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All Journal EDUSAINS Integrated Science Education Journal
Rini Solihat
Indonesia University of Education
Education Social Sciences

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PROJECT-BASED LEARNING CONTAINS SUSTAINABLE DEVELOPMENT GOALS: THE EFFORTS TO IMPROVE STUDENTS’ SUSTAINABILITY AWARENESS Widya Eko Nurazizah; Widi Purwianingsih; Rini Solihat; Indri Andriyatno; Dwi Nining Lestari
EDUSAINS Vol. 16 No. 1 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i1.37849

Abstract

Students have a sustainability awareness level from a lack of knowledge, attitude, and behaviour. The purpose of this study is to implement SDGs-contained PjBL on Biotechnology material as one of the efforts to improve the students’ sustainability awareness. The research method is a quasi-experiment by nonequivalent control group design. The research sample is 32 students of the control class and 34 students of the experiment class of class-XII Senior High School. The data-collecting technique is using questionnaires and learning observations. The sustainability awareness questionnaire has 18 question items and consists of three indicators i.e., sustainability knowingness, sustainability attitudes, and sustainability behaviour adapted from the Sustainability Consciousness Questionnaire Short (SCQ-S). The data analysis uses an Independent Sample T-test and N-Gain Test. The result of the Independent Sample T-Test shows not that much significant difference between the experiment and control classes' pretest average (0,509 > 0,025). The experiment and control classes' posttest average results show not that much significant difference (0,000 < 0,025). The N-Gain score result of the experiment class shows students’ sustainability awarenessimprovement after conducting SDGs-contained PjBL in the medium category (N-Gain = 0,4869). The improvement follows the result of SDGs-contained PjBL implementation on 93% of teachers, and 90,96% of students in the excellent category. These research findings are obtained through SDGs-contained PjBL, students’ sustainability knowingness, and sustainability attitudes, especially on the social dimension which experiences higher improvement.
STEM-ESD Learning Based on Engineering Design Process and Reverse Engineering Toward Student Action on SDG-6 Ayudya Fitriyani; Rini Solihat; Ari Widodo
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3462

Abstract

Purpose of the study: This study aims to analyze the effect of STEM-ESD learning—implemented through two engineering approaches, Engineering Design Process (EDP) and Reverse Engineering (RE)—on student action competency related to SDG-6 (clean water and sanitation) among secondary school students. Methodology: Mixed-methods convergent design. Participants: 108 students in three groups (two experimental: EDP and RE; one control; 36 per group). Instruments: action questionnaire, student worksheets, open-ended questionnaires, structured interviews. Analysis: descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, one-way ANOVA, Kruskal-Wallis test. Main Findings: Neither EDP nor RE produced a statistically significant overall improvement in student action compared to the control group. However, at the indicator level: the RE group showed significant gains in competency achievement; the EDP group consistently outperformed others on current action and future action indicators. Both approaches demonstrate distinct, complementary mechanisms of influence. Novelty/Originality of this study: This study uniquely integrates STEM-ESD with two contrasting engineering approaches (EDP and RE) to address SDG-6, revealing their differential effects on student action competency. It advances knowledge by demonstrating that EDP and RE are not interchangeable but serve complementary functions—RE builds conceptual competence while EDP fosters action orientation and behavioral commitment.
Co-Authors Ari Widodo Ayudya Fitriyani Dwi Nining Lestari Indri Andriyatno Widi Purwianingsih Widya Eko Nurazizah