Integrating STEM based Education for Sustainable Development (ESD) to Promote Quality Education: A Systematic Literature Review
DOI:
10.29303/jppipa.v9i11.4430Published:
2023-11-30Downloads
Abstract
Promoting quality education through the integration of STEM-based Education for Sustainable Development (ESD) has become a significant area of interest. Integrating STEM-based ESD can enhance the quality of education by providing interdisciplinary learning opportunities that engage students in authentic, hands-on experiences. The objective of this study is to analyze existing empirical research on the utilization of STEM-ESD in order to investigate their effectiveness in fostering quality of education. The review process involved a systematic examination of journal papers published between 2018 and 2023, using both keyword search and snowballing techniques on the Scopus database. A total of 15 journal papers were selected for inclusion in this comprehensive review. The analysis indicates that STEM-ESD program is capable in increasing student self-efficacy and student engagement, STEM-ESD learning support student’s critical thinking skills and system thinking, Implementing Local Wisdom Based ESD can increase student knowledge, STEM learning in Sustainable Food Program as an effort to increase sustainable literacy in student, ESD can increase student’s environmental awareness. In this research there are a few implications such as that STEM-ESD need to be implemented in school curriculum in order to support education that is environmentally insightful.
Keywords:
Literature Review Quality Of Education STEM-ESDReferences
Abdurrahman, A., Maulina, H., Nurulsari, N., Sukamto, I., Umam, A. N., & Mulyana, K. M. (2023). Impacts Of Integrating Engineering Design Process Into STEM Makerspace On Renewable Energy Unit To Foster Students’ System Thinking Skills. Heliyon, 9(4), e15100. https://doi.org/10.1016/j.heliyon.2023.e15100
Agirreazkuenaga, L., & Martinez, P. M. (2021). Secondary Students’ Perception, Positioning And Insight On Education For Sustainability. International Research in Geographical and Environmental Education, 30(3), 218–237. https://doi.org/10.1080/10382046.2021.1877952
Alismail, H. A., & McGuire, D. P. (2015). 21st Century Standards and Curriculum: Current Research and Practice. Journal of Education and Practice, 6(6), 150–155. https://doi.org/10.3390/bs12020038
Bosevska, J., & Kriewaldt, J. (2020). Fostering A Whole-School Approach To Sustainability: Learning From One School’s Journey Towards Sustainable Education. International Research in Geographical and Environmental Education, 29(1), 55–73. https://doi.org/10.1080/10382046.2019.1661127
Kucuk, Z.D, & Saysel, A. K. (2018). Developing Seventh Grade Students’ Understanding of Complex Environmental Problems with Systems Tools and Representations: a Quasi-experimental Study. Research in Science Education, 48(2), 491–514. https://doi.org/10.1007/s11165-017-9620-8
Ferrer-Estévez, M., & Chalmeta, R. (2021). Integrating Sustainable Development Goals in educational institutions. International Journal of Management Education, 19(2). https://doi.org/10.1016/j.ijme.2021.100494
Firda, R.-, Kaniwati, I., & Sriyati, S. (2021). STEM Learning in Sustainability Issues to Improve Sustainability Consciousness of Junior High School Students. Paedagogia, 24(1), 53. https://doi.org/10.20961/paedagogia.v24i1.54212
Gamage, K. A. A., Ekanayake, S. Y., & Dehideniya, S. C. P. (2022). Embedding Sustainability in Learning and Teaching: Lessons Learned and Moving Forward-Approaches in STEM Higher Education Programmes. Education Sciences, 12(3). https://doi.org/10.3390/educsci12030225
Gunamantha, I. M. (2010). Pendidikan Untuk Pembangunan Berkelanjutan : Mengapa, Apa dan Bagaimana. Jurnal Pendidikan Dan Pengajaran, 43(3), 215–221. https://doi.org/10.23887/jppundiksha.v43i3.125
Hanifah, M., Mohmadisa, H., Yazid, S., Nasir, N., & Saiyidatina Balkhis, N. (2018). Developing Low Carbon Schools Model through Students Involvement in Sustainability Activities. International Journal of Asian Social Science, 8(8), 591–602. https://doi.org/10.18488/journal.1.2018.88.591.602
Helmi, M. H., & Herliani, E. (2021). Developing Sustainability Literacy Through STEM Learning: A Review. SEAQIS Journal of Science Education, 1(1), 36–43. https://doi.org/10.58249/sjse.v1i1.23
Hoque, F., Yasin, R. M., & Sopian, K. (2022). Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy. Sustainability (Switzerland), 14(14), 1–18. https://doi.org/10.3390/su14148296
ILC. (2021). Shaping skills and lifelong learning for the future of work. International labour conference. Retrieved from https://www.ilo.org/ilc/ILCSessions/109/reports/reports-to-the-conference/WCMS_813696/lang--en/index.htm
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability (Switzerland), 11(21). https://doi.org/10.3390/su11216104
Kushnir, N. (2018). Experience of foundation STEM-school. In CEUR Workshop Proceedings, 2104, 431–446. Retrieved from https://api.elsevier.com/content/abstract/scopus_id/85048355103
Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., & Hopkins, C. (2016). Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research. Journal of Education for Sustainable Development, 10(2), 226–242. https://doi.org/10.1177/0973408216661442
Lubis, S. P. W., Suryadarma, I. G. P., Paidi, & Yanto, B. E. (2022). The Effectiveness of Problem-based learning with Local Wisdom oriented to Socio-Scientific Issues. International Journal of Instruction, 15(2), 455–472. https://doi.org/10.29333/iji.2022.15225a
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-018-0151-2
Marouli, C. (2021). Sustainability education for the future? Challenges and implications for education and pedagogy in the 21st century. Sustainability (Switzerland), 13(5), 1–15. https://doi.org/10.3390/su13052901
MartÃn-Sánchez, A., González-Gómez, D., & Jeong, J. S. (2022). Service Learning as an Education for Sustainable Development (ESD) Teaching Strategy: Design, Implementation, and Evaluation in a STEM University Course. Sustainability (Switzerland), 14(12). https://doi.org/10.3390/su14126965
Mochtar, N. E., Gasim, H., Hendarman, Indrastuti, N., Wijiasih, A., Suryana, C., Restuningsih, K., & Tartila, S. L. (2014). Pendidikan untuk Pembangunan Berkelanjutan (Education for Sustainable Development) di Indonesia. Jakarta: Kementrian Pendidikan dan Kebudayaan.
Saleh, M. S. M, Mehellou, A., Huang, M., & Briandana, R. (2022). The influence of sustainability knowledge and attitude on sustainable intention and behaviour of Malaysian and Indonesian undergraduate students. Research in Comparative and International Education, 17(4), 677–693. https://doi.org/10.1177/17454999221126712
OECD. (2018). The Future of Education and Skills: Education 2030. In OECD Education Working Papers. Retrieved from http://www.oecd.org/education/2030/E2030%0APosition%0APaper%0A(05.04.2018).pdf
Ofei-Manu, P., & Didham, R. J. (2018). Identifying the factors for sustainability learning performance. Journal of Cleaner Production, 198, 1173–1184. https://doi.org/10.1016/j.jclepro.2018.06.126
Olsson, D., Gericke, N., & Boeve-de Pauw, J. (2022). The effectiveness of education for sustainable development revisited–a longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 28(3), 405–429. https://doi.org/10.1080/13504622.2022.2033170
Qureshi, S. M. Q. (2020). Learning by sustainable living to improve sustainability literacy. International Journal of Sustainability in Higher Education, 21(1), 161–178. https://doi.org/10.1108/IJSHE-01-2019-0001
Rahman, A. A., Kaniawati, I., Riandi, R., & Hendayana, S. (2023). Secondary Science Teachers Perception on STEM Learning for Sustainable Development. Jurnal Penelitian Pendidikan IPA, 9(3), 1297–1303. https://doi.org/10.29303/jppipa.v9i3.2776
Repanovici, A., Rotaru, C. S., & Murzea, C. (2021). Development of sustainable thinking by information literacy. Sustainability (Switzerland), 13(3), 1–25. https://doi.org/10.3390/su13031287
Sagita, S., Rahmat, A., Priyandoko, D., & Sriyati, S. (2023). Sustainability of Project-Based Learning: Challenge and Obstacles from Students Perception Point of View. Jurnal Penelitian Pendidikan IPA, 9(2), 810–816. https://doi.org/10.29303/jppipa.v9i2.3044
Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26. https://doi.org/10.11340/skinresearch1959.41.49
Septiyanto, A., Ashidiq, R. M., Prima, E. C., & Riandi. (2023). Investigasi Tren Penelitian Pendidikan Stem : Analisis Bibliometrik dari Tahun 2018-2022. Seminar Nasional IPA XIII, 649-665. Retrieved from https://proceeding.unnes.ac.id/index.php/snipa/article/view/2342/1823
Septiyanto, A., Oetomo, D., & Indriyanti, N. Y. (2023). Analysis of Students’ Attitudes towards Engineering and Technology Viewed from School Area Differences. AIP Conference Proceedings, 2540. https://doi.org/10.1063/5.0105949
Setiawan, H., Koosbandiah Surtikanti, H., Kusnadi, K., & Riandi, R. (2023). Sustainability Awareness, Engagement, and Perception of Indonesian High School Students during Sustainability Project Based Learning Implementation in Biology Education. Jurnal Penelitian Pendidikan IPA, 9(6), 4227–4236. https://doi.org/10.29303/jppipa.v9i6.3971
Shephard, K., Kalsoom, Q., Gupta, R., Probst, L., Gannon, P., Santhakumar, V., Ndukwe, I. G., & Jowett, T. (2021). Exploring the relationship between dispositions to think critically and sustainability concern in HESD. International Journal of Sustainability in Higher Education, 22(5), 1166–1185. https://doi.org/10.1108/IJSHE-07-2020-0251
Sutanto, H. P. (2017). Education For Sustainable Development In West Nusa Tengara. Cakrawala Pendidikan, 3, 320–341. Retrieved from https://journal.uny.ac.id/index.php/cp/article/view/13698
Trott, C. D., & Weinberg, A. E. (2020). Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action. Sustainability, 12(16), 6400. https://doi.org/10.3390/su12166400
Turner, A., Logan, M., & Wilks, J. (2021). Planting food sustainability thinking and practice through STEM in the garden. International Journal of Technology and Design Education, 32(3), 1413–1439. https://doi.org/10.1007/s10798-021-09655-9
Tytler, R. (2012). Socio-Scientific Issues, Sustainability and Science Education. Research in Science Education, 42(1), 155–163. https://doi.org/10.1007/s11165-011-9262-1
UNESCO. (2019). Sub-Education Policy Review Report: Education For Sustainable Development. UNESCO, Paris France.
Vallera, F. L., & Bodzin, A. M. (2020). Integrating STEM with AgLIT (Agricultural Literacy Through Innovative Technology): The Efficacy of a Project-Based Curriculum for Upper-Primary Students. International Journal of Science and Mathematics Education, 18(3), 419–439. https://doi.org/10.1007/s10763-019-09979-y
Waltner, E. M., Scharenberg, K., Hörsch, C., & Rieß, W. (2021). What teachers think and know about education for sustainable development and how they implement it in class. Sustainability, 12(1690). https://doi.org/10.3390/su12041690
Wang, H. H., Hong, Z. R., Liu, S. C., & Lin, H. S. (2018). The impact of socio-scientific issue discussions on student environmentalism. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/95134
WEF. (2023). The Global Risks Report 2023 - 18th Edition. : World Economic Forum. Retrieved from https://www.weforum.org/publications/global-risks-report-2023/in-full/
White, D. W. (2014). What Is STEM Education and Why Is It Important? Florida Association of Teacher Educators Journal 2014, 1(14), 1–9. Retrieved from https://www.ccc.edu/departments/Documents/STEM_labor.pdf
Widarti, R., & Roshayanti, F. (2021). Potensi Implementasi STEAM (Science, Technology, Engineering, Art and Mathematic) berorientasi ESD (Education for Sustainable Development) dalam Pembelajaran Fluida. Unnes Physics Education Journal, 10(3), 291–295. Retrieved from http://journal.unnes.ac.id/sju/index.php/upej
Wolff, L. A., Sjöblom, P., Hofman-Bergholm, M., & Palmberg, I. (2017). High performance education fails in sustainability? —a reflection on finnish primary teacher education. Education Sciences, 7(1). https://doi.org/10.3390/educsci7010032
Yalçın, V. (2022). Design‑Oriented Thinking in STEM education: Exploring the Impact on Preschool Children’s Twenty‑First‑Century Skills. Science & Education, 0123456789. https://doi.org/10.1007/s11191-022-00410-7
Zelenika, I., Moreau, T., Lane, O., & Zhao, J. (2018). Sustainability education in a botanical garden promotes environmental knowledge, attitudes and willingness to act. Environmental Education Research, 24(11), 1581–1596. https://doi.org/10.1080/13504622.2018.1492705
Zidny, R., & Eilks, I. (2022). Learning about Pesticide Use Adapted from Ethnoscience as a Contribution to Green and Sustainable Chemistry Education. Education Sciences, 12(4). https://doi.org/10.3390/educsci12040227
Zowada, C., Belova, N., & Eilks, I. (2021). Enhancing Education for Sustainable Development Through Geographical Perspectives in Chemistry Teaching. International Journal of Science and Mathematics Education, 19(1), 87–109. https://doi.org/10.1007/s10763-019-10043-y
License
Copyright (c) 2023 Irfan Fathurohman, Muhammad Fahriza Amri, Arifin Septiyanto, Riandi
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).
