Journal of Sustainability and Community Empowerment

The Relevance of “Tiwul Wonogiri” as Local Wisdom in Science Education towards the Sustainable Development Goals

Maratus Salsabila, Rachma Hayati Alyssa Putri, Fenny Widiyanti — Mon, 10 Aug 2026 00:00:00 +0000

This study aims to identify junior high school-level natural science concepts embedded in the process of making Wonogiri Tiwul and to analyze their relevance to the achievement of Sustainable Development Goals (SDGs) Goal 2 (Zero Hunger) and Goal 12 (Responsible Consumption and Production). This study employs a qualitative method with a local wisdom approach. Data collection was conducted through observation and in-depth interviews with a key informant who have over 45 years of experience in making Tiwul in Wonogiri Regency. The data was analyzed using local wisdom content analysis. The local knowledge data obtained was then analyzed and linked to scientific concepts and sustainable development goals. The study’s findings indicate that the 11 stages of the Tiwul production process incorporate ten science concepts spanning Physics (evaporation, heat convection, mechanical forces, rotational motion), Chemistry (solubility, colloids, starch gelatinization, separation of mixtures), and Biology (water activity, natural preservation, nutrition, digestion). These concepts can be integrated into the junior high school science curriculum for grades 7 through 9. From the perspective of the SDGs, the production of tiwul is relevant to SDG 2 as a model of food security based on local wisdom, as well as to SDG 12 through zero-waste production practices, resource efficiency, and sustainable food consumption. This study offers practical implications for the development of science teaching materials based on local contexts and the strengthening of education for sustainable development at the junior high school level.

Enhancing Students' Sustainability Action Through Action-Oriented ESD Learning on Food Consumption Topic

Nida Sayyidah Munawar, Eliyawati, Ida Kaniawati, Witsanu Suttiwan — Mon, 10 Aug 2026 00:00:00 +0000

This study aims to investigate the enhancement of action-oriented Education for Sustainable Development (ESD) learning on the food consumption topic toward students’ sustainability actions related to SDG 2 (Zero Hunger). However, empirical evidence on how action-oriented ESD learning transforms students’ understanding of sustainability into consistent daily actions remains limited, particularly in the context of food consumption and examined an ESD intervention supported by an action journal. The study used a pre-experimental method using a one-group pretest-posttest design. Participants consisted of 30 eighth-grade students (15 female and 15 male students) from a junior high school in Bandung selected through convenience sampling. Data were collected by sustainability action questionnaires applied before and after the intervention, accompanied by 28-day action journals that record students’ daily food consumption practices. The paired sample t-test showed a significant difference between the pretest and posttest results (sig. = 0.018, α = 0.05), with an average score increase of 4.9 points. The action journals indicated that 41.19% of students consistently implemented a complete healthy menu, and 57% of students showed a positive change in sustainability actions from past to future (Plus to Plus category). Future action showed the highest improvement, increasing by 9.9 points. Overall, the findings indicate that action-oriented ESD learning can enhance students’ sustainability action competencies, particularly in strengthening awareness and commitment toward healthier and more sustainable food consumption habits. Further studies are recommended to involve larger samples, longer intervention periods, and more organize monitoring systems for action journal.

STEM-ESD Zero Hunger Project Learning on Students’ Engineering Skills and Actions

Astri Afifah Rohana , Siti Sriyati, Rini Solihat, Riandi — Tue, 04 Aug 2026 00:00:00 +0000

In the 21st century, students need to acquire competencies to act as agents of change. Engineering skills are the ability to generating a solution from several options as a form of fulfilling needs. While Indonesia continues to face challenges of hunger and malnutrition, significant food loss represents wasted resources that could otherwise help reduce food insecurity. This study aims to obtain information related to STEM-ESD Zero Hunger project learning on students' engineering skills and actions. The research design used in this study is a one-group pretest-posttest design involving 65 students at a senior high school in Bandung. Engineering skills were measured based on a rubric assessing students' performance in developing a technology, while student action was measured using an action questionnaire containing evaluations of students' actions related to the Zero Hunger. The results of the study indicate that students achieved a satisfactory level of skill (74,5%) based on perfomance rubric with 22 indicators after participating in the STEM-ESD project-based learning activity. In contrast, student actions showed a positive increase within a low category (0,0679) based on N-Gain score. Despite, the findings highlight the potential of STEM-ESD project-based learning in formal education. While also indicating the need for further development to enhance students' sustainable actions and engineering skills in addressing global challenges.

Collaborative Blue Carbon Governance through Mangrove Rehabilitation for Sustainable Livelihoods in Cukunyinyi Ecotourism, Pesawaran, Lampung

Sat, 15 Aug 2026 00:00:00 +0000

Weak blue carbon governance at the local level constitutes a structural barrier that prevents mangrove ecosystems from realizing their full potential in supporting climate change mitigation and the sustainable livelihoods of coastal communities across Indonesia. This study examines a collaborative blue carbon governance model through mangrove rehabilitation as a strategy for strengthening sustainable livelihoods at Cukunyinyi Ecotourism, Pesawaran Regency, Lampung, employing a descriptive qualitative approach grounded in systematic literature review, with primary data obtained through online in-depth interviews with Cukunyinyi Pokdarwis managers and secondary data comprising regional policy documents and relevant academic literature. Findings reveal that the locally developed guludan rumpun berjarak rehabilitation innovation has demonstrably enhanced coastal ecosystem resilience against abrasion and tidal flooding while generating livelihood benefits for 14–16 coastal households. Importantly, however, the area's long-term sustainability is threatened by three interrelated governance gaps: the absence of mangrove rehabilitation integration in village planning documents, over-dependence on a core Pokdarwis group of only six members, and suboptimal cross-sectoral synchronization at the regional government level. Building on these findings, the study produces a Collaborative Blue Carbon Governance model that integrates multi-actor roles synergistically, reinforced by Internet of Things (IoT)-based digital innovation for adaptive ecosystem monitoring. These results extend collaborative governance frameworks by embedding coastal livelihood dimensions into blue carbon governance systems, while carrying practical implications for strengthening coastal village regulations, building local community capacity, and informing comparative research across mangrove conservation areas throughout Indonesia.

Validity of an Education for Sustainable Development-Oriented Science Learning Module on Indonesian Plant Biodiversity for Madrasah Ibtidaiyah Students

Mon, 10 Aug 2026 00:00:00 +0000

The integration of Education for Sustainable Development (ESD) into science learning is essential for fostering students' environmental awareness and sustainability competencies from an early age. However, science learning materials that integrate local biodiversity with ESD principles remain limited, particularly at the elementary school level. This study aimed to determine the validity of an ESD-oriented science learning module on the theme of Indonesian plant biodiversity. The study employed a Research and Development (R&D) approach focusing on the expert validation stage. The module was developed using the ADDIE model and validated by three experts consisting of a science education expert, a learning media expert, and a language expert. A validation instrument comprising ten indicators was used to assess the module, and the data were analyzed using Aiken's V coefficient. The results showed that the Aiken's V values ranged from 0.67 to 0.92, with an average coefficient of 0.77, indicating that the module was valid for use after minor revisions. The highest validity was achieved in the aspects of learning objectives and content accuracy, while language, learning activities, and visual presentation required slight improvements. The developed module integrates Indonesian plant biodiversity with ESD competencies through Project-Based Learning, contextual learning activities, case studies, reflection, and conservation projects. These findings suggest that the module is a valid instructional resource for supporting elementary science learning while promoting sustainability awareness. Future studies are recommended to evaluate the practicality and effectiveness of the module in classroom implementation.