsible consumption
Description: Higher education has the responsibility to be a source of development and implementation of education for sustainable development, which is a global issue. This modality can be operationalized through a lesson plan. Education for a sustainable development-based lesson plan is a plan that utilizes project-based learning as part of active learning recommendations for college students. Updating lesson plans is an activity that pre-service teachers must carry out to ensure professionalism that follows the development of science. This study aims to test the validity and reliability of experts and users of updating lesson plans for mastery of learning outcomes, collecting data using documentation and questionnaires on three experts and 40 pre-service science teachers. Validation test using Gregory formula for validity and Cronbach-Alpha for Reliability. The results of the validity assessment are categorized as high validity. The level of agreement reliability between experts and users generates no significant differences in the learning outcome instrument. The development of this lesson plan resulted in 39 items out of 42 items. The reliability of the learning outcomes assessment instrument for pre-service science teacher reached the reliable criteria. Education for a sustainable development-based lesson plan becomes a recommendation to produce a varied and comprehensive lesson plan for natural science learning in schools.
Document Type: Article
File Description: application/pdf
ISSN: 2149-360X
DOI: 10.17478/jegys.1055967
Access URL: https://dergipark.org.tr/en/download/article-file/2184629
https://dergipark.org.tr/tr/pub/jegys/issue/68163/1055967
Rights: CC BY NC ND
Accession Number: edsair.doi.dedup.....6005b209bfadfba65ba14605755ddf0f
Database: OpenAIRE
Description
Abstract:Higher education has the responsibility to be a source of development and implementation of education for sustainable development, which is a global issue. This modality can be operationalized through a lesson plan. Education for a sustainable development-based lesson plan is a plan that utilizes project-based learning as part of active learning recommendations for college students. Updating lesson plans is an activity that pre-service teachers must carry out to ensure professionalism that follows the development of science. This study aims to test the validity and reliability of experts and users of updating lesson plans for mastery of learning outcomes, collecting data using documentation and questionnaires on three experts and 40 pre-service science teachers. Validation test using Gregory formula for validity and Cronbach-Alpha for Reliability. The results of the validity assessment are categorized as high validity. The level of agreement reliability between experts and users generates no significant differences in the learning outcome instrument. The development of this lesson plan resulted in 39 items out of 42 items. The reliability of the learning outcomes assessment instrument for pre-service science teacher reached the reliable criteria. Education for a sustainable development-based lesson plan becomes a recommendation to produce a varied and comprehensive lesson plan for natural science learning in schools.
ISSN:2149360X
DOI:10.17478/jegys.1055967