Empowering Science Teachers to Implement ESD through Project-Based Learning: A Community Service Program for Professional Development

Shinta Purnamasari; Ayu Ratna Santika; Wiwit Yuli Lestari; Nawa Hilmi Syarifatoha; Siti Nazila Anwar; Annisa Alyatunnawal; Sabrina Aprilla Safarizi; Aceng Muhammad Rohmat Hidayat; Raihan Muhammad Ramdan

doi:10.32938/jpsh.v4i2.10224

Authors

Shinta Purnamasari Universitas Garut
Ayu Ratna Santika Universitas Garut
Wiwit Yuli Lestari Universitas Garut
Nawa Hilmi Syarifatoha Universitas Garut
Siti Nazila Anwar Universitas Garut
Annisa Alyatunnawal Universitas Garut
Sabrina Aprilla Safarizi Universitas Garut
Aceng Muhammad Rohmat Hidayat Universitas Garut
Raihan Muhammad Ramdan Universitas Garut

DOI:

https://doi.org/10.32938/jpsh.v4i2.10224

Keywords:

ESD, PjBL, Science Learning, Teacher professional development

Abstract

The integration of Education for Sustainable Development (ESD) into science instruction remains limited in secondary schools due to teachers’ insufficient understanding and practical skills. To address this, a professional development program was conducted to enhance the capacity of junior and senior high school science teachers to implement ESD through project-based learning (PjBL). The program consisted of three phases: conceptual enrichment, on-the-job training, and microteaching. A total of 12 science teachers completed the program. During the microteaching phase, one teacher served as a model by delivering an ESD-integrated lesson to 24 students, focusing on a solar energy project. Data were collected through facilitator observations, teacher reflections, and post-program questionnaires completed by both teachers and students. The findings indicate improved teacher understanding of ESD principles, greater ability to design PjBL activities linked to sustainability goals, and increased instructional confidence. Student feedback revealed high levels of engagement, satisfaction, and awareness of sustainability issues. These outcomes suggest that structured and practice-based professional development can effectively support science teachers in integrating ESD into classroom practice. Expanding similar programs may foster transformative science education and help prepare students to take informed action on sustainability challenges.

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