Fostering Environmental Awareness Through Sustainable Development Goal-Oriented Ethno-STEM Approach in Elementary Education
DOI:
https://doi.org/10.15294/jpii.v14i3.24420Keywords:
Ethno-STEM, sustainable development goals, environmental awareness, natural and social science learning, elementary schoolAbstract
This study examines the effectiveness of a Sustainable Development Goals (SDGs)-oriented Ethno-STEM approach in promoting environmental awareness among elementary school students through natural and social science learning. Utilizing a quasi-experimental one-group pretest-posttest design, the research involved 60 students from an elementary school in Makassar, Indonesia. Environmental awareness was assessed before and after the implementation of Ethno-STEM-integrated lessons that incorporated culturally relevant and participatory activities such as eco-brick making, waste management simulations, and the "Zero Plastic Week" challenge. Data were analyzed using a paired t-test, which revealed a statistically significant improvement in students' environmental awareness scores (p = 0.001), with the mean increasing from M = 61.06 (SD = 7.10) to M = 68.61 (SD = 6.63). The findings demonstrate that integrating local cultural values and sustainability themes into science education fosters both cognitive understanding and behavioral engagement with environmental issues. This study contributes to the development of culturally contextualized and sustainability-focused pedagogy, reinforcing the relevance of SDG 4 (quality education) and SDG 13 (climate action). This study is novel in its integration of SDGs-oriented Ethno-STEM with elementary science education, demonstrating not only cognitive improvement but also fostering affective and behavioral engagement. Its contribution lies in bridging cultural relevance with sustainability pedagogy, thereby informing both theoretical discourse and practical applications in early education.
References
Aarto-Pesonen, L., & Piirainen, A. (2020). Teacher students’ meaningful learning in widening learning worlds. Environmental Modelling and Software, 31(3), 323–342.
Achille, C., & Fiorillo, F. (2022). Teaching and Learning of Cultural Heritage: Engaging Education, Professional Training, and Experimental Activities. Heritage, 5(3), 2565–2593.
Akour, M., & Alenezi, M. (2022). Higher Education Future in the Era of Digital Transformation Mohammad Akour and Mamdouh Alenezi * Software. Education Sciences, 12(784), 1–13.
Altassan, A. (2023). Sustainable Integration of Solar Energy, Behavior Change, and Recycling Practices in Educational Institutions: A Holistic Framework for Environmental Conservation and Quality Education. Sustainability (Switzerland), 15(20).
Asri, Junaid, R., & Saputra, S. (2020). The development of learning model through video documentary to improve environmental knowledge of coastal residents of Palopo City, Indonesia. Jurnal Pendidikan IPA Indonesia, 9(3), 396–407.
Bappenas. (2024a). Metadata Indikator Tahun 2024 Pilar Pembangunan Lingkungan: Pelaksanaan Pencapaian Tujuan Pembangunan Berkelanjutan/ Sustainable Development Goals (SDGs). Kedeputian Bidang Kemaritiman dan Sumber Daya Alam, Kementerian Perencanaan Pembangunan Nasional/ Badan Perencanaan Pembangunan Nasional.
Bappenas. (2024b). Metadata Indikator Tahun 2024 Pilar Pembangunan Sosial: Pelaksanaan Pencapaian Tujuan Pembangunan Berkelanjutan/ Sustainable Development Goals (SDGs) (K. P. P. Nasional (ed.)). Kedeputian Bidang Kemaritiman dan Sumber Daya Alam, Kementerian Perencanaan Pembangunan Nasional/ Badan Perencanaan Pembangunan Nasional.
Campbell, B. M., Hansen, J., Rioux, J., Stirling, C. M., Twomlow, S., & Wollenberg, E. (Lini). (2018). Urgent action to combat climate change and its impacts (SDG 13): transforming agriculture and food systems. Current Opinion in Environmental Sustainability, 34, 13–20.
Chen, M. K., & Wu, C. C. (2024). Integrating Science, Technology, Engineering, and Mathematics (STEM) into Indigenous Education for Sustainability: The Development and Implementation of a Curriculum Based on Disaster Prevention for Young Children. Sustainability (Switzerland), 16(21).
Cheung, S. K. S., Kwok, L. F., Phusavat, K., & Yang, H. H. (2021). Shaping the future learning environments with smart elements: challenges and opportunities. International Journal of Educational Technology in Higher Education, 18(1), 1–9.
Coletta, V. P., & Steinert, J. J. (2020). Why normalized gain should continue to be used in analyzing preinstruction and postinstruction scores on concept inventories. Physical Review Physics Education Research, 16(1), 10108.
Dare, E. A., Keratithamkul, K., Hiwatig, B. M., & Li, F. (2021). Beyond content: The role of stem disciplines, real-world problems, 21st century skills, and stem careers within science teachers’ conceptions of integrated stem education. Education Sciences, 11(11).
Darvishmotevali, M., & Altinay, L. (2022). Green HRM, environmental awareness and green behaviors: The moderating role of servant leadership. Tourism Management, 88, 1–33.
English, L. D. (2017). Advancing Elementary and Middle School STEM Education. 15(1), 5–24.
Escario, J. J., Rodriguez-Sanchez, C., & Casaló, L. V. (2020). The influence of environmental attitudes and perceived effectiveness on recycling, reducing, and reusing packaging materials in Spain. Waste Management, 113, 251–260.
Fiandini, M., Nandiyanto, A. B. D., Al Husaeni, D. F., Al Husaeni, D. N., & Mushiban, M. (2024). How to Calculate Statistics for Significant Difference Test Using SPSS: Understanding Students Comprehension on the Concept of Steam Engines as Power Plant. Indonesian Journal of Science and Technology, 9(1), 45–108.
Ham, M., Mrčela, D., & Horvat, M. (2016). Insights for measuring environmental awareness. Ekonomski Vjesnik / Econviews, 19(1), 159–176.
Hogan, D., & O’Flaherty, J. (2022). Exploring the nature and culture of science as an academic discipline: implications for the integration of education for sustainable development. International Journal of Sustainability in Higher Education, 23(8), 120–147.
Huang, Y. C., Backman, S. J., Backman, K. F., McGuire, F. A., & Moore, D. W. (2019). An investigation of motivation and experience in virtual learning environments: a self-determination theory. Education and Information Technologies, 24(1), 591–611.
Izzah, S. N., Sudarmin, Wiyanto, & Wardani, S. (2023). Analysis of Science Concept Mastery, Creative Thinking Skills, and Environmental Attitudes After Ethno-STEM Learning Implementation. International Journal of Instruction, 16(3), 777–796.
Jebb, A. T., Ng, V., & Tay, L. (2021). A Review of Key Likert Scale Development Advances: 1995–2019. Frontiers in Psychology, 12(May), 1–14.
Lavi, R., Tal, M., & Dori, Y. J. (2021). Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning. Studies in Educational Evaluation, 70, 101002.
Le, H. C., Nguyen, V. H., & Nguyen, T. L. (2023). Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning: A Systematic Review. Education Sciences, 13(3).
List, M. K., Schmidt, F. T. C., Mundt, D., & Föste-Eggers, D. (2020). Still green at fifteen? Investigating environmental awareness of the PISA 2015 population: Cross-national differences and correlates. Sustainability (Switzerland), 12(7), 1–20.
Liu, P., Teng, M., & Han, C. (2020). How does environmental knowledge translate into pro-environmental behaviors?: The mediating role of environmental attitudes and behavioral intentions. Science of The Total Environment, 728, 138126.
Löfström, E., Richter, I., & Nesvold, I. H. (2021). Disruptive Communication as a Means to Engage Children in Solving Environmental Challenges: A Case Study on Plastic Pollution. Frontiers in Psychology, 12(September), 1–16.
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. H. (2023). the Effect of Applying the Ethno-Stem-Project-Based Learning Model on Students’ Higher-Order Thinking Skill and Misconception of Physics Topics Related To Lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1–13.
Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822.
Meilinda, Rustaman, N. Y., & Tjasyono, B. (2017). The perceptions of pre-service science teachers and science teachers about climate change. Jurnal Pendidikan IPA Indonesia, 6(2), 292–297.
Ndzimbomvu, N. T., Rampedi, I. T., & Kemp, M. E. (2021). Learning environmental issues from a secondary school curriculum: The case of learners in mamelodi township, South Africa. Sustainability (Switzerland), 13(16).
Nguyen, T. T., Grote, U., Neubacher, F., Rahut, D. B., Do, M. H., & Paudel, G. P. (2023). Security risks from climate change and environmental degradation: implications for sustainable land use transformation in the Global South. Current Opinion in Environmental Sustainability, 63(June), 101322.
Oláh, J., Aburumman, N., Popp, J., Khan, M. A., Haddad, H., & Kitukutha, N. (2020). Impact of industry 4.0 on environmental sustainability. Sustainability (Switzerland), 12(11), 1–21.
Onowugbeda, F. U., Okebukola, P. A., Agbanimu, D. O., Ajayi, O. A., Oladejo, A. I., Awaah, F., Ademola, I. A., Gbeleyi, O. A., Peter, E. O., & Ige, A. M. (2024). Can the culturo-techno-contextual approach (CTCA) promote students’ meaningful learning of concepts in variation and evolution? Research in Science and Technological Education, 42(2), 395–411.
Polman, J., Hornstra, L., & Volman, M. (2021). The meaning of meaningful learning in mathematics in upper-primary education. Learning Environments Research, 24(3), 469–486.
Porter, L., Rickards, L., Verlie, B., Moloney, S., Lay, B., Latham, B., Anguelovski, I., Pellow, D., Porter, L., Bosomworth, K., Rickards, L., Verlie, B., Moloney, S., Lay, B., Latham, B., BCNUEJ, I. A., Pellow, D. N., Naarm/Birrarung-ga, Porter, L., … Lay, B. (2020). Climate Justice in a Climate Changed World. Planning Theory and Practice, 21(2), 293–321.
Pryshchenko, S. V. (2021). Cultural heritage of a poster: Communicative and creative experience. Creativity Studies, 14(1), 18–33.
Punzalan, C. H. (2024). Environmental Education in Junior High School Science: Teachers’ Integration Perceptions Through Distance Learning Modality. Jurnal Pendidikan IPA Indonesia, 13(2), 358–366.
Putri, K. Y. S., Fathurahman, H., & Sugiyana, L. (2021). The Use the Elaboration phase in ICT and Social Studies to Educate Junior High School Students about the Covid 19 Pandemic. Journal of Social Studies Education Research, 12(2), 100–125.
Reichardt, C. S. (2019). Quasi-Experimentation A Guide to Design and Analysis. In The Guilford Press. The Guilford Press.
Ricoy, M. C., & Sánchez-Martínez, C. (2022). Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification. International Journal of Environmental Research and Public Health, 19(3).
Rivera, F. M. La, Hermosilla, P., Delgadillo, J., & Echeverría, D. (2020). The sustainable development goals (SDGs) as a basis for innovation skills for engineers in the industry 4.0 context. Sustainability (Switzerland), 12(16).
Sh. Ahmad, F., Rosli, N. T., & Quoquab, F. (2022). Environmental quality awareness, green trust, green self-efficacy and environmental attitude in influencing green purchase behaviour. International Journal of Ethics and Systems, 38(1), 68–90.
Sholahuddin, A., Fitriyana, R., Sya’ban, M. F., & Sadiqin, I. K. (2021). Students’ caring attitudes to wetland environment: A case of environmental education in Banjar district Indonesia. Jurnal Pendidikan IPA Indonesia, 10(1), 149–158.
Struyf, A., Loof, H. De, Pauw, J. B., & Pategem, P. Van. (2019). Students’ engagement in different STEM learning environments: integrated STEM education as promising practice? 41(10), 1387–1407.
Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11–21.
Syamsahima, N., Hendriani, A. S., & Hermanto, H. (2024). The Technology of " Ecobrick Roster " From Plastic Waste in Mosque Building Ornaments As A Recycling Solution. CATHA SAINTIFICA: Journal of Creativity and Innovation Technology, 2(2), 84–91.
Thapa, P., Mainali, B., & Dhakal, S. (2023). Focus on Climate Action: What Level of Synergy and Trade-Off Is There between SDG 13; Climate Action and Other SDGs in Nepal? Energies, 16(1).
Thor, D., & Karlsudd, P. (2020). Teaching and fostering an active environmental awareness design, validation and planning for action-oriented environmental education. Sustainability (Switzerland), 12(8).
Timm, J. M., & Barth, M. (2021). Making education for sustainable development happen in elementary schools: the role of teachers. Environmental Education Research, 27(1), 50–66.
Uralovich, K. S., Toshmamatovich, T. U., Kubayevich, K. F., Sapaev, I. B., Saylaubaevna, S. S., Beknazarova, Z. F., & Khurramov, A. (2023). A primary factor in sustainable development and environmental sustainability is environmental education. Caspian Journal of Environmental Sciences, 21(4), 965–975.
Wahono, B., Chang, C.-Y., & Khuyen, N. T. T. (2021). Teaching socio-scientific issues through integrated STEM education: an effective practical averment from Indonesian science lessons. International Journal of Science Education, 43(16), 2663–2683.
Wahono, B., & Chang, C. Y. (2019). Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education. Sustainability (Switzerland), 11(4).
Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 1–18.
Xu, S. R., & Zhou, S. N. (2022). the Effect of Students’ Attitude Towards Science, Technology, Engineering, and Mathematics on 21St Century Learning Skills: a Structural Equation Model. Journal of Baltic Science Education, 21(4), 706–719.
Yamane, T., & Kaneko, S. (2021). Is the younger generation a driving force toward achieving the sustainable development goals? Survey experiments. Journal of Cleaner Production, 292, 125932.
Zidny, R., Sjöström, J., & Eilks, I. (2020). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science and Education, 29(1), 145–185.
