Sustainable science learning model integrated with indigenous values to promote climate change prevention among prospective science teachers
Downloads
Science learning in schools plays a strategic role in advancing the achievement of the Sustainable Development Goals (SDGs) in Indonesia. SDG 13 addresses climate change, integrated with SDG 4 through the provision of quality education. Instilling a lifestyle of climate change prevention will enhance harmony with the environment. The purpose of this study was to measure the impact of a sustainable science learning model integrated with the indigenous values of prospective science teachers to instill a lifestyle of climate change prevention. The research method used was a mix of quantitative and qualitative methods, collecting quantitative data on the impact of a climate change prevention lifestyle and qualitative data on prospective teachers' abilities to prepare climate change prevention lessons. Results obtained above a score of 4.00 indicate that it has a real impact on prospective teachers' climate change prevention activities. The ability of prospective teachers to prepare lessons, with an average result of 4.22, indicates it is in the good category. The sustainable science learning model, integrated with the indigenous values of prospective science teachers, has a real impact on instilling a lifestyle of climate change prevention.
Downloads
Aisyah, N., Ismet, I., Hiltrimartin, C., Sriyanti, I., Silvhiany, S., & Meilinda, M. (2024). Personal factors shaping pre-service math and science teachers' attitudes: An SEM study. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 43(2), 314-327. DOI: https://doi.org/10.21831/cp.v43i2.64598
Baron-Aguilar, C., Boswell, R., Cisneros-Montemayor, A. et al. (2025). Co-producing ocean plans with indigenous and traditional knowledge holders. npj Ocean Sustain, 4(58). DOI: https://doi.org/10.1038/s44183-025-00158-x.
Chang, CF., Annisa, N., & Chen, KZ. (2024). Pre-service teacher professional education program (ppg) and Indonesian science teachers' TPACK development: a career-path comparative study. Educ Inf Technol. DOI: https://doi.org/10.1007/s10639-024-13160-6.
Chao, O., Li, X. & Reyes-García, V. (2025). Exploring the dynamic functions of pastoral traditional knowledge. Ambio, 54, 932–946. DOI: https://doi.org/10.1007/s13280-025-02131-x.
Creswell, John W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, Fourth Edition. Pearson.
Funa, A. A., Gabay, R. A. E., Ibardaloza, R. T., & Limjap, A. A. (2022). Knowledge, attitudes, and behaviors of students and teachers towards education for sustainable development. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 41(3), 567-580. DOI: https://doi.org/10.21831/cp.v41i3.42407
Iskandar, A.H. (2026). SDGs desa. In: Accelerating the Achievement of the National Sustainable Development Goals in Indonesia. Engaging Indonesia. Springer. DOI: https://doi.org/10.1007/978-981-97-8919-1_5.
Kuhn, C., Depré, K., Zlatkin-Troitschanskaia, O. et al. (2025). Using digital tools in teacher education for fostering instructional competence among (pre-service) teachers. Z Erziehungswiss, 28, 1389–1411. DOI: https://doi.org/10.1007/s11618-025-01326-y.
Maluleke, M.K., Mathibe, N. & Mthombeni, D.L. (2024). Consumers' perceptions on indigenous fruit value-added products in bushbuckridge, Mpumalanga, South Africa. Discov Sustain, 5(224). DOI: https://doi.org/10.1007/s43621-024-00454-5.
Mandikonza, C. (2019). Integrating indigenous knowledge practices as context and concepts for the learning of curriculum science: A methodological exploration. Southern African Journal of Environmental Education. DOI: https://doi.org/10.4314/sajee.v0i0.187263
Michie, M., Hogue, M. & Rioux, J. (2023). Two-ways thinking and two-eyed seeing as ways of implementing indigenous perspectives in the science education curriculum. Discip Interdscip Sci Educ Res, 5(23). DOI: https://doi.org/10.1186/s43031-023-00084-3.
Morrison, J. (2024). Indigenous peoples. In: The Just Transition. Palgrave Macmillan, Cham. DOI: https://doi.org/10.1007/978-3-031-69848-4_5.
Nasu, H. (2025). The paradox of social scientific knowledge: Schutz's conception of the methodological postulates for the social sciences. Hum Stud 48, 765–783. DOI: https://doi.org/10.1007/s10746-025-09813-1.
Nayan, N., Mahat, H., Hasim, M., Saleh, Y., & Norkhaidi, S. B. (2020). Climate literacy awareness among preservice teachers in Malaysia. Cakrawala Pendidikan, 39(1), pp. 89-101. DOI: https://doi.org/10.21831/cp.v39i1.26873
Parmin, Erna Noor Savitri, Miranita Khusniati, & R. Ahmad Zaky. (2022). The prospective science teachers' skills in reconstructing indigenous knowledge of local culture on breast milk using Pare (Momordica charantia). International Journal of Educational Research Open, 3(1-7). DOI: https://doi.org/10.1016/j.ijedro.2022.100193.
Parmin, P. & Trisnowati, E. (2024). Internalization of indigenous knowledge in the education curriculum for Next Generation Science Standards (NGSS). Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 43(1), 17-27. https://doi.org/10.21831/cp.v43i1.65751.
Parmin, P., & Khusniati, M. (2021). The readiness of pre-service integrated science teachers toward the next generation science standards. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 40(3), 713-724. https://doi.org/10.21831/cp.v40i3.37001
Parmin, P., Mohtar, L. E., Muhlisin, A., Trisnowati, E., & Sukmawati, I. (2024). Microteaching to develop prospective biology teachers' basic teaching skills following Next Generation Science Standards (NGSS). Biosaintifika: Journal of Biology & Biology Education, 16(3), 394-402. DOI: http://dx.doi.org/10.15294/biosaintifika.v16i3.10264.
Parmin, Sajidan, Ashadi, Sutikno, & Maretta, Y. (2016). Preparing prospective teachers in integrating science and local wisdom through practicing open inquiry. Journal of Turkish Science Education, 13(2), 3-14. DOI: https://doi.org/10.36681/.
Saplan, K., Abramovich, S. & Wardrip, P. (2024). Analyzing properties of success for assessment development in maker-based learning. Education Tech Research Dev, 72, 281–303. DOI: https://doi.org/10.1007/s11423-023-10286-1.
Sarıtaş, D., & Kızkapan, O. (2024). The link between science teacher candidates' understandings of the nature of science and their epistemic beliefs. Tech Know Learn, 29, 1597–1625. DOI: https://doi.org/10.1007/s10758-024-09730-9.
Stammes, H., Henze, I., Barendsen, E. et al. (2026). Monitoring multiple aspects of learning when design-based learning meets science education. Int J Technol Des Educ, 36, 641–661. DOI: https://doi.org/10.1007/s10798-025-10009-y.
Steinert, Y. (2025). Learning from experience: From workplace learning to communities of practice. In: Steinert, Y. (eds) Faculty Development in the Health Professions. Innovation and Change in Professional Education, 11. Springer. DOI: https://doi.org/10.1007/978-981-97-9372-3_7.
Summers, R. (2024). Appraising instructional materials from teachers pay teachers for features of NGSS design and nature of science representations. Res Sci Educ, 54, 523–546. DOI: https://doi.org/10.1007/s11165-023-10146-1.
Tarimo, F., Kelly, C., Moyo, F. et al. (2025). Importance of traditional ecological knowledge in promoting biodiversity conservation outside protected areas. Hum Ecol, 53, 1053–1067. DOI: https://doi.org/10.1007/s10745-025-00642-5.
Tran, T.A., Rigg, J., Pham, V.H.T. et al. (2025). Erosion of traditional ecological knowledge under conditions of hydrosocial rupture: Insights from the Mekong floodplains communities. Ambio, 54, 1666–1682. DOI: https://doi.org/10.1007/s13280-025-02172-2.
Wahyudi, M.N.A., Budiyanto, C.W. & Widiastuti, I. (2025). Internet of things applications for advancing sustainable development goals in Indonesia. Discov Internet Things, 5, 113. DOI: https://doi.org/10.1007/s43926-025-00229-y.
Wiyarsi, A., Çalik, M., Priyambodo, E. et al. (2024). Indonesian prospective teachers' scientific habits of mind: a cross grade study in the context of local and global socio-scientific issues. Sci & Educ, 33, 1257–1283. DOI: https://doi.org/10.1007/s11191-023-00429-4.
Wu, Q., Wang, H. & Liu, Y. (2026). Compositional data graphical model learning based on conditional independence measurement. Stat Comput, 36(69). DOI: https://doi.org/10.1007/s11222-026-10821-z.
Zamri, N., Pairan, M.A., Azman, W.N.A.W. et al. (2023). Finding optimal strategies for river quality assessment using machine learning and deep learning models. Model. Earth Syst. Environ, 9, 615–629. DOI: https://doi.org/10.1007/s40808-022-01494-4.
Zheng, L., Shi, Z., Fu, Z. et al. (2025). The impacts of intelligent feedback on learning achievements and learning perceptions in inquiry-based science learning: a meta-analysis of studies from 2013 to 2023. J Sci Educ Technol, 34, 737–756. DOI: https://doi.org/10.1007/s10956-025-10204-5.
Zhou, B., Bai, L., Ding, N., Qi, B. (2026). Autonomous scientific knowledge discovery platform. In: China's e-Science Blue Book 2025. Springer. DOI: https://doi.org/10.1007/978-981-96-8252-2_7.
Zidny, R., Sjöström, J., & Eilks, I. (2023). Indigenous knowledge and science and technology education. In: Akpan, B., Cavas, B., Kennedy, T. (eds) Contemporary Issues in Science and Technology Education. Contemporary Trends and Issues in Science Education, vol 56. Springer. DOI: https://doi.org/10.1007/978-3-031-24259-5_12.
Zidny, R., Solfarina, S., Aisyah, R. S. S., & Eilks, I. (2021). Exploring indigenous science to identify contents and contexts for science learning in order to promote education for sustainable development. Education Sciences. DOI: https://doi.org/10.3390/educsci11030114
Copyright (c) 2026 Parmin Parmin, Abdul Jabbar, Endah Fitriani Rahayu, R. Ahmad Zaky El Islami
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 230/E/KPT/2022 which is valid for five years since enacted on 30 December 2022.
