Development of a Guidebook for Green Skills Implementation in Vocational Schools to Support Green Economy Transformation

Tatang Suhendra; Lambang Subagiyo; Abd Basir

doi:10.51276/edu.v6i2.1151

Authors

Tatang Suhendra Universitas Mulawarman https://orcid.org/0009-0007-6395-4054
Lambang Subagiyo Universitas Mulawarman
Abd Basir Universitas Mulawarman

DOI:

https://doi.org/10.51276/edu.v6i2.1151

Keywords:

Green Economy , Green Skills , Guidebook , Sustainable Education , Vocational Schools

Abstract

The transformation towards a green economy has become one of the global priorities in addressing climate change and environmental degradation. This research aims to develop a guidebook for implementing green skills in Vocational High Schools (SMK) to support the transformation to a green economy. Green Skills are the knowledge, abilities, values, and attitudes needed to live, develop, and support sustainable and resource-efficient communities. The method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research was conducted at SMK Kehutanan Negeri Samarinda, with subjects consisting of 102 tenth-grade students. The guidebook's validity, practicality, and effectiveness were tested through questionnaires and observations. The research results show that the developed guidebook meets the criteria of validity (83%), practicality (82.5%), and effectiveness (81%). This guidebook can enhance students' understanding, skills, and attitudes toward applying sustainability concepts in the context of a green economy.

Downloads

Download data is not yet available.

References

Arfandi, A., & Sampebua, O. (2021). Penerapan Green Skill pada Pembelajaran dan di Luar Pembelajaran. In Prosiding Seminar Nasional Hasil Penelitian 2021, 1596-1605. Lembaga Penelitian.

Arwan, J. F., Dewi, L., & Wahyudin, D. (2021). Urgensi Pendidikan Berbasis Perubahan Iklim untuk Pembangunan Berkelanjutan. Jurnal Ilmiah Pendidikan Lingkungan dan Pembangunan, 22(02), 23–38.

Baharun, H. (2017). Pengembangan Kurikulum: Kajian Teori dan Praktik. Probolinggo: Pustaka Nurja.

Cedefop. (2022). The Future of Vocational Education and Training in Europe. In European Center for the Development of Vocational Training.

GEC. (2020). Principles, Priorities and Pathways for Inclusive Green Economies: Economic Transformation to Deliver the SDGs. 13–18.

Hakim, A., Efwinda, S., Damayanti, P., & Nurtasya, T. R. (2023). Exploration of Climate Literacy Level of High School Students In Prospective New Capital City of Indonesia. JIPF (Jurnal Ilmu Pendidikan Fisika), 8(2), 248-258. https://doi.org/10.26737/jipf.v8i2.3240.

Handayani, M. N., Ali, M., Wahyudin, D., & Mukhidin, M. (2020). Student’s Green Skills in Agricultural Vocational School. IOP Conference Series: Materials Science and Engineering, 830(4). https://doi.org/10.1088/1757-899X/830/4/042083.

International Labour Organization. (2019). Skills for a Greener Future.

Janan, D., & Wray, D. (2014). Reassessing the accuracy and use of readability formulae. Malaysian Journal of Learning and Instruction, 11(1), 127–145. https://doi.org/10.32890/mjli.11.2014.7668.

Kamis, A., Mustapha, R., Wahab, N. A., Limuna, B., & Ismail, H. (2016). Green Skills as an Added-Value Element in Producing Competent Students. Journal of Engineering Research and Application www.ijera.com, 6(11), 12–21.

Kemdikbud. (2022). Panduan Pemilihan Mata Pelajaran Pilihan. Kurikulum.Kemdikbud.Go.Id, 1–57.

Mayer, R. E., & Fiorella, L. (2021). The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning, February 2022. https://doi.org/10.1017/9781108894333.

Ministry of Environment and Forestry. (2021). Green Economy Learning Assessment Indonesia: Executive Summary. 1–20.

Nizaar, M., & Si, M. P. (2022). Green Education untuk Mengembangkan Karakter Entrepreneurship Siswa Abad 21. In Prosiding Seminar Nasional Penelitian Dan Pengabdian Kepada Masyarakat (Snppm) Universitas Muhammadiyah Metro, 4(1), 6-15.

Pavlova, M. (2018). Fostering Inclusive, Sustainable Economic Growth and ‘“Green”’ Skills Development in Learning Cities Through Partnerships. International Review of Education, 64(3), 339–354. https://doi.org/10.1007/s11159-018-9718-x.

Ramli, S., Rasul, M. S., & Affandi, H. M. (2020). Identifying Technology Competency of Green Skills in the Fourth Revolution Industries Amongst Teacher Trainee. Universal Journal of Educational Research, 8(11), 33–42. https://doi.org/10.13189/ujer.2020.082105.

Sebastian, E., Rish, V., & Evans, K. (2024). Stronger Education.

Slamet, F. A. (2022). Model Penelitian Pengembangan (R n D). Malang: Institut Agama Islam Sunan Kalojogo Malang.

Subhkan, E., & Wahyudin, D. (2024). Kajian Akademik Kurikulum Merdeka. 1–143.

Tuljannah, L., & Khabibah, S. (2021). Pengembangan e-book Interaktif pada Materi Bentuk Aljabar untuk Siswa SMP. MATHEdunesa, 10(2), 330–338. https://doi.org/10.26740/mathedunesa.v10n2.p330-338.

UNEP. (2025). UNITED United Nations Environment Programme Implementation of decision 5 / 4 on the provisional agenda , dates and venue of the sixth session of the United Nations Environment Assembly Report of the Executive Director Introduction Annex * Programme of wor. 1–54.

UNESCO. (2017). Education for Sustainable Development. Reterieved from https://www.unesco.org/en/sustainable-development/education.

UNESCO. (2021). Learn for Our Planet: A Global Review of how Environmental Issues are Integrated in Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000377362.