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1	Education for sustainable development	ABS-1
Development of hypermedia learning model to enhance student^s engagement and learning outcomes Yusuf Gunawan, Robinson Situmorang, Moch. Sukardjo a. Doctoral student of Educational Technology, Faculty of Education, Universitas Negeri Jakarta, Jakarta, Indonesia b. Educational Technology Departement, Faculty of Education, Universitas Negeri Jakarta, Jakarta c. Educational Technology Departement, Faculty of Education, Universitas Negeri Jakarta, Jakarta Abstract Abstract The advancement of technology has facilitated the effective integration of hypermedia into educational settings. This study aims to develop and evaluate a hypermedia-based learning model using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design framework. The model is intended to improve student engagement and learning outcomes by incorporating interactivity, nonlinear navigation, and rich multimedia content. Grounded in established learning theories and design principles, the model was implemented in a pilot study involving undergraduate students. Data was collected through observations, questionnaires, and academic assessments to evaluate the model^s effectiveness. The results showed significant improvements in students^ engagement, motivation, and academic performance. These findings indicate that hypermedia, when systematically designed using the ADDIE model, can enhance the quality of learning by encouraging active participation and deeper conceptual understanding. The study contributes to the growing body of research supporting the use of technology-enhanced learning models in higher education. Keywords: Hypermedia, problem-based learning, student^s engagement, learning outcomes. Share Link | Plain Format | Corresponding Author (Yusuf Gunawan)

2	Education for sustainable development	ABS-2
From Labour to Learning: The Impact of Humanistic Approaches on Students^ Mindsets and Motivation for Higher Education Alpha Amirrachman, Yulia Fernandita, Zahra Hasana Salsabila, Santi Dianah Faculty of Education, Indonesian International Islamic University (IIIU) Abstract Participation in higher education is crucial not only for developing students^ potential but also for fostering social development. However, disparities in access to higher education remain a significant barrier to achieving equal opportunities in ^education for all,^ particularly in disadvantaged areas. Central Kalimantan, one of the extractive regions in Indonesia, ranks the seventh lowest in university participation nationally. It was found that the presence of mining and oil palm plantations leads to a fixed labour market mindset among the local high school students. This mindset views that pursuing higher education is no more valuable than entering the workforce straight after school. This study aims to examine the impact of a humanistic approach intervention on students^ mindsets and motivation for enrolling in higher education. Employing an experimental design, the study involved 32 high school students in Desa Telaga, Kamipang, Katingan, Central Kalimantan. Participants attended a series of interactive sessions that introduced humanistic values, including self-actualization, a growth mindset, and education for social change. Data were collected qualitatively, usin interviews and reflections. Results indicate significant improvements in students^ motivation and growth mindset score. The study highlights a positive shift in their mindset, from the labor market to higher education, after the intervention. These findings suggest that humanistic approaches can effectively challenge prevailing labour market mindset and promote an orientation toward self-actualization that extends beyond merely economic considerations. Finally, this study contributes not only to scholarly discourse but also to practical initiatives that exposure to humanistic values in education can enhance students^ aspirations for higher education, fostering social development in rural Indonesia. Keywords: Humanistic approaches, Labour market mindset, Students^ motivation, Higher education, Social development Share Link | Plain Format | Corresponding Author (Zahra Hasana Salsabila)

3	Education for sustainable development	ABS-4
Cross-Disciplinary Internships in Higher Education: Aspirations, Experiences, and Support for Students Maulana Noor Fajri Al Hajar, Ade Gafar Abdullah, Isma Widiaty Vocational and Technological Education, Universitas Pendidikan Indonesia Abstract Internships are designed to strengthen the connection between higher education and the world of work, particularly through experiences relevant to students^ fields of study. However, the phenomenon of cross-disciplinary internships-when students choose placements in sectors different from their academic disciplines-has emerged and raised critical questions. This study combines a systematic literature review (SLR) and qualitative research to examine the aspirations, experiences, and external support that influence students in choosing cross-disciplinary internships. The SLR identified three main themes: aspirations and expectations, internship experiences, and support from industry, faculty, and family. Empirical data from in-depth interviews reveal that students are motivated by opportunities to broaden skills, build networks, and enhance employability. Yet, their experiences also highlight tensions arising from differences in academic background, limited supervision, and the potential weakening of core competencies. This study emphasizes that while cross-disciplinary internships may offer short-term benefits, serious attention is needed to avoid obscuring the primary goals of vocational and technical education. The findings contribute to the global discourse on SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), underscoring the need for internship programs that are both relevant and adaptive to the dynamics of the labor market. Keywords: career aspirations, cross-disciplinary internships, student experiences, phenomenological study, systematic literature review Share Link | Plain Format | Corresponding Author (Maulana Noor Fajri Al Hajar)

4	Education for sustainable development	ABS-5
Internship Experiences of Young People in the Labor Market: A Systematic Literature Review Maulana Noor Fajri Al Hajar, Isma Widiaty, Ade Gafar Abdullah Vocational and Technological Education, Universitas Pendidikan Indonesia Abstract Internships are an important stage for young people to prepare and strengthen their career choices. This study applied a systematic review method by collecting qualitative articles from the Taylor & Francis and Google Scholar databases. The inclusion criteria were journal articles involving young people, both students and graduates, who had completed internships in the labor market. The findings show that young people^s internship experiences are diverse, including their aspirations and expectations before the internship, the actual experiences during the internship, and the support they received. Young people who interpreted their internship experiences in a dynamic and critical way tended to develop a positive attitude in facing challenges and were able to maintain consistency in their career paths. These results highlight the important role of internship experiences in shaping young people^s career readiness. Keywords: career readiness, internship experiences, labor market, systematic literature review, young people Share Link | Plain Format | Corresponding Author (Maulana Noor Fajri Al Hajar)

5	Education for sustainable development	ABS-6
Linking Mathematics Education to Economic Growth and Job Creation Putri Cinndy Shylvia Universitas Pendidikan Indonesia Abstract Mathematics education plays a strategic role in advancing sustainable development, particularly by strengthening human capital for economic growth and job creation. Yet, its broader contribution is often overlooked, as the focus remains on academic achievement rather than workforce readiness and socioeconomic progress. This study aims to explore how mathematics education supports economic growth and employment opportunities within the framework of Education for Sustainable Development (ESD). A systematic literature review of studies published between 2010 and 2024, complemented by curriculum and policy document analysis, was employed. The findings show that mathematics education fosters economic sustainability by equipping learners with 21st-century competencies such as critical thinking, quantitative reasoning, problem-solving, and data literacy. These competencies are essential for adapting to labor market demands in the digital and knowledge-based economy. Furthermore, integrating sustainability-oriented contexts such as financial literacy, resource management, and technological innovation into curricula and teacher training enhances the relevance of mathematics for real-world challenges. In conclusion, mathematics education is not only fundamental for cognitive development but also a pathway to achieving SDG 4 (quality education) and SDG 8 (decent work and economic growth). Strengthening teacher training and curriculum design is vital to maximize its role in sustainable economic progress. Keywords: mathematics education- education for sustainable development- economic growth- job creation- workforce development Share Link | Plain Format | Corresponding Author (Putri Cinndy Shylvia)

6	Education for sustainable development	ABS-7
Systematic Literature Review Artificial Intelligence Readiness Assessment of Prospective Vocational Teachers Informatics using Artificial Intelligence Application in Education for Sustainable Development Erlangga, Ana, Isma Widiaty, Dwi Novial Al-Husaeni, Tatang Mulyana Universitas Pendidikan Indonesia Abstract Assessing the technical skill readiness of prospective vocational teachers is crucial for evaluating the quality of graduates from higher education institutions, especially in terms of computer Artificial Intelligence Readiness skills that align with industry requirements. This systematic literature review focuses on the research surrounding the evaluation of prospective vocational teachers readiness in Artificial Intelligence, specifically through the use of artificial intelligence (AI)-based assessment methods. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, we conducted a thorough search of studies published between 2015 and 2025 across the Scopus, Web of Science, and IEEE Xplore databases. From an initial pool of 250 records, we screened for relevance, methodological quality, and full-text availability, ultimately including 42 studies in our final analysis. The review identified three primary AI approaches: (1) The general status of research trends on AI readiness in education in the annual distribution of publications and citations of research on the application of ai in AI readiness, and (2) The trends and impacts of AI implementation in measuring AI readiness in education evolve from the research theme development path. These findings highlight the importance of AI readiness in supporting AI implementation in education, which can improve the quality of learning and enrich educational experiences globally. Keywords: Artificial Intelegent, Artificial Intelegent Readiness, Machine Learning, Prospective Vocational Teachers Share Link | Plain Format | Corresponding Author (Erlangga Erlangga)

7	Education for sustainable development	ABS-9
Bridging Neuroscience and Secondary Education: A Systematic Literature Review and Framework for Learning Engagement Siti Zayyana Ulfah Graduate School, Universitas Pendidikan Indonesia Master^s Program in Teacher Education Jl. Dr. Setiabudi No.229, Isola, Sukasari, Bandung 40154, Indonesia Abstract This systematic literature review (SLR) explores the integration of neuroscience into secondary education as a means to improve adolescent learning. Based on the PRISMA framework and using the Scopus database, this study analyzed 24 articles published between 2016 and 2025. It addresses four major areas: neuroscience trends in cognitive development, learning strategies, motivation, and student engagement. The findings suggest that while neuroscience offers valuable insights into memory, attention, and emotion regulation, its classroom application remains limited. Motivation is identified as a central neuro-affective factor influencing sustained engagement, alongside cognitive readiness and instructional timing. To bridge the gap between research and classroom practice, this study introduces the Neuro-Adaptive Learning Engagement Framework, comprising four interconnected components: Cognitive Core, Emotional Regulation, Motivational Drive, and Contextual Alignment. This framework provides a neuroscience-based foundation for developing adaptive pedagogy. Further empirical validation is recommended to support its implementation in educational settings, particularly to foster learners^ capacity to engage with the transformative goals of Education for Sustainable Development. Keywords: educational neuroscience- adolescent learners- executive function- student motivation- systematic literature review. Share Link | Plain Format | Corresponding Author (Siti Zayyana Ulfah)

8	Education for sustainable development	ABS-10
Evaluating the National Student Admission Policy (SNPDB) at MAN Insan Cendekia Serpong: A CIPP Model Approach for Quality and Equity in Islamic Secondary Education Vicihayu Dyah Mulyaningrum, Supardi, Hasubullah, Darno R, M Syahril Indraprastra PGRI University, National Archives of the Republic of Indonesia Abstract This study evaluates the implementation of the National Student Admission Policy (Seleksi Nasional Peserta Didik Baru/SNPDB) at Madrasah Aliyah Negeri (MAN) Insan Cendekia Serpong using Stufflebeam^s CIPP (Context, Input, Process, Product) evaluation model. The SNPDB is a nationwide merit-based selection system initiated by the Indonesian Ministry of Religious Affairs to ensure transparent and equitable recruitment of high-achieving students from diverse regions, including underdeveloped and remote (3T) areas. Employing a mixed-method design, data were collected through policy document analysis, structured interviews with school administrators and selection committee members, field observations, and student questionnaires. The findings reveal that the program aligns strongly with the school^s vision of fostering excellence and equity. Digital infrastructure and standardized Computer-Based Testing (CBT) enhance fairness and efficiency, while the selection process successfully identifies students with superior academic and character profiles. Despite challenges in verifying achievement documents and ensuring consistent ICT readiness across partner sites, the SNPDB effectively strengthens the institution^s reputation as a national reference for Islamic secondary education. The study recommends continuous staff training, improved document verification mechanisms, and stronger outreach to marginalized areas to further enhance transparency and equity in future admissions. Keywords: CIPP evaluation model, education policy evaluation Share Link | Plain Format | Corresponding Author (Vicihayu Dyah Mulyaningrum)

9	Education for sustainable development	ABS-11
Development of Angi Moti Beginning Reading Method (BRM), to Improve Elementary School Students Reading Skills Moh. Aminullah, Ni Ketut Suarni, Ida Bagus Putrayasa, Ketut Suma Doctoral Program for Basic Education Ganesha University of Education Abstract Reading is a fundamental skill that all students must master. Many Beginning Reading Methods have been developed by experts, yet more than 50% of first-grade elementary school students still cannot read by the time they reach second grade. This research aims to develop and produce a BRM design as an initial reading method for early elementary school students, consisting of BRM learning steps. The method used to develop Angi Moti BRM is Thiagarajan 4D model, which involves four stages: definition, design, development, and dissemination. The steps developed include reading sound letters, syllables, words, and sentences. The letters introduced initially are the 13 independent sound letters: a, i, u, e, o, m, n, l, s, r, z, f, and h. Afterward, students are taught to read sound letters independently until they can read sentences. According to experts, the developed learning steps are highly valid (Aikens V - 0.92). After being taught and used in class, teachers found the method to be highly practical (Gregory analysis showed a score of 0.97). Analysis of the students pre- and post-test scores indicated a substantial improvement in their reading skills. The high normalized gain (N-gain) value of 0.899 confirms effectiveness of the method. According to teacher interviews, this method enables students to read in around 24 sessions (8 weeks), which is significantly faster than the previous approach of spelling, letters, and syllables that took nearly six months. Keywords: reading method, independent letters, sound letter Share Link | Plain Format | Corresponding Author (Moh Aminullah)

10	Education for sustainable development	ABS-12
Professional Development of Welding Teachers Through Project-Based Learning: Training Experience and Associated Factors Danis Rizki Swastika (a*), Moh. Sanni Mufti Alamsyah (b) a) Sekolah Pascasarjana, Universitas Pendidikan indonesia Jl. Dr. Setiabudhi No.229, Kota Bandung, 40154, Indonesia *danisrswastika[at]upi.edu b) BBPPMPV BMTI Jl. Pesantren No.Km.2, Kota Cimahi, 40514, Indonesia sannialamsyah[at]tedcbandung.com Abstract Keywords: professional development, project-based learning, welding teachers, vocational education, experiential learning Share Link | Plain Format | Corresponding Author (Danis Rizki Swastika)

11	Education for sustainable development	ABS-13
Circular Economy in Food Waste Management Education for Vocational Students Nia Lestari*, Cica Yulia, Isma Widyati, Universitas Pendidikan Indonesia Abstract This study presents a systematic literature review (SLR) that explores the relationship between food sustainability education, food literacy, and green curriculum indexed in Scopus until 2025. Using the document criteria: review articles, the search yielded 137 eligible articles that were systematically analyzed. The research objectives were to map conceptual and practical developments in these three areas, assess methodological patterns, identify key themes and research gaps, and formulate implications for educational policy and practice. Each article was processed using a structured data extraction approach covering the study objectives, theoretical framework, educational context, pedagogical approach, food literacy assessment tools, and policy recommendations then analyzed thematically to identify research patterns and gaps. The analysis revealed four major themes: Conceptualization and dimensions of food literacy, Pedagogical approaches, Integration of green curriculum, and Evaluation and evidence of impact. Longitudinal empirical research is needed that tests the effectiveness of pedagogical models and measurement instruments for food literacy- development of cross-context standardized assessment frameworks- increased contextual studies from developing countries- and attention to teacher training and the connections between education policy and local food systems. Keywords: circular economy, food waste management, vocational education, sustainability competency, systematic literature review Share Link | Plain Format | Corresponding Author (Nia Lestari)

12	Education for sustainable development	ABS-14
Framing Ocean Literacy as a Policy Tool to Address Marine Litter within Sustainability Transitions M. Muktiarni1, Isma Widiaty1*, Lilis Widaningsih1, Cica Yulia1, Afero Ismail2 1 Universitas Pendidikan Indonesia, Bandung, Indonesia 2 Universiti Tunn Hussein on Malaysia Abstract Marine litter persists as a complex global challenge, demanding not only technical solutions but also transformative shifts in public behavior, governance, and education. Ocean Literacy (OL) has emerged as a strategic framework to enhance societal understanding, foster civic engagement, and support sustainable marine policies. This systematic literature review network analysis examines the evolution of OL from an educational initiative into a multidimensional policy tool that advances behavioral change, public participation, and circular economy (CE) principles in combating marine litter. By systematically synthesizing over 60 peer-reviewed articles and policy documents sourced from Scopus-indexed journals and international initiatives such as the UN Decade of Ocean Science for Sustainable Development, this study maps the conceptual development and practical applications of OL across formal education, informal learning, community engagement, and governance contexts. Findings reveal that OL promotes environmental awareness, pro-ocean behavior, intergenerational learning, and local stewardship, contributing to reductions in single-use plastics, improved recycling practices, and enhanced citizen science participation. Furthermore, OL aligns effectively with CE strategies by fostering responsible consumption, reuse, and locally driven marine management. Despite these advancements, significant barriers remain particularly in low-resource settings stemming from structural, institutional, and cultural constraints. Scaling up OL requires inclusive, context-sensitive approaches, investments in teacher training, curriculum development, and community-based initiatives. This review underscores OL^s potential not merely as an educational strategy but as a cross-sectoral policy mechanism to catalyze systemic, equitable, and sustainable solutions to marine litter. Keywords: Ocean Literacy- Marine Litter- Environmental Policy- Public Engagement- Circular Economy Share Link | Plain Format | Corresponding Author (Muktiarni Muktiarni)

13	Education for sustainable development	ABS-17
THERMOS as Innovative Physics Learning Media: Reducing Heat Transfer Misconceptions and Enhancing Science Process Skills for Quality Education Yaumil Khairin Septiani (a*), Muhammad Hafizh Muliakoswara (b), Dadi Rusdiana (c) Physics Education, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi No.229, Isola, Sukasari, Bandung, Jawa Barat 40154, Indonesia *yaumilkhairin[at]upi.edu Abstract Quality Education is one of the main goals of the 2030 Sustainable Development Goals (SDG 4), which requires innovative strategies to address problems in the learning process. In practice, misconceptions often occur in physics learning because students tend to learn theories without contextual application, especially in the concept of heat transfer. This study aims to develop THERMOS (Teaching Heat Energy for Resolving Misconceptions in Science), as an innovative physics learning media designed to help students conceptualize the principles of heat transfer accurately and enhance their science process skills. The study adopted Research and Development (R&D) method based on ADDIE model. This stage focused on testing the product^s functionality, usability and collecting feedback through a limited trial involving ten first-semester physics students. The preliminary findings indicate that THERMOS functions properly, is easy to use, and shows strong potential in supporting students^ conceptual understanding and science process skills. Furthermore, the media provides interactive and engaging hands-on learning experiences, making it a promising innovation to support meaningful and high-quality physics learning in alignment with SDG 4. The outcomes of this stage will serve as the foundation for further validation, revision and development before wider implementation. Keywords: THERMOS, learning media, heat transfer, misconceptions, science process skills Share Link | Plain Format | Corresponding Author (Yaumil Khairin Septiani)

14	Education for sustainable development	ABS-18
Between Enthusiasm and Caution: Vocational Teachers^ Perceptions of Digital Competence and AI for Education for Sustainable Development Yudi Setiawan, Ade Gafar Abdullah, Haipan Salam, Tutin Aryanti Universitas Pendidikan Indonesia Abstract This qualitative study investigates vocational teachers^ perceptions and attitudes toward integrating digital competencies and Artificial Intelligence (AI) in vocational education to advance Education for Sustainable Development (ESD). Using an exploratory design, we conducted in-depth interviews with four teachers from a vocational high school in Bandung, Indonesia, spanning general and IT subjects. Thematic analysis shows that teachers view digital and AI tools as useful for improving learning quality, yet these gains are tempered by concerns over student complacency, academic dishonesty, and digital security risks. Understanding and readiness are heterogeneous, shaped by age, educational background, and institutional support- a gendered pattern appears, with male teachers reporting proficiency and enthusiasm. Guided by the Technology Acceptance Model and the ESD competence framework, the study identifies enabling conditions professional training and adequate infrastructure and hindering conditions human-resource constraints and low digital-security awareness. Crucially, gaps persist in teachers^ awareness of how digital competencies and AI can be mobilized for sustainability goals, including green skills, sustainable manufacturing, and environmental problem-solving. These findings underscore the need for evidence-based strategies that embed sustainability within technology-adoption frameworks, informing policy and practice to elevate vocational education while advancing the SDGs in a rapidly digitizing era. Keywords: Vocational Teachers, Teacher Perceptions, Digital Competence, Artificial Intelligence (AI), Technology Adoption Barriers Share Link | Plain Format | Corresponding Author (Yudi Setiawan)

15	Education for sustainable development	ABS-19
Development of Comic Media on Physical Activity and Healthy Lifestyle for Junior High School Students Hafizh Muhammad Kurnia*, Cica Yulia, Yulia Rahmawati Culinary Education Study Program, Faculty of Engineering and Industrial Education, Universitas Pendidikan Indonesia, Indonesia *hafizh1254ads[at]upi.edu Abstract The increasing sedentary lifestyle among adolescents has resulted in decreased fitness and an increased risk of obesity and non-communicable diseases. On the other hand, conventional methods of delivering health information, such as one-way lectures and textbooks, are often ineffective in reaching adolescent audiences. Objective: to develop educational comic media about physical activity and a healthy lifestyle for junior high school students with appropriate feasibility for publication. Method: Design Based Research (DBR) model: (1) Needs analysis (problem identification and student needs analysis), (2) Design (storyboard, script, characters), (3) Development (digital comic prototype), (4) Formative-summative evaluation (material/media/language expert validation, readability test, and pre-post knowledge, attitudes, and intentions) (5) Publication. Results: the comic meets the criteria of high feasibility, is easy to understand, and in limited trials shows a significant increase in knowledge, positive attitudes towards physical activity, and daily active intentions. Discussion: the success is supported by narratives and visuals that are relevant to the world of adolescents, multimedia learning principles, peer characterization as role models, and concrete and applicable messages. Impact: the final product is a comic that is easily integrated with PJOK/UKS subjects, increases health literacy, encourages active habits, and has the potential to reduce the risk of long-term disease in adolescents. Keywords: Educational Comic Media, Physical activity, Healthy lifestyle, Adolescents, Junior High School Students Share Link | Plain Format | Corresponding Author (Hafizh Muhammad Kurnia)

16	Education for sustainable development	ABS-20
Students Perceived School Climate: A Rasch Validation of Indonesian Version of WHITS Aisyah Khoirunnisa (a*), Santi Pratiwi (b), Hellen Lie Grace Ghautama (c), Tina Hayati Dahlan (d) a) School of Postgraduate, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No.229, Bandung 40154, Indonesia, *aisyah.khoirunnisa[at]upi.edu b) School of Postgraduate, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No.229, Bandung 40154, Indonesia, santipratiwi[at]upi,edu c) School of Postgraduate, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No.229, Bandung 40154, Indonesia, hellenlie[at]upi.edu d) School of Postgraduate, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No.229, Bandung 40154, Indonesia, tinadahlan_psi[at]upi.edu Abstract Schools not only serve as centers of knowledge but also function as microsystems that shape students^ social, emotional, and academic development. A positive school climate enhances engagement, fosters learning motivation, and reduces negative behaviors such as bullying, whereas a negative climate impedes growth. This study aimed to validate the Indonesian version of the Whats Happening in This School? (WHITS) instrument among 482 junior high school students. The final 48-item scale measured six dimensions: teacher support, peer connectedness, school connectedness, affirming diversity, rule clarity, and reporting and seeking help. Data were collected through convenience sampling using an online questionnaire, and Rasch analysis was conducted to evaluate reliability and item fit. The results indicated excellent psychometric properties, with a Cronbachs alpha of 0.95 and person reliability of 0.93, indicating strong internal consistency and response stability. These findings confirm that WHITS is a valid and reliable instrument for assessing school climate among Indonesian students. Keywords: WHITS, school climate, Rasch model, Indonesian version, high school students Share Link | Plain Format | Corresponding Author (Aisyah Khoirunnisa)

17	Education for sustainable development	ABS-21
Integrating Ocean Sustainability into Tourism Education: A Curriculum Analysis of Vocational High Schools Vina Nurwardiani Sanusi, Cica Yulia, Muktiarni Universitas Pendidikan Indonesia Abstract Indonesia as an archipelagic country has great potential in developing marine tourism. However, this potential is accompanied by challenges in the form of marine ecosystem degradation due to environmentally unfriendly tourism practices. This condition emphasizes the importance of integrating marine sustainability principles into the curriculum of Tourism Vocational Schools (SMK) as vocational education that prepares a skilled and environmentally conscious workforce. Unfortunately, most SMK curricula currently do not fully, and some do not even directly integrate marine sustainability principles. This study aims to analyze the extent to which marine sustainability principles are integrated into the Tourism Vocational School curriculum and to identify gaps that need to be addressed to support the development of the Blue Curriculum. The research method used is descriptive qualitative with a multi-case study approach. Data collection techniques include: (1) analysis of curriculum documents and learning tools using an ocean literacy-based checklist, (2) in-depth interviews with teachers, program heads, and students, (3) observation of the learning process and supporting facilities. The results show that the principles of marine sustainability in the Tourism Vocational School curriculum are still limited to general environmental issues, not specifically addressing marine conservation and ecotourism practices. Discussion of the findings confirms the gap between the needs of the sustainable tourism industry and the competencies of SMK graduates. The impact of this research resulted in an ocean literacy integration map, curriculum development recommendations, marine sustainability assessment instruments, and a policy brief for vocational education stakeholders. Thus, Tourism Vocational Schools are expected to produce graduates who are not only professional but also play an active role in maintaining the sustainability of marine ecosytems Keywords: marine sustainability, curriculum, Tourism Vocational Schools, ocean literacy, Blue Curriculum Share Link | Plain Format | Corresponding Author (Vina Nurwardiani Sanusi)

18	Education for sustainable development	ABS-22
Demographic Differences in the Prevalence of Bullying Victimization at School I Nyoman Edwin Tri Nugraha (a*), Khairatul Ulya Ilma (b), Aisyah Khoirunnisa (c), Tina Hayati Dahlan (d) a) School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154 edwintn[at]upi.edu* b) School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154 khairatul2ya.ilma[at]upi.edu c) School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154, aisyah.khoirunnisa[at]upi.edu d) School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154, tinadahlan_psi[at]upi.edu Abstract This study examined demographic differences in the prevalence of bullying victimization in public and private senior high schools. A quantitative design was employed with 605 students selected through convenience sampling. Because the data were not normally distributed, the Mann-Whitney U test was used to compare differences across school types. The results showed that male students were more frequently involved as perpetrators of bullying than female students. In addition, students in private schools reported significantly higher levels of bullying perpetration compared to their peers in public schools. Although male students scored slightly higher as victims of bullying, the difference in victimization between genders was not statistically significant. Similarly, students in private schools demonstrated a higher tendency to experience bullying victimization compared to those in public schools, but this difference was not significant. Overall, the findings highlight gender- and school-type disparities in bullying perpetration and emphasize the importance of targeted interventions across school contexts. Keywords: Bullying, Victimization, Gender differences, School type, High school students Share Link | Plain Format | Corresponding Author (I Nyoman Edwin Tri Nugraha)

19	Education for sustainable development	ABS-23
Gamification of Video Game Bades-Evaluation Media by Using GDevelop for Local Food and Food Safety Education Khalil Farhan, Cica Yulia, Yulia Rahmawati School Of Culinary, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Sukasari, Isola, Bandung, Jawa Barat 40154, Indonesia. Faculty of Technical and Industrial Education, Bandung, indonesia Abstract This research is motivated by the low engagement and learning motivation among students, particularly in subjects perceived as challenging. Traditional teaching methods often fail to capture students^ interest, necessitating innovation in learning media. Gamification, the integration of game design elements into non-game contexts, emerges as a promising strategy to enhance student motivation and engagement. This study aims to develop and determine the effectiveness of a video game-based evaluation medium using GDevelop to improve student motivation and learning outcomes in the Local Food and Food Safety subject.This research employs a Design-Based Research (DBR) approach, focusing on the systematic design, development, and evaluation of educational interventions. The participants are 30 ninth-grade students from the Culinary Arts program at SMP Labschool UPI. Data is collected through validation questionnaires completed by material, media, and language experts, as well as student response questionnaires to measure User Interface (UI) and User Experience (UX). The collected data will be analyzed using descriptive qualitative and quantitative methods with a Likert scale to determine the medium^s feasibility and user responses.The expected outcome of this research is a valid, practical, and effective gamified evaluation product for educational use. Furthermore, this study is expected to demonstrate a significant improvement in student motivation, engagement, and learning outcomes after using this video game-based evaluation medium. Keywords: Gamification, Evaluation Media, Video Game, GDevelop, Food Safety, Learning Motivation. Share Link | Plain Format | Corresponding Author (Khalil Farhan)

20	Education for sustainable development	ABS-24
Integrating Local Wisdom and Culture into Education to Maintain Sustainability Transformation in Indonesia: The Role of Myths and Folklore in Preserving Nature Elni Jeini Usoh (a*), Jeffry S. Lengkong (b), Viktory N.J. Rotty (c), Susan N.H. Jacobus (d) Universitas Negeri Manado Jl. Kampus Unima Tondano Kabupaten Minahasa Sulawesi Utara Abstract Indonesian myths and folklore embody ecological wisdom, reflecting traditions that emphasize harmony with nature and environmental stewardship. However, these narratives are increasingly neglected by younger generations due to rapid modernization and the dominance of global media. This research project proposes integrating local wisdom into formal education as a strategy to strengthen sustainability learning and cultural identity. By embedding myths and folklore into curricula, students can reconnect with ancestral values while cultivating environmental awareness and sustainable practices. The study has three objectives: (1) identify key Indonesian myths and folklore promoting ecological conservation, (2) analyze their alignment with modern sustainability principles, (3)enhancing students^ environmental knowledge, attitudes, and behaviors into environmental awareness. The research addresses three main questions: How can a national documentation of ecological myths and folklore be developed? How can these narratives be adapted into sustainability education? How effective are they in shaping students^ environmental awareness and action? Ultimately, the study aims to provide policy recommendations for embedding local wisdom into Indonesia^s national curriculum. By addressing this study, it seeks to ensure that traditional ecological values are preserved and transmitted across generations, contributing to sustainable transformation. Keywords: Education Management, Local wisdom and Culture, Sustainability in Education, Preserving Nature Share Link | Plain Format | Corresponding Author (Elni Jeini Usoh)

21	Education for sustainable development	ABS-25
Comparative Analysis of Food Literacy Levels Based on Gender Among Culinary Vocational High School Students Saffana Erina Paramitha, Cica Yulia, Nia Lestari Culinary Education Study Program, Faculty of Technical and Industrial Education, Universitas Pendidikan Indonesia. Abstract Food literacy is an essential competence that encompasses the ability to understand, evaluate, and apply knowledge related to food management, selection, preparation, and the consumption of healthy and sustainable diets. Food literacy levels are influenced by multiple factors, one of which is gender, often shaping differences in: (1) nutritional knowledge- (2) dietary preferences- and (3) eating behaviors. This study aims to analyze differences in food literacy levels between male and female students in culinary majors at vocational high schools. A quantitative approach with a cross-sectional design was employed, using a questionnaire that had been tested for validity and reliability. Data analysis was conducted using the Chi-Square test to examine the relationship between gender and food literacy levels. Preliminary findings revealed variations in food literacy, with 38 students classified in the low-literacy category and 36 students in the high-literacy category. These differences highlight gender-related variations in lifestyle, access to information, and dietary practices. The study underscores that food literacy among culinary students remains uneven, indicating the need for more targeted nutrition education strategies aligned with gender-specific needs. The findings contribute to advancing food literacy research in vocational education and provide a basis for developing nutrition and food education programs that promote healthier eating patterns, reduce gender-based disparities, and strengthen food security in the school environment. Keywords: Chi-Square, culinary students, cross-sectional, food literacy, gender, vocational education. Share Link | Plain Format | Corresponding Author (Saffana Erina Paramitha)

22	Education for sustainable development	ABS-26
Developing TikTok Carousel-Based Educational Media for Food Labeling Instruction Among Middle School Students Salsabila Shafa, Cica Yulia, Sri Subekti Culinary Education Study Program, Faculty of Technical and Industrial Education, Universitas Pendidikan Indonesia Abstract Low awareness among junior high school students regarding the importance of reading food labels leads them to consume unhealthy snacks impulsively without considering their nutritional content. This condition highlights the need for innovative, engaging learning media aligned with adolescent trends. This study aims to develop educational media in the form of carousel content on food labeling for junior high school students and to test its validity, practicality, and student responses. The research employed a Design-Based Research (DBR) approach, including problem identification through analysis of umbrella study data, prototype design, validation by material, media, and language experts, and reflection through user interface and user experience (UI/UX) testing with students. Data were collected secondarily using validation and student response questionnaires, then analyzed descriptively and qualitatively. The developed product consists of TikTok carousel content on food labeling designed according to UI/UX principles such as consistency, simplicity, readability, and interactivity. Expert validation showed the media to be of good to very good feasibility, while student responses indicated it was easy to understand, attractive, and relevant to their daily lives. This media has the potential to become an innovative alternative teaching resource for teachers, enhance adolescents^ learning motivation and nutrition literacy, and provide a replicable model for developing digital educational media on similar topics. Keywords: Content, Education, Media, Food Labeling, Junior High School Share Link | Plain Format | Corresponding Author (Salsabila Shafa)

23	Education for sustainable development	ABS-27
Integrating Project Based Learning and Place Based Education on Renewable Energy to Enhance Students Creativity and Environmental Awareness Siti Rukoyah (a), Anna Permanasari (b*), Surti Kurniasih (c) a) Science Education, SPs Universitas Pakuan 1, Bogor, Indonesia b*) Science Education, SPs Universitas Pakuan 1, Bogor, Indonesia- anna.permanasari[at]unpak.ac.id c) Science Education, SPs Universitas Pakuan 1, Bogor, Indonesia- Abstract This research aims to produce a project learning model on the theme of renewable energy with a place-based education framework and assess its effectiveness in increasing students^ creativity and environmental awareness. The method used was quasi-experimental with Pretest-Posttest Control Group Design. The research sample consisted of 35 students of SMPN 19 Bogor City as the control class and 39 students of Sekolah Alam Bogor, who were randomly selected from the available population. The instruments used were creative thinking skills test questions, environmental awareness questionnaires, learning observation formats, as well as student, teacher and community response questionnaires to learning. The instruments have been tested and have been tested with 30 respondents. The results showed that project learning on renewable energy material based on PjBL-PBE syntax by inserting communication/questioning/discussion steps with the source of the problem/solution maker was very implementable. Learning shows high effectiveness as indicated by an increase in creative thinking scores with an N-Gain of 56.18% in the experimental class, higher than the N-Gain in the control class. Environmental awareness also improved, with a score of 13.62% in the control class and 67.15% in the experimental class (good category). Student, parent and community responses to the learning reached 91.60% (excellent category), indicating strong support for the method. Keywords: Creativity- Environmental Awareness-Place-Based Education- Project Based Learning- Renewable Energy Share Link | Plain Format | Corresponding Author (siti rukoyah)

24	Education for sustainable development	ABS-28
Talking About Sexual Education in Indonesia Based on Teachers Perspectives in Junior High Schools Siti Nurbayani, Rama Wijaya Abdul Rozak, Vini Agustiani Hadian, Nindita Fajria Utami, Syifa Fauziah, Nazwa Putri Sopian Universitas Pendidikan Indonesia Abstract Cases of sexual violence against children continue to increase every year, but there is no instruction in the education curriculum in Indonesia to educate children about sexual education. This research aims to map the profile of the implementation of sexual education by teachers in schools. Semi-structured interviews were conducted with 30 junior high school teachers. Research shows that teachers partially understand education and sexual violence. Sexual education has become a taboo paradigm because it is considered to convey the health of reproductive organs and safe ways to have sexual relations, so it is considered contrary to Indonesian culture. Likewise, sexual violence is understood as a crime that injures a person^s genitals. There are two patterns of delivering sexual education in schools, namely the pattern of advice in conversation and the girl^s day program every Friday midday. Girl^s Day programs only apply to female students and are delivered by female teachers, so there are no educational programs for male students. The girl^s day program is also delivered as advice to behave well, be wise in choosing relationships, and get closer to God. An incomplete understanding of sexual education means that teachers are not optimal in the implementation process. Keywords: Education- Sexual Violence- Indonesia- Secondary School- Junior High School. Share Link | Plain Format | Corresponding Author (Siti Nurbayani)

25	Education for sustainable development	ABS-29
Epistemologi Ilham dan Ilmu dalam Pemikiran Al-Ghazali cahyudi prima & Isrun Abdurahman UIN Sunan Gunung Jati Bandung Abstract This study examines Al-Ghazali^s epistemology of ilham (divine inspiration) and ^ilm (knowledge) within the Islamic intellectual tradition. Using a qualitative library research approach with historical-philosophical and hermeneutical methods, the study analyzes Al-Ghazali^s main works Ihya^ ^Ulum al-Din, al-Munqidz min al-Dhalal, Mishkat al-Anwar, and al-Risalah al-Laduniyyah along with relevant secondary sources. The findings reveal that Al-Ghazali views knowledge as divine light implanted by God in the human heart, attainable through sense perception, reason, and ilham. Ilham represents knowledge directly granted by God without rational inference, occupying a higher level than discursive reasoning, though reason remains vital in seeking truth. Al-Ghazali^s epistemology integrates rational and spiritual dimensions, offering an alternative to the reductionism of modern science. His ideas promote a holistic understanding of knowledge that unites intellect, empirical experience, and spiritual purification. Keywords: Al-Ghazali, Epistemology, Ilham, Knowledge. Share Link | Plain Format | Corresponding Author (cahyudi prima)

26	Education for sustainable development	ABS-30
The Perceived Opportunity Cost of a Diploma: Youth Labor Choices, Educational Mismatch, and the Challenge to Sustainable Development in Indonesia Ahmad Fauzi Zakaria Program S3 Pendidikan Islam UIN Sunan Gunung Djati Bandung Abstract Indonesia^s ambition for sustainable development is paradoxically challenged by a growing trend of youth opting for immediate industrial jobs over higher education, a choice perceived as economically ^realistic^ due to household financial pressures. This literature study analyzes this school-to-work transition, revealing a complex issue rooted in a high perceived opportunity cost of education, where short-term wages outweigh uncertain long-term returns of a diploma. This phenomenon is exacerbated by a significant qualification mismatch in the labor market, leading to wage penalties and skill underutilization. Furthermore, vocational education (SMK) reforms have not consistently improved graduates^ readiness, questioning the current system^s efficacy. These patterns suggest a systemic misalignment between Indonesia^s educational offerings, economic realities, and youth aspirations, hindering the development of high-quality human capital essential for escaping the middle-income trap. This trend poses a direct threat to Education for Sustainable Development (ESD) by perpetuating a low-skill labor cycle. Addressing this requires a new ^social contract for education^ that integrates relevant skills, ensures the economic value of higher education is visible, and aligns educational pathways with sustainable national development goals. Keywords: Human Capital, Qualification Mismatch, Opportunity Cost, Vocational Education (SMK), Middle-Income Trap, Sustainable Development, Indonesia Share Link | Plain Format | Corresponding Author (Ahmad Fauzi Zakaria)

27	Education for sustainable development	ABS-31
Development of Green Competencies Model in Vocational Education Using Fuzzy-AHP Multi-Criteria Decision Making: A Design-Based Research Approach Muh Abdul Latif, Isma Widiaty, Ade Gafar Abdullah Pendidikan Teknologi dan Kejuruan, Sekolah Pascasarjana, Universitas Pendidikan Indonesia Abstract Green competencies have become urgent in workforce development and global sustainability efforts. This study develops a Green Competencies (GC) model for vocational education using Multi-Criteria Decision Making (MCDM) through Fuzzy Analytical Hierarchy Process (Fuzzy-AHP) to support SDG 4. A mixed-method Design-Based Research (DBR) approach was employed, involving 1,022 respondents (students, teachers, and industry practitioners) to identify GC needs, and 10 experts for construct and content validation. Through Systematic Literature Review (SLR), six key dimensions were identified: awareness, knowledge, skills, attitudes, abilities, and behavior, each with specific competency indicators. The study revealed differing perspectives among stakeholders regarding GC priorities in vocational education, necessitating Fuzzy-AHP-based MCDM and Pareto principle analysis for prioritization. Results indicated ^green abilities^ as the highest priority dimension, followed by ^green skills^ and ^green attitudes.^ The study recommends incorporating ^spiritual competencies^ as an additional dimension for a more holistic, value-grounded competency model. This development aligns with Prosser^s 9th and 13th principles, emphasizing graduate preparation based on labor market demands and specific societal needs. A conceptual implementation guide was designed to facilitate systematic integration of the model into vocational curricula. The model serves as a reference for policymakers in embedding green competencies into educational frameworks. This research contributes to bridging the gap between vocational education and sustainable workforce requirements, though further empirical testing of real-world implementation is needed to validate its effectiveness in diverse vocational settings. Keywords: Green competencies, Desain-Based Research, Fuzzy Analytical Hierarchy Process, vocational education curriculum, and Sustainability Development Goals Share Link | Plain Format | Corresponding Author (Muh Abdul Latif)

28	Education for sustainable development	ABS-32
From Tradition to Innovation: A Predictive Model of Technology Enabled Collaborative Learning for HOTS in Islamic Higher Education Mohammad Rindu Fajar Islamy1, Nurti Budiyanti2, Mohamad Wilkhy3, Mohammad Ruqy Faisal Islamy4 1,2 Islamic Religious Education, Universitas Pendidikan Indonesia, Indonesia 3 Language, Universitas Pendidikan Indonesia, Indonesia 4 Physics, Institut Teknologi Bandung, Indonesia Abstract Purpose: This study investigates the effectiveness of a Flipped Classroom model in Islamic Religious Education (PAI) based on an Open Ended Approach combined with Think Pair Share (TPS) in fostering Higher Order Thinking Skills (HOTS). The research aims to develop and validate a predictive model of technology enabled collaborative learning that bridges traditional pedagogical foundations with innovative practices in Islamic higher education. Methodology: A quantitative survey was conducted with 306 participants from Islamic education programs. Seven constructs technology, flipped classroom, TPS, instructional materials, engagement, HOTS, and traditional methods were measured using 39 Likert scale items. Data were analyzed through descriptive statistics, reliability and validity testing, correlation analysis, Mann Whitney U, Kruskal Wallis, multiple regression, and bootstrap mediation. Findings: The predictive model explained 74.8% of HOTS variance (R-squared = 0.748), with technology (beta coefficient= 0.230) emerging as the strongest predictor, followed by TPS (beta coefficient = 0.158). Mediation analysis revealed that TPS accounted for 36.7% of the relationship between technology and HOTS, highlighting its role as a cognitive amplifier. Notably, traditional methods contributed positively (beta coefficient = 0.090), indicating the enduring relevance of foundational Islamic pedagogies. No significant gender differences were found, confirming the universal applicability of the model. Originality/Value: This research provides the first empirical evidence within Islamic higher education that technology functions not merely as an instructional tool but as a cognitive catalyst, while TPS serves as a collaborative amplifier. The study advances a dual pathway framework integrating direct technological enhancement with indirect collaborative mediation for HOTS development. Practical Implications: The findings inform an evidence based roadmap for Islamic higher education re Keywords: Flipped Classroom, Think Pair Share, Higher Order Thinking Skills, Islamic Higher Education, Technology Share Link | Plain Format | Corresponding Author (Mohammad Rindu Fajar Islamy)

29	Education for sustainable development	ABS-33
The role of Widyaiswara in improving the integrity of state civil servants Nurshiddieq Universitas Pendidikan Indonesia Abstract The integrity of government officials has long been a negative issue that is always discussed in society. The high and massive corruption, low quality of service, and low discipline of officials are the things that have received the most attention so far. Such an integrity profile of officials is inseparable from the lack of influence of the lecturers who become teachers for civil servants. Lecturers as educators are recognized to have a role that should not be underestimated in the formation of government officials with high integrity. Through various training forums, lecturers have a very open opportunity to influence the behavior patterns of civil servants. The more impressive a lecturer is in inspiring and inspiring participants, the greater the opportunity for the lecturer to change the behavior patterns and characters of the participants. But of course, the role of improving the integrity of the apparatus can only be carried out by lecturers who also have high integrity. Therefore, education or learning integrity for lecturers is something important to prioritize, long before the same training for general officials. Integrity training for instructors is necessary to enable them to behave ethically, both in academic and non-academic settings. Integrity training is necessary to prevent instructors from becoming overwhelmed in understanding and modeling appropriate behavior for training participants. Each instructor influences training participants, both directly and indirectly, through the education and teaching provided, as well as through their attitudes, styles, and personalities. In training, the planned competency targets are relatively achievable if all instructors, in addition to possessing adequate substantive and delivery competencies, also possess a personality and code of ethics consistent with their profession as truth-tellers. This article examines the meaning of integrity according to various literature and how it can be incorporated into instructors^ character Keywords: Civil servant behavior, affective, soft skills, honesty, civil servant education.Please Just Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Nurshiddieq Nurshiddieq)

30	Education for sustainable development	ABS-35
Implementation of STEM-Based Boungee Jump Game in Learning Linear Equations Iyon Maryono, Aimmatul Uliyah, Sumiyati Saadah UIN Sunan Gunung Djati Bandung Abstract Various learning approaches and models have been created to optimize the learning process in 21st-century skills. The purpose of this study was to analyze students^ critical and collaborative thinking skills through the implementation of a STEM (Science, Technology, Engineering, and Mathematics)-based boungee jump game. This study used a design research method with three stages: introduction, teaching experiment, and retrospective analysis. The learning activity involved 30 eighth-grade students divided into five groups. Students conducted experiments using rubber bands and clips to model the concept of linear equations. The results showed that the STEM-based boungee jump game approach increased student engagement in understanding linear equations. Students were able to construct the relationship between the number of rubber bands and the distance dropped into a linear equation and supported the development of critical and collaborative thinking skills. Keywords: STEM-Based Boungee Jump Game, critical and collaborative thinking skills, linear equation, STEM-Based Boungee Jump Game Share Link | Plain Format | Corresponding Author (Iyon Maryono)

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