In 2015, the United Nation General Assembly set the Sustainable Development Goals (SDGs) that collected of 17 global goals for the year 2030 [1]. To achieve these global goals, a curriculum based on sustainable development is needed in quality education, in this case education directs to issues for solving global problems in the SDGs. Efforts to encourage people to constructively and creatively face global challenges and create resilient and sustainable communities can be pursued through education for sustainable development or called ESD [2]. ESD contains key issues about sustainable development in teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption [3]. ESD does not rule out the possibility to be applied in learning Physics. To implement ESD-based learning, it is necessary to analyze the curriculum so that ESD-based learning can be designed. To be able to implement ESD-based learning, teachers must have creativity in designing and managing learning so that they can infiltrate certain physical material with key issues about sustainable development. Therefore, it is necessary for prospective teachers to be able to apply ESD-based learning. In fact, learning Physics at the secondary level does not fully contain the ESD-based curriculum framework so that the hope of realizing a resilient and sustainable society still cannot be implemented. Physics learning still refers to textbooks and textual problem solving with case studies that have not touched global issues such as or arrive at experimental activities on a laboratory scale, not yet reaching the realm of finding solutions to global problems that are now happening on earth [4]. Therefore, efforts need to be made to foster the creativity of prospective Physics teacher students in the analysis of ESD based curricula in order to support the SDGs program. To carry out this goal, a research subject with a high level of thinking ability is required and has a good academic background. Faculty of Mathematics and Natural Sciences of Universitas Negeri Surabaya has a superior class program that is selected through academic achievement indexes, English language proficiency and ability fields through interviews and written tests. The superior class program in Physics Education was then chosen as the subject of research to foster creativity in compiling an ESD based curriculum analysis.

 

This study describes: (1) how to foster the creativity of prospective Physics teacher students in analyzing ESD-based curriculum and (2) describing the profile of prospective Physics teacher students' work as a form of ESD-based curriculum analysis. The subjects of this study were prospective Physics teacher students from the superior class of the 2016 Physics Education study program who conducted school curriculum study courses in semester 5. This study was a qualitative descriptive study using the observation method using a Likert-scale [5] by observing behavior consisting of: independence, integration, motivations, judgment, flexibility, evaluation, questions, opportunity, and frustations [6]. In addition, the work of prospective teacher students in the form of the results of curriculum analysis was assessed based on the four basic components of the curriculum, namely objectives, content, the learning process designed, and the assessment design [7]. The content prepared is expected not only to textbook material but also to global issues as a sustainable development goal.

 

The creativity of prospective Physics teacher students is grown in several ways, namely: (1) encourage students to learn independently; (2) have a co-operative, socially integrative style of teaching; (3) motivate their students to master factual knowledge, so they have a solid base for divergent thinking, (4) delay judging student's ideas until they have been worked out and clearly formulated, (5) encourage flexible thinking, (6) promote self evaluation in students, (7) offer students' suggestions and questions seriously, (8) offer students opportunities to work with a wide variety of materials and under different conditions, and (9) help students to learn to cope with frustration and failure [8]. The entire process was carried out well by lecturers in the lectures on the Physics curriculum study for superior class students of 2016 by making a more operational checklist through 5 sub-items based on 9 items of behavior carried out by lecturers in the classroom to foster student creativity.

 

 

(a)                                                                                (b)

Figure 1. Content study of heat transfer associated with climate change. (a) equinox phenomenon, (b) problem solving in building home with comfortable condition in tropical climate.

 

Figure 1 shows one of the results of an ESD-based curriculum study for heat transfer subject matter Physics which is associated with the global issue on climate change created by prospective physics teacher. In an effort to foster the creativity of prospective teacher students to produce an ESD-based curriculum analysis, all of them can make analysis based on the basic component of curriculum, 50% of them that can associate with global issues without providing solution to the global issues raised, and only 17.4% of them that provide content that pay attention to the global goals in the SDGs and provide solutions to the problems studied physically.