This article aims to provide alternati of one of the problems related to environmental sustainability. A very big change in a century that turns the world that is home and place of human life. Earth seemed increasingly fragile in sustaining human life with all its activities. Developing countries like Indonesia can not be separated from the effects of the Earth's changing conditions. A special challenge for Indonesia to find a new effort that is able to meet needs for food, energy, transport, the psychology of people who are able to minimize any negative impact on the earth. These challenges must be addressed with the development of various fields approach (sustainable). Planting of sustainable value should be introduced early on, one way is to introduce ESD (education for sustainable development) in schools, with the hope of learners have values so as to maintain the sustainability of the natural environment, social and cultural.
One goal of developing soft skills in the social studies class on higher education student is communication skill. This article explains how to effect peer assessment to developing communication skill, especially oral presentation in the small group discussion. The subject in this research is 51 students Faculty Education of Universitas Swadaya Gunung Djati Cirebon who contract social studies class. The research design is an experimental study. The design consisted of two groups an experimental and control. Instruments used to measure an oral presentation is a valid and reliable rubric, can be accessed online. Based on the result of research, there is a significant effect on online peer assessment to oral presentation skill in the small group discussion. Students have a role to be a respectable assessor. They assess the oral presentation colleagues objectively and authentic. Online peer assessment is useful for the assessment process. Besides that, students obtain feedback for improving oral presentation performance.
Abstract. -Map is an important media information today. School has responsibility to give knowledge and skill on how to use map. However, it is only used as a directional indicator instead of being utilized as a teaching-learning media or resources of learning. Actually, teachers realize that map is necessary to increase the quality of learning. They also believe that map literacy skill will be useful for daily activities and is able to improve student's high order thinking skills. In answering the needs, a learning model focusing on the map utilization as a teaching-learning media and learning resources was designed. It was developed by ADDIE model (Analysis, Design, Develop, Implement, and Evaluate). This paper examines the result of the design and development stage of map literacy model of learning. The model arranged is consisted of philosophical and theoretical grounds, sintax, social system, teachers' role, supporting system, instructional and nurturant effects, and learning principle. Those two stages produce map literacy model of learning's preliminary design which is ready to be tested.
This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage. 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