The Effectiveness of an SDG-Based Inclusive STEM Module on Science Process Skills of Slow Learner Students in Peatland Areas
DOI:
10.29303/jppipa.v11i11.13430Published:
2025-11-25Downloads
Abstract
This study aims to evaluate the effectiveness of an inclusive STEM module based on the Sustainable Development Goals (SDGs) in improving science process skills (SPS) among slow learner students in a peatland region. A quasi-experimental pretest-posttest control group design was employed with 78 Grade 8 slow learners from SMP Negeri 1 Pemulutan Barat, South Sumatra. The module, developed using the ADDIE model, focused on water filtration and peatland water quality within the context of SDG 6 (Clean Water and Sanitation). The core science topics covered included pH measurement, mechanical filtration, separation of mixtures, and colloidal properties of peat water. It was validated by experts in content, pedagogy, and inclusivity. Data were analyzed quantitatively using independent t-tests, normalized gain (N-Gain), and effect size (Cohen’s d), as well as qualitatively through classroom observations and semi-structured interviews. Results revealed that the experimental group achieved a mean N-Gain of 0.79 (high category), compared to 0.42 (medium category) for the control group. Statistical analysis indicated a significant difference between the groups (t = 5.68; p < 0.001; Cohen’s d = 1.28). Qualitative findings further demonstrated that students reported increased confidence and motivation, attributing these improvements to the module’s use of visual illustrations, locally relevant contexts, and scaffolded instructions. These findings suggest that an inclusive, SDG-based STEM module is effective in improving SPS among slow learner students. This study contributes to the growing body of literature on inclusive STEM education by illustrating how integrating the SDGs within a local ecological context can foster equitable and meaningful science learning.
Keywords:
Inclusive STEM, Instructional module, Science process skills, Slow learners, Sustainable Development Goals (SDGs)References
Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary school’s students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267. https://doi.org/10.15294/jpii.v5i2.5493
Akhsan, H., Putra, G. S., Wiyono, K., Romadoni, M., & Furqon, M. (2023). Development of a STEM-based introduction to quantum physics module on the sub-subject of potential variations in the physics education study program. Jurnal Penelitian Pendidikan IPA, 9(9), 7408–7412. https://doi.org/10.29303/jppipa.v9i9.3577
Andriani, N., Saparini, S., & Akhsan, H. (2018). Kemampuan literasi sains fisika siswa SMP kelas VII di Sumatera Selatan menggunakan kerangka PISA (Program for International Student Assessment. Berkala Ilmiah Pendidikan Fisika, 6(3). https://doi.org/10.20527/bipf.v6i3.5288
Arafat, M. H., Budiyanto, C. W., Yuana, R. A., & Fenyvesi, K. (2024). Implementation of integrated STEM learning in educational robotics towards 21st century skills: A systematic review. International Journal of Education in Mathematics, Science and Technology, 12(3), 512–530. https://doi.org/10.46328/ijemst.4271
Atika, I. N., Buana, S. H. A., Yusrika, A. Z., & others. (2025). Development of a STEM-Based Physics Instructional Tool to Encourage Students’ Collaboration Skills in Inclusive High School. Jurnal Penelitian Pendidikan IPA, 11(7), 917–925. https://doi.org/10.29303/jppipa.v11i7.9382
Chang, S.-H., Yang, L.-J., Chen, C.-H., Shih, C.-C., Shu, Y., & Chen, Y.-T. (2024). STEM education in academic achievement: A meta-analysis of its moderating effects. Interactive Learning Environments, 32(6), 2401–2423. https://doi.org/10.1080/10494820.2022.2147956
Chu, S.-K. W., Lai, H.-F., & Reynolds, B. L. (2022). Place-based science education in elementary schools: A meta-analysis of cognitive and affective outcomes. Journal of Research in Science Teaching, 59(8), 1203–1231. https://doi.org/10.1002/tea.21789
Çoruhlu, T. Ş., Çalık, M., Nas, S. E., & Bilgin, B. (2023). Improving science process skills of students with mild intellectual disabilities. Journal of Baltic Science Education, 22(2), 323–336. https://doi.org/10.33225/jbse/23.22.323
Deprizon, Berry Kurnia Vilmala, & Refika. (2025). Development of STEM E-Book Integrated with Religion Values in IPAS Subject. Jurnal Penelitian Pendidikan IPA, 11(2), 42–48. https://doi.org/10.29303/jppipa.v11i2.10085
Dewi, R. K., Dian, D., Wati, E., Lasmana, O., & Alberida, H. (2024). Development Research in Science Education : A Systematic Literature Review of Trends in Development Models and Instruments Used. Jurnal Penelitian Pendidikan IPA, 10(5), 250–261. https://doi.org/10.29303/jppipa.v10i5.6876
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Irwanto. (2023). Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning. Journal of Technology and Science Education, 13(1), 23–35. https://doi.org/10.3926/jotse.1796
Joseph, B., & Abraham, S. (2023). Identifying slow learners in an e-learning environment using k-means clustering approach. Knowledge Management & E-Learning, 15(4), 539–553. https://doi.org/10.34105/j.kmel.2023.15.031
Karrow, P., & Fazio, X. (2021). Place-based sustainability education: Fostering ecological citizenship through local action. Environmental Education Research, 27(7), 1034–1052. https://doi.org/10.1080/13504622.2020.1852186
Kim, M., & Kim, J. (2022). Designing inclusive STEM learning environments for diverse learners: A systematic review. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00360-8
Listiawati, N., Sabon, S. S., Siswantari, S., Wibowo, S., & Zulkardi. (2023). Analysis of implementing realistic mathematics education principles to enhance mathematics competence of slow learner students. Journal on Mathematics Education, 14(4), 683–700. https://doi.org/10.22342/jme.v14i4.pp683-700
McKee, A., Basham, J. D., & Carter Jr, R. A. (2023). Universal Design for Learning in science education: Supporting students with diverse learning needs. Journal of Science Teacher Education, 34(2), 145–163. https://doi.org/10.1080/1046560X.2022.2154581
Mumba, F., Nyatoo, M., & Chabalengula, V. M. (2023). Quasi-experimental designs in science education research: Applications, challenges, and recommendations. Journal of Research in Science Teaching, 60(5), 987–1008. https://doi.org/10.1002/tea.21832
Nipyrakis, A., Stavrou, D., & Avraamidou, L. (2024). Examining STEM teachers’ design of integrated STEM lesson plans. International Journal of Science and Mathematics Education, 23(2), 537–560. https://doi.org/10.1007/s10763-024-10474-2
Özalp, D. (2023). Science curriculum requirements: Science process skills in textbook activities. Journal of Education Research and Practice, 13(1), 123–141. https://doi.org/10.5590/jerap.2023.13.1.10
Rampean, B. A. O., Laman, E. G., Ta’bi, W. A., Senolinggi, C., Marsena, T., & Nugraha, F. (2025). Development of E-Module Based Ethno-STEM to Improve HOTS and Students’ Scientific Attitudes in Chemistry Learning. Jurnal Pendidikan Kimia Indonesia, 9(1), 32–41. https://doi.org/10.23887/jpki.v9i1.103020
Salvador-Garcia, C., Chiva-Bartoll, O., Capella-Peris, C., & Maravé-Vivas, M. (2025). The ups and downs of CLIL lessons: A qualitative study on 21st century skills promotion in physical education. Language and Education, 39(1), 173–189. https://doi.org/10.1080/09500782.2024.2317226
Williams, J. (2020). Educators are the global goals. Childhood Education, 96(5), 22–29. https://doi.org/10.1080/00094056.2020.1824493
Yenice, N., & Uzun, L. (2024). Matching strategies in quasi-experimental research in inclusive education: A comparative analysis. International Journal of Inclusive Education, 28(3), 321–337. https://doi.org/10.1080/13603116.2022.2081302
Zakiyah, S., Akhsan, H., & Wiyono, K. (2019). Developing introduction to quantum physics textbook in the syllabus of spin particles based on science, technology, engineering, and mathematics (STEM. Journal of Physics: Conference Series, 1166(1). https://doi.org/10.1088/1742-6596/1166/1/012015
Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319, 128534. https://doi.org/10.1016/j.jclepro.2021.128534
License
Copyright (c) 2025 Kistiono, Muhammad Yusup, Sudirman, Kiki Ayu Winarni, Putri Angelina
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
