@phdthesis{repoupi138071,
            year = {2025},
           month = {August},
          school = {Universitas Pendidikan Indonesia},
           title = {PENGEMBANGAN MODEL PERKULIAHAN 6E LEARNING BY DESIGN BERORIENTASI ESD UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR SISTEM DAN PROSES KOGNITIF PADA MATERI HIDROSFER},
            note = {https://scholar.google.com/citations?user=w4zq7LUAAAAJ\&hl=id\&oi=ao

ID Sinta Dosen Pembimbing: 
Nuryani Rustaman : 5991811 
Winny Liliawaty : 257924
Khairul Amri : 6035284},
        keywords = {6E Learning by Design, ESD, Kemampuan Berpikir Sistem, Proses Kognitif , Keterampilan Engineering, Hidrosfer

6E Learning by Design, ESD, System Thinking Skills, Process Cognitive, Engineering Skills, Hydrosphere},
        abstract = {Bencana banjir yang dipicu oleh curah hujan ekstrem dan perubahan tata guna lahan menunjukkan pentingnya pemahaman sistemik terhadap masalah lingkungan. Pendidikan mahasiswa IPA berperan dalam membentuk kemampuan berpikir sistem untuk menangani isu kompleks seperti perubahan iklim dan tata guna lahan. Penelitian ini bertujuan untuk mengembangkan dan mengimplementasikan model perkuliahan 6E Learning by Design yang berorientasi Education for Sustainable Development (ESD) guna meningkatkan kemampuan berpikir sistem dan proses kognitif  materi hidrosfer pada mahasiswa IPA. Penelitian ini menggunakan  metode pengembangan, pendekatan Educational Developmental Research (EDR) dengan model 4D (Define, Design, Develop, Disseminate). Proses implementasi penelitian ini menggunakan mix method embedded experimental design.  Pengumpulan data kualitatif melalui kajian literatur, observasi, wawancara, analisis kurikulum, dan tes awal untuk merancang perangkat pembelajaran yang relevan. Setelah validasi ahli, uji coba dilakukan terhadap 27 mahasiswa menggunakan pretest dan posttest untuk mengukur kemampuan berpikir sistem dan proses kognitif. Analisis data dilakukan secara kualitatif, selanjutnya menggabungkan data kualitatif dan kuantitatif untuk mengevaluasi efektivitas model perkuliahan 6E Learning by design. Hasil penelitian menunjukkan bahwa model perkuliahan ini memiliki karakteristik yang unik pada bagian engineer menuju enrich untuk memfasilitasi keterampilan engineering mahasiswa lebih mendalam. Hasil penelitian juga menunjukkan efektif untuk meningkatkan kemampuan berpikir sistem, kemampuan proses kognitif, dan memfasilitasi keterampilan engineering mahasiswa IPA. Uji statistik menunjukkan peningkatan yang signifikan pada kemampuan berpikir sistem (*p {\ensuremath{<}} 0,05) dan proses kognitif hidrosfer, dengan korelasi positif yang signifikan antara keduanya (r = 0,736). Model pembelajaran ini memfasilitasi keterlibatan aktif mahasiswa melalui tahapan pembelajaran yang terstruktur dan reflektif, didukung teknologi seperti ArcGIS dan masalah kontekstual. Penelitian ini menyarankan pengembangan model ini pada topik geosains lainnya, penerapannya di jenjang pendidikan yang lebih rendah, serta uji longitudinal untuk menilai keterampilan yang diperoleh.

Flood disasters triggered by extreme rainfall and land-use change highlight the importance of a systemic understanding of environmental problems. Science education plays a crucial role in shaping students' systems thinking skills to address complex issues such as climate change and land-use dynamics. This study aims to develop and implement the 6E Learning by Design model oriented toward Education for Sustainable Development (ESD) to enhance systems thinking skills and cognitive processes in the hydrosphere topic among science students.
The research employed a development method with the Educational Developmental Research (EDR) approach, using the 4D model (Define, Design, Develop, Disseminate). The implementation process followed a mixed-method embedded experimental design. Qualitative data were collected through literature review, observation, interviews, curriculum analysis, and preliminary tests to design relevant learning instruments. After expert validation, the trial was conducted with 27 students using pretests and posttests to measure systems thinking and cognitive processes. Data were analyzed qualitatively and further integrated with quantitative results to evaluate the effectiveness of the 6E Learning by Design model.
The findings reveal that this instructional model possesses unique characteristics, particularly in the engineer-to-enrich phase, which deepens students' engineering skills. The results also demonstrate the model's effectiveness in improving systems thinking abilities, cognitive processes, and fostering engineering skills among science students. Statistical tests indicated a significant improvement in systems thinking skills (p {\ensuremath{<}} 0.05) and hydrosphere cognitive processes, with a significant positive correlation between the two (r = 0.736). The model further facilitated active student engagement through structured and reflective learning stages, supported by technologies such as ArcGIS and contextual problem-solving.
This study recommends further development of the model for other geoscience topics, its implementation at lower levels of education, and longitudinal testing to assess the sustainability of the acquired skills.},
          author = {Syaiful Rochman, - and Nuryani Rustaman, - and Winny Liliawati, - and Khairul Amri, -},
             url = {https://repository.upi.edu/}
}