INFUSI PENDIDIKAN UNTUK PEMBANGUNAN BERKELANJUTAN (PPB) PADA KURIKULUM MIKRO MATA KULIAH KIMIA LINGKUNGAN

Agenda 21 menekankan pentingnya memasukan Pendidikan untuk Pembangunan Berkelanjutan (PPB) pada kurikulum di perguruan tinggi. Namun demikian, perguruan tinggi belum banyak mengambil peran dalam mendukung program ini. Dokumen kurikulum program studi Pendidikan Kimia belum memasukkan PPB baik dalam visi, misi, program, capaian pembelajaran lulusan dan Rencana Pembelajaran Semester (RPS). Akibatnya, mahasiswa memiliki persepsi dan kompetensi yang beragam mengenai PPB. Rumusan masalah dari penelitian ini adalah bagaimana menginfusikan Pendidikan untuk Pembangunan Berkelanjutan (PPB) pada Kurikulum Mikro Mata Kuliah Kimia Lingkungan. Sedangkan tujuan penelitian untuk mengembangkan dokumen kurikulum mikro mata kuliah Kimia Lingkungan terintegrasi PPB. Penelitian pengembangaan ini menggunakan metode design & development (D & D) yang terdiri dari 6 tahapan: mengidentifikasi masalah; merumuskan tujuan; membuat desain dan mengembangkan dokumen kurikulum; menguji dokumen kurikulum dan mengevaluasi hasil dokumen kurikulum; serta mengkomunikasikan hasil pengujian. Persepsi mahasiswa diukur pada tahap identifikasi masalah dengan menggunakan instrumen angket kepada 180 mahasiswa yang dipilih secara purposif. Selain itu dilakukan pula studi dokumentasi kurikulum yang sudah ada. Tahapan berikutnya yaitu merumuskan tujuan; membuat desain dan mengembangkan dokumen kurikulum; dan menguji dokumen kurikulum ditempuh dengan focus group discussion melibatkan 4 orang ahli, yakni ahli kurikulum, ahli kimia lingkungan, serta ahli PPB. Pada tahap evaluasi dokumen kurikulum, hasil belajar mahasiswa setelah implementasi dokumen kurikulum diukur dengan instrumen tes kepada 52 mahasiswa dalam kelas eksperimen dan kontrol. Hasil pengukuran pada kegiatan needs analysis menunjukkan bahwa mahasiswa semester awal, menengah, dan akhir masih memiliki persepsi yang beragam mengenai PPB. Selanjutnya, pengembangan dokumen kurikulum menggunakan model yang dikembangkan oleh Ali & Susilana (2020) diawali dengan merumuskan kompetensi. Kompetensi dirumuskan dari integrasi terbagi (shared) antara kompetensi PPB yang diperlukan oleh mahasiswa dengan Capaian Pembelajaran mata kuliah Kimia Lingkungan. Pengembangan materi/isi diturunkan dari Capaian Pembelajaran mata kuliah terintegrasi yang menghasilkan 5 tema besar, yaitu: krisis energi, krisis air bersih, perubahan iklim, sampah dan limbah, pupuk dan pestisida. Pengembangan strategi implementasi dokumen kurikulum dilakukan melalui pembuatan RPS terintegrasi; strategi pembelajaran berbasis masalah dan berbasis proyek; juga evaluasi hasil belajar menggunakan penilaian autentik. Pengembangan evaluasi dokumen kurikulum menggunakan evaluasi countenance stake. Hasil uji coba dokumen kurikulum menunjukan bahwa kompetensi mahasiswa yang belajar dengan menggunakan dokumen kurikulum Kimia Lingkungan terintegrasi PPB meningkat lebih tinggi dibandingkan dengan kelas kontrol. Kata kunci: pendidikan untuk pembangunan berkelanjutan, dokumen kurikulum, Kimia Lingkungan 21st agenda emphasizes the importance of Education for Sustainable Education (ESD) infusion into higher education curriculum. Nevertheless, there was only few institutions had participated in supporting this program. Curriculum document of Chemistry Education Department did not infuse ESD whether in vision and mission statements; faculty programs; learning outcomes; as well as syllabus. This situation had resulted in varied perception and level of competences regarding ESD amongst students. The problem formulation of this research is How to Infuse Education for Sustainable Development (PPB) in the Micro Curriculum of Environmental Chemistry Course. Meanwhile, this research aimed at developing Environmental Chemistry micro curriculum document which infused ESD issues and competences. The study deployed Design and Development method which comprised of six stages, namely: identification of the research problems; design and development of curriculum; validation and evaluation of curriculum documents; and the latter communicating of the research results. During the first stage, 180 respondents were involved as participants in a questionnaire survey. The respondents were Chemistry Education department students whom were chosen purposively. The next step was documentative study of the former curriculum. The second stage through the validation process were executed by a focus group discussion which involved curriculum expert, ESD expert as well as expert in environmental chemistry. The recent curriculum document then was implemented in experimental class group. Students’ competences regarding ESD was evaluated by mean of written test instrument assigned to 52 students which belonged to experimental and control groups. Needs assessment results indicated that first year, second year and last year students’ perceptions regarding ESD were varied. Curriculum development was started with formulating the key performance indicators. The indicators contained affective, cognitive and skills areas competences and covered issues such as energy crisis, climate change, waste control and pollution, water scarcity, as well as fertilizers and pesticides. The content development was done by linking the contextual issues around the theme of sustainable development with the chemistry concepts learned in environmental chemistry lectures. Curriculum implementation was commenced from the design of lectures syllables in classroom practice; development of problem-based learning and project-based learning methods; and learning assessment in an authentic setting. The final curriculum document was evaluated through a countenance stake technique. The classroom implementation of curriculum document had shown a better performance level of competences for the experimental group. Keywords: education for sustainable development, curriculum documents, Environmental Chemistr