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Making a decision made by a person is influenced by the rationality, perception, and cognition of the literature (Chater N., et al., 2017). Education for Sustainable Development (ESD)-oriented learning directs students to familiarize their way of thinking, acting, and behaving comprehensively based on the pillars of sustainable development. Exploration of skills acquired by students after learning is more dominated by cognitive aspects that are more oriented to the way of thinking and tend to override their perspective of acting and behaving. Hassan, Noordin, & Sulaiman (2010) and Arba'at (2006; 2009) has developed an instrument of sustainability awareness in a structured manner, with more emphasis on the attitude aspect. This can be the basis for developing further evaluation instruments to be able to explore one's cognitive aspects in taking a stand. This study aims to develop an integrated ESD Awareness and Cognitive evaluation instrument based on science learning for high school students. By using the Research and Development (R&D) research method through the ADDIE stages (Analysis, Design, Develop, Implement, and Evaluate). This study involved 100 student respondents at the high school level spread across several areas in West Java by simple random sampling to meet the expected data. The structure of this instrument comprehensively involves aspects of ESD, categories of sustainability awareness, and scientific reasons that explain the choice of respondents' attitudes that has been made in the form of a questionnaire. The results of this study are instruments with mostly valid items, item reliability of 0.92 and Cronbach's alpha value of 0.86. Based on these results, it can be stated that the INTEGRATED ESD AWARENESS AND COGNITIVE (IESDAC) instrument can be used to comprehensively measure a person's attitude and understanding in learning science.

IESDAC, ESD, Awareness