KONTRIBUSI PENDIDIKAN BIOLOGI TERHADAP PENCAPAIAN DELAPAN TUJUAN SDGS: SYSTEMATIC LITERATURE REVIEW

Ranti, Fauziah (2026) KONTRIBUSI PENDIDIKAN BIOLOGI TERHADAP PENCAPAIAN DELAPAN TUJUAN SDGS: SYSTEMATIC LITERATURE REVIEW. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembangunan Berkelanjutan (Sustainable Development Goals/SDGs) menempatkan pendidikan sebagai salah satu pilar utama dalam mendukung keberlanjutan, termasuk melalui pendidikan biologi. Namun, kajian mengenai kontribusi pendidikan biologi terhadap pencapaian SDGs masih tersebar dan belum terintegrasi secara komprehensif. Penelitian ini bertujuan menganalisis tren publikasi, memetakan kontribusi pendidikan biologi terhadap SDG 4, 6, 7, 11, 12, 13, 14, dan 15, serta merumuskan arah pengembangan pembelajaran biologi berbasis keberlanjutan. Penelitian menggunakan metode Systematic Literature Review (SLR) mengacu pada tahapan PRISMA dengan pendekatan kualitatif. Data diperoleh melalui penelusuran artikel pada Google Scholar menggunakan bantuan Publish or Perish. Dari 1.121 artikel yang teridentifikasi, terpilih 30 artikel terindeks SINTA dan Scopus periode 2021–2025 berdasarkan kriteria inklusi dan eksklusi. Hasil kajian menunjukkan bahwa pendidikan biologi berkontribusi signifikan terhadap SDG 4, SDG 13, dan SDG 15 melalui penerapan model pembelajaran inovatif, Education for Sustainable Development (ESD), literasi sains, pendidikan perubahan iklim, konservasi keanekaragaman hayati, dan pembelajaran berbasis ekologi. Kontribusi terhadap SDG 7, SDG 12, dan SDG 14 masih relatif terbatas. Temuan ini menegaskan peran strategis pendidikan biologi dalam mengembangkan kompetensi keberlanjutan melalui integrasi pemahaman ilmiah, kesadaran lingkungan, dan keterampilan keberlanjutan dalam pembelajaran. Hasil penelitian dapat menjadi dasar pengembangan kurikulum biologi berorientasi ESD sekaligus mendorong penelitian lanjutan pada SDGs yang masih kurang terwakili. ABSTRACT Sustainable Development (Sustainable Development Goals/SDGs) positions education as a key pillar in supporting sustainability, including through biology education. However, studies regarding the contribution of biology education to achieving the SDGs remain fragmented and lack comprehensive integration. This study aims to analyze publication trends, map the contributions of biology education to SDGs 4, 6, 7, 11, 12, 13, 14, and 15, and formulate directions for developing sustainability-oriented biology instruction. A qualitative Systematic Literature Review (SLR) method was employed, adhering to PRISMA guidelines. Data were gathered by searching Google Scholar with the aid of the *Publish or Perish* software. From an initial pool of 1,121 identified articles, 30 articles indexed in SINTA and Scopus (published between 2021 and 2025) were selected based on specific inclusion and exclusion criteria. The review reveals that biology education makes significant contributions to SDG 4, SDG 13, and SDG 15 through the implementation of innovative learning models, Education for Sustainable Development (ESD), scientific literacy, climate change education, biodiversity conservation, and ecology-based learning. Contributions to SDG 7, SDG 12, and SDG 14 remain relatively limited. These findings underscore the strategic role of biology education in fostering sustainability competencies by integrating scientific understanding, environmental awareness, and sustainability skills into the learning process. The results can serve as a foundation for developing ESD-oriented biology curricula while encouraging further research into the SDGs that are currently underrepresented.

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