View in EDS

Development of a 6Es learning by design based on ESD to enhance concept mastery.

Saved in:
Bibliographic Details
Title: Development of a 6Es learning by design based on ESD to enhance concept mastery.
Authors: Rochman, Syaiful1,2 srochman@unib.ac.id, Rustaman, Nuryani1 nuryanirustaman@upi.edu, Liliawati, Winny3 winny@upi.edu, Amri, Khairul4 kamri@unib.ac.id, Ramalis, Taufik Ramlan3 taufik_lab.ipba@upi.edu
Source: Research & Development in Education (RaDEn). Jul2025, Vol. 5 Issue 1, p652-671. 20p.
Subject Terms: *Science education, *Concept learning, *Contextual learning, *Mastery learning, Sustainable design, Space sciences
Abstract: Mastery of hydrology concepts is essential for future science teachers in addressing sustainability challenges. However, conventional teaching approaches often fail to foster deep understanding and real-world application. This study aimed to develop and implement a 6Es Learning by Design model integrated with Education for Sustainable Development (ESD) to improve prospective science teachers' mastery of hydrology concepts. A Sequential Exploratory Mixed Methods design was used, involving 28 students enrolled in the Earth and Space Science course. Data were collected through student worksheets, concept mastery tests, and expert validation. Two types of validity--rational and empirical--were employed, and the instrument reliability was assessed using Rasch analysis. Results showed that the developed learning model and materials were highly feasible (100%) based on expert evaluation. Concept mastery improved significantly, with average Rasch score increasing from -0.068 (low) to 1.91 (medium-high) after the intervention. Students actively engaged in designing sustainable hydrology solutions, reflecting the model's effectiveness in supporting conceptual and contextual learning. The findings suggest that integrating ESD into the 6Es framework strengthens students' system thinking and problem-solving abilities, offering a promising pedagogical approach for sustainability-oriented science education. [ABSTRACT FROM AUTHOR]
Copyright of Research & Development in Education (RaDEn) is the property of Research & Development in Education (RaDEn) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Mastery of hydrology concepts is essential for future science teachers in addressing sustainability challenges. However, conventional teaching approaches often fail to foster deep understanding and real-world application. This study aimed to develop and implement a 6Es Learning by Design model integrated with Education for Sustainable Development (ESD) to improve prospective science teachers' mastery of hydrology concepts. A Sequential Exploratory Mixed Methods design was used, involving 28 students enrolled in the Earth and Space Science course. Data were collected through student worksheets, concept mastery tests, and expert validation. Two types of validity--rational and empirical--were employed, and the instrument reliability was assessed using Rasch analysis. Results showed that the developed learning model and materials were highly feasible (100%) based on expert evaluation. Concept mastery improved significantly, with average Rasch score increasing from -0.068 (low) to 1.91 (medium-high) after the intervention. Students actively engaged in designing sustainable hydrology solutions, reflecting the model's effectiveness in supporting conceptual and contextual learning. The findings suggest that integrating ESD into the 6Es framework strengthens students' system thinking and problem-solving abilities, offering a promising pedagogical approach for sustainability-oriented science education. [ABSTRACT FROM AUTHOR]
ISSN:28090284
DOI:10.22219/raden.v5i1.39640