JPPIPA 9(12) (2023)

Jurnal Penelitian Pendidikan IPA

Journal of Research in Science Education

http://jppipa.unram.ac.id/index.php/jppipa/index

Collaborative Problem-Solving in Sustainable Introductory

Physics with Peatlands-Smart Project Course Semester
Learning Plan
Santiani1, Jhelang Annovasho1, Winarto2*
1Department of Tadris Physics, Faculty of Tarbiyah and Teacher Training IAIN Palangka Raya, Palangka Raya, Indonesia
2Department of Science Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta, Indonesia

Received: October 11, 2023 Abstract: Education is one of the factors that prepare societies to handle climate change.
Revised: November 27, 2023 Humanity must step up efforts to reduce greenhouse emissions and prepare humanity
Accepted: December 15, 2023 for future crises. The development and validation the SLP of the SIP-SPP course is an
Published: December 31, 2023 effort to mitigate climate change through physics learning. The Plomp development
design with three main stages: preliminary research, prototyping, and assessment to
Corresponding Author: produces valid, practical, and effective semester learning plan products. The
Winarto characteristics of the resulting semester learning plan product are the learning objective
[email protected] of adopting the thirteenth SDGs is climate change mitigation, adopting EfSD
competencies are CPS, assessment learning objectives with environmental literacy
DOI: 10.29303/jppipa.v9i12.5620 questionnaires and CPS performance observation rubrics in groups, learning activities
based on peatland-smart projects, learning content heat and thermodynamics,
© 2023 The Authors. This open peatlands, climate change, and region. SLP is valid and reliable according to experts
access article is distributed under a and practitioners, practical and easy to use, and can improve the CPS of prospective
(CC-BY License) physics teacher students. SLP of SIP-SPP needs to be developed and validated to make
it easier for lecturers and science lecturers, especially physics, to adopt SDGs and EfSD
in learning. Environmental literacy of prospective teacher students will be a mitigation
of climate change.

Keywords: Collaborative Problem-Solving; Peatlands-smart Project; Sustainable

Introductory Physics; Semester Learning Plans

Introduction Quality education should foster students' ability to

face the challenges of the 21st century and encourage
Climate change is the principal issue of our times, participation in sustainable development issues (Felicia
with environmental, social, economic, and educational & Innocent, 2017). Science education is essential as a
consequences (IPCC, 2022). Peatlands are damaged as joint effort to promote sustainable development
one of the emitters of CO2 and CH4 to nature (Sangok through education for sustainability (EfSD) (Akpan,
et al., 2017). Indonesia's peatlands (Sumatra and 2017). Sustainable development can be an action
Kalimantan) emitted around 119.7 million tons against climate change (Zulkarnaini et al., 2020).
annually in 2015 (Miettinen et al., 2017). Education is Education must include climate mitigation (Jorgenson
one factor that prepares societies to handle climate et al., 2019). Adopting SDGs means classroom learning
change (UNESCO, 2017). Humanity must step up aligns with SDG goals (Pradhan et al., 2017). Physics
efforts to reduce greenhouse emissions and prepare teaching supports the achievement of SDGs (Costa et
humanity for future crises (Klenert et al., 2020; Verlie, al., 2023). Physics is a branch of science that is the basis
2019). Climate change is one of the world's most for technological developments and life concepts that
complex challenges due to its global nature, align with nature.
intergenerational impacts, and significant Integrative problem-solving is a crucial
environmental risk (Uitto et al., 2017). sustainability competency critical to thinking and
acting for sustainable development (UNESCO, 2018).
Collaborative and problem-solving are among 21st-
___________
How to Cite:
Santiani, S., Annovasho, J., & Winarto, W. (2023). Collaborative Problem-Solving in Sustainable Introductory Physics with Peatlands-Smart
Project Course Semester Learning Plan. Jurnal Penelitian Pendidikan IPA, 9(12), 11925–11934. https://doi.org/10.29303/jppipa.v9i12.5620
Jurnal Penelitian Pendidikan IPA (JPPIPA) Desember 2023, Volume 9 Issue 12, 11925-11934

century skills that must be cultivated in the face of EfSD means focusing on the sustainability product
environmental problems (Felicia & Innocent, 2017). entails applying different information, data,
Collaborative Problem Solving (CPS) is one of the techniques, tools, perspectives, and so forth toward an
thinking skills to face and provide solutions to innovative and effective product.
environmental problems. CPS is a joint activity in Effective lesson plans and teaching can lead to
which a small group takes several steps to change the better learning of core competencies (Jammeh et al.,
state into a desired state according to the objectives 2022). The science lesson plan is the primary support
(Griffin & Care, 2015). CPS competencies include for the success of science class management in
building and maintaining mutual understanding, improving the quality of learning and assessment
taking appropriate action, and building and (Iqbal et al., 2021). There are still many problems faced
maintaining team organization (Griffin & Care, 2015). by teachers in preparing lesson plans. The teacher still
Higher education has an essential responsibility experienced difficulties developing authentic
and role in contributing to sustainable development mathematics assessments (Pardimin, 2018).
education (Cörvers et al., 2016). Universities must act as The management of environment-based learning
agents of change by promoting the principles of is still very limited due to many obstacles. The
sustainable development within institutions and implementation of physics learning to achieve the
communities. Course design as an implementation of SDGs goals is still very limited because appropriate
EfSD to achieve SDGs is not only the integration of learning planning is still very minimal. The adoption of
content in the curriculum. However, it creates SDGs in learning is still quite new in Indonesia so it
interactive, student-centered learning, transformative requires examples of how to adopt SDGs in physics
pedagogy oriented to action or behavior, independent learning. Physics learning at universities based on
learning, collaboration, problem-oriented, peatland projects is also still quite rare. Introductory
intercultural, and transdisciplinary (UNESCO, 2017). physics learning based on smart peatland projects in
In Indonesia, though training materials are currently Palangka Raya has never been carried out even though
oriented toward the environmental context, provided the development of CPS is very important to do.
training focuses on imparting knowledge on Sustainable basic physics learning with smart peatland
environmental education. It has not yet expanded to projects to form collaborative thinking skills problem
include raising awareness or fostering sustainable solving can be an example for physics teachers and
action (Eliyawati et al., 2023). To contribute to the lecturers to manage classes. The student-teacher
achievement of SDGs, physics learning is designed by candidates must enhance their PCK dimension in the
the competence of EfSD to the level of action. lesson plan for teaching science (Maryati et al., 2019).
Project-based learning is an example of such Development of semester learning planning
pedagogical approaches that have been gaining equipped with the outlines learning goals, constructs
popularity in addressing education for sustainability instructional activities, and creates evaluations (John,
(Hayashi et al., 2023; Monroe et al., 2019; Taheri, 2018). 2015; Chizhik & Chizhik, 2018) which is complete will
Project-based learning allows learners to explore and make it easier for lecturers to manage environment-
discover knowledge (Hanklang & Sivasan, 2020) and based physics classes. Physics learning is one of the
focuses on product creation or performance (Boyers, efforts to achieve SDGs and form students who are
2018). Characterized as a constructivist pedagogy, with competent in EfSD by having the ability to think CPS.
learners mobilizing theoretical and technical A key of SLP in the SIP-SPP course is based on
knowledge to solve practical problems, it is learner- interdisciplinary heat and thermodynamics, religions,
centered and involves a dynamic classroom approach SDGs, and EfSD competencies to improve CPS.
(Arcidiacono et al., 2016). Project-based learning allows
students to practice soft skills like collaboration and Method
problem-solving to succeed in future careers (Boyers,
2018). Project-based learning challenges learners to This research and development were carried out
construct the meaning of science concepts, connect with the Plomp development design with three main
classroom learning with life beyond, and address real- stages: preliminary research, prototyping, and
world problems (Felicia & Innocent, 2017). assessment (Plomp & Nieveen, 2013). The
Interdisciplinary learning (IL) can integrate development stages are presented in Figure 1.
specific learning with environmental concepts (Santiani Preliminary research consists of three activities:
et al., 2023; Tripp & Shortlidge, 2019). IL of science and CPS-level analysis, needs analysis, and curriculum
conservation means learning with science and analysis. CPS level analysis was conducted by
conservation content and an IL process (Santiani et al., observing the basic physics practicum activities of 30
2023). IL is implemented through a project-based physics and biology tadris department IAIN Palangka
learning model in higher education (Braßler & Raya students in the even semester of the 2022/2023
Schultze, 2021). Adding IL to project-based learning in academic year. Three CPS competencies (Griffin &
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Care, 2015) are observed with twelve group problem- prototypes and product validation. Developing the
solving performance indicators. The indicators are course design prototype SLP form includes outcomes,
active in problem identification, problem definition, learning activities, and assessment strategies. After the
actively examining solutions with groups, actively draft SLP course are completed, validation is carried
implementing problem-solving, actively testing out. The validation phase involved three physics
impact, and actively overcoming conflicts and learning experts and four physics lecturers (seven
obstacles in the group to achieve goals. The CPS raters). The validator also suggests a course design
observation rubric uses scores of 1-4, meaning 1 low, 2 and tool improvements in this stage. Validity data was
medium, 3 good, and 4 very good. Five primary collected with a 4-scale Likert questionnaire with very
physics practicum assistant students made the good to poor response options. The collected data is
observations. analyzed with Aikens value (Aiken, 1985) as in
equation (1)—determination of validity by comparing
V count and V table. If V count > V table, it is
considered valid (Aiken, 1985).

(∑ 𝑆) (1)
𝑉=
[𝑛(𝑐 − 1)]

The reliability of validation is determined from

the intra-class correlation coefficient (ICC) (Brookhart
& Chen, 2015) as a degree of correlation and
agreement between measurements (Perinetti, 2018).
Reliability criteria are determined according to the
criteria in Table 1.

Table 1. Reliability Coefficient Criterion of Value ICC

(Perinetti, 2018)
ICC Criterion
< 0.50 Poor
0.50 – 0.75 Fair
Figure 1. The development stages 0.75 - 0.90 Good
> 0.90 Very good
A needs analysis was carried out using a survey
method using a questionnaire to a physics lecturer at After the validation and revision processes were
the university in Palangka Raya City. Needs analysis completed, the research continued in the practicality
aims to find empirical facts about lectors’ needs for test. At this stage, a trial of the SLP was carried out by
adopting SDGs and implementing EfSD in physics implementing project-based learning using one group
learning at universities. Data was collected using a pretest and posttest design. Practical data and student
Likert scale 1-4 questionnaire with a choice of responses to the learning design were collected at this
responses from strongly agree to disagree. The data stage. Test the practicality of using SLP by collecting
obtained were analyzed descriptively to find the practical data through observation of learning
percentage of lectors’ needs for adopting SDGs and implementation and student response questionnaires
implementing EfSD in physics learning at universities. (Nieveen & Folmer, 2013). Data analysis techniques for
The preliminary research was followed by response questionnaires and learning implementation
curriculum analysis. Curriculum analysis is carried with formulas such as equation (2).
out by determining the SDGs goals to be adopted.
∑𝑥 (2)
Analysis of EfSD competencies that will be used as 𝑃= 𝑥 100%
learning outcomes. Analysis of science learning ∑ 𝑥𝑖
objectives in EfSD. Analysis of the curriculum of the
study program. Analysis of the course curriculum. The questionnaire uses a 4-scale Likert with very
Analysis of course material. Analyze environmental good to poor response options. At this stage, lecturers
materials and determine material integration and students also suggested improving the SLP. The
strategies. Analyze learning experiences to achieve data that has been collected is then analyzed to find the
outcomes—analysis of the evaluation and assessment. percentage of practicality and student responses.
The research continued with the product Practical category and student responses refer to Table
development phase. The product development phase 2.
consists of two activities: the development of

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Table 2. Criteria of Practicality and Student Responses accommodate these needs significantly. Based on these
Percentage Descriptions findings, the SLP of the SIP-SPP was developed. This
Practicality / 75.50 -100% Very practical/very finding is also supported by previous researchers,
students good stating that implementing interdisciplinary project
responses 50.50 - 75 % Practical / good learning better supports aspects of student learning
25.50 - 50 % Less practical/ fair (Vogler et al., 2018). IL can integrate specific learning
0 – 25 % Impractical/ poor with environmental concepts (Santiani et al., 2023;
Tripp & Shortlidge, 2019). IL of science and
The data were analyzed for the effectiveness of the conservation means learning with science and
SLP to improve the students' CPS. The effectiveness conservation content and an IL process (Santiani et al.,
analysis was done by a one-group pretest-posttest 2023).
research design (Creswell & Creswell, 2018) to compare
the average value of CPS in the pretest and posttest. Curriculum Analysis
The difference between pretest and posttest is assumed The preliminary research was followed by
to be an effect of implementing SLP. curriculum analysis. The curriculum of IAIN Palangka
Test the hypothesis with an independent sample t- Raya has yet to adopt SDGs and EfSD, so the
test (Creswell & Creswell, 2018) with SPSS 18. There curriculum in study programs and courses is also the
was a remarkable difference in the average CPS same. The SLP of the SIP-SPP adopted SDGs, and EfSD
between pretest and posttest if the independent sample started with content analysis of heat and
t-test satisfies sig.2-tailed < 0.05. The hypothesis of this thermodynamics. This is to the pattern of adoption of
study is presented as follows: SDGs and EfSD by Jegstad et al. 2018 (Jegstad et al.,
H0: There is no notable difference in students' CPS 2018).
scores between the pretest and posttest Introductory physics courses contain matter
H1: A notable difference in students' CPS scores quantities and units, mechanics, work and energy,
between the pretest and posttest. momentum and impulse, equilibrium of objects, and
The population of the research object to analyze heat and thermodynamics. All matter is related to the
the effect of SLP was the students of physics and physical properties of the universe, but not all can be
biology education study program in the even semester interdisciplinary with peatlands. Materials that are
of the academic year 2023/2024 who take introductory directly related and easy enough to integrate with
physics courses. The entire population was sampled: 60 peatlands are heat and thermodynamics. The selected
students. The study was conducted for three months, scientific content knowledge is heat and
from July to September 2023, at IAIN Palangka Raya. thermodynamics. The thermal properties of peat soils
The sample consisted of 42 women and 18 men are essential in mitigation activities, conservation, and
utilization (Gnatowski et al., 2022; Helbig et al., 2020;
Result and Discussion Kurnain, 2019; Kurylyk et al., 2016). Curriculum
analysis is carried out by determining the SDGs goals
Preliminary Research to be adopted. SDGs have 17 goals; the thirteenth is
The preliminary study found that CPS studies climate change mitigation (UNDP, 2023). Climate
from 30 prospective teacher students in introductory change is one of the world's most complex challenges
physics practicum in the educational physics due to its global nature (Uitto et al., 2017), and
department IAIN Palangka Raya showed an average humanity must step up efforts to reduce greenhouse
score of 1.43 with a low category. Six indicators indicate emissions (Klenert et al., 2020; Verlie, 2019).
a low category. These results are appropriate with the CPS of EfSD competencies have been included in
PISA assessment of CPS students in 2012, that 29% of the SLP as learning objective. Analysis of the learning
students scored at the lowest levels (OECD, 2017b). objectives of climate change mitigation SDGs that can
CPS skills in school activities are expected to improve be adopted in sustainable essential physics learning is
students' college and career readiness and benefit related to cognitive, social-emotional, and behavioral
society (Fiore et al., 2018; OECD, 2017b). School systems learning objectives (UNESCO, 2017). Cognitive
have no widely accepted CPS curricula or standards learning aims to understand the causes and
(Scoular & Care, 2018). These results suggest that CPS consequences of climate change. Social and emotional
should be developed in physics learning. goals are related to the social skills that make it possible
Lecturers perceive that SLP of the SIP-SPP is to achieve the SDGs. Behavioral learning objectives are
necessary to be developed to improve the CPS of related to action (UNESCO, 2017).
prospective teachers and students. The learning course The outcome of the SLP of the SIP-SPP is CPS and
is essential to interdisciplinary physics learning with EL so that the learning experience can be used in
peatland conservation. Furthermore, respondents project-based learning related to peatland. Project-
revealed that learning approaches have yet to based learning is an example of such pedagogical
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approaches that have been gaining popularity in plan, namely learning goals, instructional activities,
addressing education for sustainability (Hayashi et al., and evaluation (John, 2015; Chizhik & Chizhik, 2018 ).
2023; Monroe et al., 2019; Taheri, 2018). The sustainable The adoption of SDGs and the implementation of
introductory physics course is designed with a smart EfSD in SLP are arranged in the form of sub-learning
peatland project—achievement of heat and outcomes or learning objectives. Sub-learning
thermodynamics learning objectives for climate change outcomes of courses are derived from the learning
through learning activities on peatland-smart projects. goals (Rodriguez & Albano, 2017) of study program
Project-based learning challenges learners to construct graduates. Learning objective 1 (LO1) of the SLP course
the meaning of science concepts, connect classroom contains knowledge of physics, peatlands, and the
learning with life beyond, and address real-world Quran measured by a test. LO1 contains aspects of
problems (Felicia & Innocent, 2017). Project-based cooperation and environmental care measured by
learning allows learners to explore and discover performance observations and questionnaires. LO2
knowledge (Hanklang & Sivasan, 2020) and focuses on contains aspects of CPS thinking skills measured by
product creation or performance (Boyers, 2018). performance observation. LO3 contains the project
creation process skills measured with a project
Prototyping monitoring sheet. LO of the SLP course contains three
Prototyping the SLP contains the identity of the aspects (knowledge, attitude, skill) that must be formed
course, the achievements of graduates from the study in students' learning. LO is a performance that can be
program curriculum, the achievements of the courses, related to performance measuring instruments or tests.
and the sub-achievements of the courses. The SLP is The LO aspect is the requirements of a good LO
also equipped with learning assessment instruments. A (Rodriguez & Albano, 2017)—sub-learning outcomes
module for sustainable introductory physics courses of courses as adoption SDGs dan EfSD as shown in
with a peatland-smart project was prepared as a Table 3.
learning aid. SLP contains the main aspects of a lesson
Table 3. Adoption of SDGs and EfSD in Sub-learning Outcomes of Courses
Sub-learning Outcomes/Learning Objectives of Courses Information
Having an attitude of mutual respect, cooperation, and care for the peatland environment SDGs and EfSD competencies
through the process of integrating thermodynamic content, magnetic electricity, and
modern physics with the Quran (LO1)
Able to solve simple problems of thermodynamic matter, magnetic electricity, modern EfSD competencies
physics, and peatlands (LO2)
Able to plan and create IoT-based in peatland-smart projects (LO3) SDGs

Prototyping of SLP comes with task plans, This course is described as forming CPS and EL of
assessment plans, and assessment instruments and students through activities making smart peatland
rubrics. The task plan makes the plan assessed with the projects as interdisciplinary heat, thermodynamics,
project planning monitoring sheet. Problem peatlands, and climate change. Described of course
formulation performance sheets assess the formulation achieved through learning materials: Heat and Quran
of problems in groups. The CPS assessment plan uses surah Al Kahf verse nine six, An-Naml verse seven, Al-
the CPS assessment instrument in the project working Waqiah verse seventy one to seventy three, Yasin verse
group. CPS assessment instruments use grading eighty, Yunus verse five, Fatir verse thirteen, Al-
rubrics. Assessment indicators and assessment Furqon verse sixty one, Nuh verse sixteen. Gas and
techniques for the stage of making peatlands-smart Thermodynamics and quran surah Ar Rahman verse
projects are shown in Table 4. nine. Student Peatland-Smart project related to thermal
and electrical properties of peatlands. Stages are the
Table 4. Assessment Indicators and Techniques of the introduction of IoT and sensor systems, project
SLP planning, project implementation, project presentation,
Steps Assessment techniques and project reporting.
Problem formulation CPS rubric Sub-learning outcomes of courses are achieved
Project planning Performance planning through learning activities for making smart peatland
Project creation Observation with projects. Students in groups create peatland
monitoring sheet
conservation projects through smart peatland projects
Project presentation Performance presentation
by utilizing IoT and WSN. The indicators to be
Project reporting Performance process and
product achieved in learning are by the stages of project-based
CPS CPS Rubric learning.
EL P-PSEL Learning activities to achieve CPS and EL
questionnaire outcomes are by creating smart peatland projects.

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Learning activities are by the stages of project-based course as in Table 7.

learning, namely the pre-preparation stage,
preparation for the project stage, planning for the Table 6. Validation SLP of SIP-SPP Course
project, project implementation, and post-project stage Evaluated Aspects Aiken’s Criteria
(Hugerat, 2016). Learning activities at each project Value
stage can be seen in Table 5. Rational development of course 0.86 valid
design by environmental
conditions and education
Table 5. Learning Activities on SLP of the SIP-SPP
program
Project Stages Learning Activities
Adoption of SDGs dan EfSD in 0.76 valid
Pre-preparation IoT training and system sub-learning outcomes of
coding courses suitability with the
Preparation for the project Problem formulation with university and study program
group curriculum
Planning for the project Planning for the project with a Learning outcomes can be 0.81 valid
group achieved
Project implementation Collecting data and Learning outcomes contain 0.95 valid
information content, attitudes, and thinking
Post-project stage Presentation and class skills
discussion Content is an integration of 0.43 invalid
Assessment and Preparation report physics, peatlands, and (Revision)
evaluation religious materials
Content according to the basic 0.33 invalid
The instrument used to assess CPS outcomes is the theory from heat, (Revision)
CPS rubric in the project working group. The CPS thermodynamics, peatlands,
rubric is developed by analyzing collaborative and and religion
problem-solving dimensions and indicators. The CPS The suitability of the outcome 0.95 valid
learning with the learning
indicator has 12 and 4 dimensions of problem solvency
principle
and 3 dimensions of collaboration (Griffin & Care,
The suitability of the learning 0.90 valid
2015). activities with the learning
outcome
Assessment Phase The suitability of the assessment 0.90 valid
The experts in peatlands, physics lecturers, and strategies with the outcome
practitioners in learning physics and environment learning
validated the SLP of the SIP-SPP course. The SLP has Aiken’s V Table 0.76
met the average overall validity of 0.77 with valid Average validity (%) 0.77 Valid
criteria for nine aspects. However, product revisions
Table 7. Lecturers' Responses to SLP of SIP-SPP Course
are needed based on expert input. Experts suggest
Aspect Practicality Criteria
adding the practical concept of interdisciplinary heats (Lecturers' responses to) (%)
and peatland to the module so lecturers can more easily Learning outcome and sub- 81.25 Very
integrate it into the learning process. Furthermore, learning outcome Practical
content integration is not a valid criterion and needs Learning activities 75 Practical
revision before implementation. Validation SLP Instructional stages of project- 62.5 Practical
includes several learning aspects, which are detailed in based and interdisciplinary
Table 6. learning
SPSS 18 output in the ICC table for seven raters Learning assessment 68.75 Practical
strategies
with an ICC average measure value of 0.852 in the good
Average 72.5 Practical
reliability category. This result means that the degree of
relationship and agreement between the seven raters is Students’ responses to the SLP design presented in
good (Perinetti, 2018) for the SLP of the SIP-SPP course. Table 9 show a very good category with a percentage of
The assessment phase was conducted to 83.08%. The very good category shows that the SLP of
determine the practicality, student and lecturer the SIP-SPP has to learn aspects, including activity,
responses, and effectiveness—lecturers'. The SLP is students' involvement and motivation, learning
categorized as practical with a percentage of 72.5%. resources, learning stage, and heat linked to peatlands
This practical category illustrates that each component and climate change effects that improve student
of the course design can be applied, and its learning performance. Students also provide input on
characteristics in the learning process are observable. implementing the SLP of the SIP-SPP course,
The practical category shows that all stages of the SLP simplifying the systematics of reports or final learning
are implemented. responses to SLP of the SIP-SPP projects.
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Table 9. Students Responses Towards SLP of Table 11. SPSS 18 output for independent sample test
SIP-SPP Course Levene’s test for equality of t-test for equality of
Aspects Practicality Criteria variances means
(%) F Sig. Sig. (2-tailed)
Learning activities 83 Very good 0.137 0.713 0.000
Engagement in learning 86 Very good 0.000
activities
Learning motivation 88.5 Very good Conclusion
Interesting learning 85.5 Very good
resources
Interesting learning stages 76.5 Very good
The development and validation process produces
Heat linked to peatlands, 79 Very good the SLP of SIP-SPP course products with particular
climate change characteristics. The characteristics of the SLP of the SIP-
Average 83.08 Very good SPP course are as follows: The learning objective of
adopting the thirteenth SDG is climate change
CPS analysis of students before and after mitigation. The learning objectives of adopting EfSD
implementing the SLP of the SIP-SPP course design competencies are CPS. Assessment of climate change
was conducted by testing the Ho and H1 hypotheses. mitigation learning objectives with environmental
There were twelve indicators observed by seven literacy questionnaires and CPS with CPS performance
observers (five essential physics practicum assistants observation rubrics in groups. Learning activities to
and two lecturers) who had been trained previously. achieve environmental literacy and CPS goals with
Observations can only be made to 35 students. The learning based on peatland-smart projects Material
appearance of the CPS indicator in students is assessed content to achieve learning objectives, namely heat and
by setting the frequency of occurrence. Score 4 for thermodynamics, peatlands, climate change, and
performance indicators that appear very frequently interdisciplinary religion. SLP is valid and reliable
(75-100%), score 3 for appear frequently (76-50%), score according to experts and practitioners. SLP is practical
2 for infrequent occurrences (45-25%), score 1 for and easy to use. SLP can improve the CPS of
performance that never appears (< 24.5%). The CPS prospective physics teacher students. SLP of SIP-SPP
performance observation score before implementing needs to be developed and validated to make it easier
the SLP course was 36.37%. The average frequency of for lecturers and science lecturers, especially physics, to
performance of the CPS indicator category is rare adopt SDGs and EfSD in learning. Environmental
because it is below 45%. Observation of the literacy of prospective teacher students will be a
performance of CPS indicators after the mitigation of climate change. This research will be very
implementation of SBP-PSP course design, namely in good if data analysis of the relationship between
introductory physics practicum activities, was 68.04% environmental literacy and CPS is added. The
with category three or often. relationship between EL and CPS will show closely
Analysis of the hypothesis of the effectiveness of interrelated indicators and should be developed. The
SLP the SIP-SPP course to improve CPS performance in characteristics of SLP of SIP-SPP become easy to use
the project group was carried out with the
independence sample t-test SPSS 18. The SPSS 18 Acknowledgments
output shows the value of Levene's Test for Equality of The authors would like to express their gratitude and
appreciation to IAIN Palangkaraya for its financial support
Variances Sig. 0.713 > 0.05; hence, the CPS performance
and also the principals, teachers and students for their
data is homogeneous. The value of equal variances participation in this study
assumed Sig. (2-tailed) 0.000 < 0.05, then Ho is rejected,
and H1 is accepted. This means that the hypothesis is Author Contributions
accepted or there is a significant difference in CPS Conceptualisation, methodology, validation, S.S; formal
performance in the project group before and after analysis, J.A; review and editing; W.W. All authors have read
learning with the SLP of the SIP-SPP course. SPSS 18 and agreed to the published version of the manuscript.
output for group statistics and independent sample test
as shown Table 10 and 11. Funding
This research was funded by Litabdimas 2022

Table 10. SPSS 18 output for group Conflicts of Interest

N Mean Std. Devia- Std. Error The authors declare no conflict of interest.
tion Mean
Pretest 35 17.4571 3.45852 0.58460 References
Posttest 35 32.6571 2.98962 0.50534
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Reliability and Validity of Ratings. Educational and

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