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Sustainability consciousness is an outcome of Education for Sustainable Development which was launched by UNESCO since 2014 to create a society with sustainable living behaviour. This study conducted on 148 junior high school students in Central Java, Indonesia. Their sustainability consciousness measured with Sustainability Consciousness Questionnaire adapted from the questionnaire developed by a group of Swedish researcher. The questionnaire measures the aspects of knowingness, attitudes and behaviours in economy, environment and society dimensions. The items are presented using Likert Scale with 5 ranks, from 1 "strongly disagree" to 5 "strongly agree". This study used descriptive research method which no treatment. The result shows the average percentage of their sustainability consciousness score is 77.5%. Meanwhile, the average calculation based on the aspects of knowledge, attitudes and behaviour shows the respective scores of 79.3%, 76.1%, and 76.7%. Then, the average score based on the social, economic and environment dimensions is 72.7%, 79.1% and 80.5%. From these data, it can be seen that the environmental dimension gets the lowest score compared to economic and social scores. Therefore, we need a learning strategy in science education that is appropriate to increase the knowledge, attitudes and behaviour of students in the environmental dimension to create a sustainable society. [ABSTRACT FROM AUTHOR]

Education for sustainable development is an important concern for the whole world because it is a strategic tool to realize that every individual is responsible for ensuring sustainable living for the next generations. This research is a descriptive research that aims to reveal the level of students' sustainability awareness on emotional, attitude, and practice aspects. The total sample of research is 86 biology pre-service teachers from one of the state campuses. The data in this study is primary data, which is obtained directly from the research subject. The research was conducted by disseminating questionnaires to students consisting of 17 items of closed questions. The results of the study obtained the average percentage score of students in environmental awareness is at a high level of 81.2%. Then, analysis based on emotional, behavioral and practice categories are respectively found percentages 97.4%, 89.9% and 52.8%. Next, the percentage of awareness based on the year of entry is obtained results with a relatively equal percentage. Lastly, an analysis of the level of environmental awareness based on the knowledge of students on the term of sustainability awareness is obtained as a result that students who have heard the term of sustainability awareness get better results. Based on this research, sustainable practices owned by students are at the lowest level among the 3 categories of sustainability awareness. [ABSTRACT FROM AUTHOR]

Creative thinking is one of the 21st century skills which described as the key to education because the abilities can produce new, suprising, and valuable ideas. The purpose of this research to know the profil of student's creative thinking abilities in VII grade of junior high school in Surabaya during the processs of science learning. The study was conducted on 116 participant. This study used quantitative-descriptive method. Data was gathered through the use of an essay test on Education for Sustainability Development (ESD) context based on creative thinking indicator. A learning evaluation expert validated the essay test. Indicator of creative thinking skills test is fluency, flexibility, originality, and elaboration. The result shows that student's creative thinking in the concept of environmental pollution is 18% of student have low creative thinking skills, 70% of them have moderate category, and 12% of them have high category. Then, average scores based on indicators of creative thinking skills is fluency (69%), flexibility (57%), originality (55%), and elaboration (59%). The conclusion of this research is average score of originality gets the lowest from other indicators of creative thinking skills. Therefore we need to develop learning design which can enhance student's creative thinking abilities especially originality indicator. [ABSTRACT FROM AUTHOR]

The purpose of this study is to describe whether Education for Sustainable Development (ESD) values have been reflected in the 2013 curriculum at the 8th-grade junior high school level in promoting the development of sustainable education through the theme of healthy food. The analysis was carried out based on data obtained by researchers from student books, syllabus, core competencies (KI), and basic competencies (KD) curriculum 2013 at the junior high school level and a survey of 11 science teachers at the junior high school level from 9 different schools, namely West Java, Central Java, East Java, and West Sumatra. Based on an analysis of the syllabus, basic competencies, and core competencies of the 2013 junior high school curriculum in grade 8, it was found that every KD related to healthy food had reflected ESD values. In the student handbook, it was also found that student activities and projects carried out by students also reflected ESD values. In line with these findings, the survey results show that all teachers stated the importance of teaching students' understanding of healthy food so that students have an awareness of eating healthy foods and promotion of continuing education in science learning. However, the assessment contained in the student handbook has not been able to measure the key competencies that students must have in ESD-based learning. So that a learning process is needed including teaching materials, methods approach used by teachers that can improve students' key ESD competencies. [ABSTRACT FROM AUTHOR]