Education for Sustainable Development in Science National Exam Questions of Elementary School

The purpose of this study is to describe the theme of Education for Sustainable Development (ESD) and the system thinking skills set out in the 2016-2018 National Science Examination Questions for Elementary Schools. This study uses qualitative research with content analysis methods presented through descriptive delivery techniques. The results of this study indicate that the average result of the highest percentage of ESD theme content on the 20162018 Elementary School National Science Examination questions is on biodiversity subject as many as 52.2%, while the average result is the highest percentage of systems thinking competency on the exam questions. 65.9% of the National Science Elementary School from 2016 to 2018 is in the ability to perform complex analysis because students are asked more questions on the plants and animals body parts shape and function; type of animal; ecosystem components; how living things conform; and natural resources. Also, students are given more questions in system component analysis. Article History: Received 20 Nov 2020 Revised 15 Jan 2021 Accepted 13 Feb 2021 Available online 26 Feb 2021 ____________________ Keyword: Analysis, Elementary School, ESD Themes, National Examination, Science, Systems Thinking Competencies ASEAN Journal of Science and Engineering Education Journal homepage: https://ejournal.upi.edu/index.php/AJSEE/ ASEAN Journal of Science and Engineering Education 1(1) (2021) 1-6 © 2021 Universitas Pendidikan Indonesia Lilis Suryani, et al. Education for Sustainable Development on Elementary ... | 2 DOI: http://dx.doi.org/10.xxxxx/AJSEE.vXiX pISSN 2528-1410 eISSN 2527-8045


A B S T R A C T S A R T I C L E I N F O
The purpose of this study is to describe the theme of Education for Sustainable Development (ESD) and the system thinking skills set out in the 2016-2018 National Science Examination Questions for Elementary Schools. This study uses qualitative research with content analysis methods presented through descriptive delivery techniques. The results of this study indicate that the average result of the highest percentage of ESD theme content on the 2016-2018 Elementary School National Science Examination questions is on biodiversity subject as many as 52.2%, while the average result is the highest percentage of systems thinking competency on the exam questions. 65.9% of the National Science Elementary School from 2016 to 2018 is in the ability to perform complex analysis because students are asked more questions on the plants and animals body parts shape and function; type of animal; ecosystem components; how living things conform; and natural resources. Also, students are given more questions in system component analysis.

INTRODUCTION
Education for Sustainable Development (ESD) is a key driver in achieving the Sustainable Development Goals (SDGs). ESD themes and systems thinking competencies are forms of ESD application. UNESCO has defined eleven themes in the implementation of ESD in schools including biodiversity, climate change education, disaster risk reduction, cultural diversity, poverty alleviation, gender equality, health promotion, sustainable lifestyles, human peace and security, water, and sustainable urbanization (Kemendikbud, 2014). Systems thinking competencies include the ability to know and understand relationships, analyze complex things, think about how systems are embedded in different domains and at different scales, and to deal with uncertainty (UNESCO, 2017).
The ESD concept has been implemented in Indonesia at various levels of education including elementary schools (Kemendikbud, 2014). In line with that, the researcher intends to raise the title "Education for Sustainable Development on Elementary School Science National Exam Questions" to describe the ESD theme and what systems thinking competencies have been implemented in Indonesia, especially at the school level basis.
At present, there are many studies on the analysis of the National Examination questions:

MATERIALS AND METHODS
This research uses a qualitative research type with the content analysis method presented using descriptive delivery techniques. During this research process, researchers also collected qualitative documents in the form of public documents or private documents.
The analysis carried out in this study was through question review by reading, question review, and writing questions to calculate the percentage of item content based on the ESD theme and systems thinking competencies. Accordingly, Table 1 shows the analysis instruments based on the ESD theme. Meanwhile, Table 2 shows the analysis instruments based on systems thinking competencies.

System thinking indicator according to Karaarslan Semiz & Teksöz
Ability to know and understand relationships Identify relationships between environments; Seeing nature as a system Ability to analyze anything complex Analyze system components; Analyzing the relationship between aspects (interconnection); Recognizing hidden dimensions; Describing a place from a complex and diverse perspective Ability to think about how a system is embedded in different domains and at different scales The analysis conducted in this study was through reviewing questions by reading, reviewing questions, and writing questions to calculate the percentage of item content based on the ESD theme and systems thinking competencies. This study used a data collection instrument in the form of a data recording sheet. The analysis procedure in this study is shown in Figure 1.   Figure 1. Analysis procedure.

Percentage of the ESD theme on the Science National Exam Questions
The results of the ESD theme analysis on the Science National Exam questions are shown in Table 3 Based on the table above, the highest average percentage of ESD themes is biodiversity, namely 52.2%. This is in line with the research conducted by Listiawati (2013) that ESD which is carried out in education units mostly focuses on an environmental perspective. The environmental dimension taught is an effort to instill awareness and responsibility of students individually and collectively in creating a clean, healthy, comfortable, and cultured environment to behave green (Shantini, Y., 2015). Therefore, the results of the analysis showed that students were asked more questions in the form of material form and function of body parts in plants and animals; type of animal; ecosystem components; the way living things conform; and natural resources.

Percentage of systems thinking competencies on the National Science Examination questions
The results of the system thinking competency analysis on the Science National Exam questions are shown in Table 4 Based on the table, the highest average percentage of systems thinking competency content is the ability to analyze something complex at 65.9%. This is in line with the research by Mujid, et al., (2018) on the 2015-2017 Natural Science Elementary National Examination questions at the analysis level of 17.5%, 15%, and 20% respectively. Analyzing, evaluating, and making are also contained in IMSO questions (Asiasi, M.F., & Ridlo, Z.R., 2018). Also, in the 2018 Science School Examination questions using analysis, evaluation, and making 30% (Sari & Cahyaningsing., 2020). Thus, the exam questions that are often given to students in Indonesia are mostly in the form of analysis. Therefore, in the National Science Exam questions, students are given more questions in the form of system component analysis.

CONCLUSION
The results of this study indicate that the highest average percentage of ESD themes in the 2016-2018 Elementary School National Science Examination is on the theme of biodiversity of 52.2%, while the highest average percentage of systems thinking competence is in the ability to analyze something complex as much as 65.9%. Students were mostly asked questions in the form of material on the form and function of body parts in plants and animals; type of animal; ecosystem components; the way living things conform; and natural resources. Also, students are given more questions in the form of system component analysis.

ACKNOWLEDGEMENT
I would like to thank those who have helped complete this research, especially the organizers of the ASSEEE 2020 Student Symposium, Universitas Pendidikan Indonesia,