STEM Learning in Sustainability Issues to Improve Sustainability Consciousness of Junior High School Students

Rahmania - Firda, Ida Kaniwati, Siti Sriyati


Sustainability Consciousness is the expected result with the existence of ESD that is a complicated construction that can be influenced by various factors. ESD aims to develop students' understanding of sustainability issues and change students' attitudes and behavior regarding environmental, social, and economic sustainability. The purpose of this paper is to determine the improvement of students’ sustainability consciousness after attending STEM learning in sustainability issues. This study used quasi experimental method with one group pretes-posttest design. It was conducted in 28 seventh grades students of junior high school in Surabaya. The instrument was declared as valid based on expert’s judgment and showed Alpha Cronbach score 0,85. Data was collected by pretest and posttest of sustainability consciousness questionnaire. Based on the data analysis, it showed that sustainability issues were effectively integrated into STEM learning to enhance the sustainability consciousness of junior high school students. N-gain average of sustainability consciousness were 0,18 as low category. The findings suggest that required learning strategies that can provide more opportunities for students to learn about sustainability issues and develop pro-sustainability attitudes and behaviors.


sustainability consciousness; ESD; STEM; sustainability issues

Full Text:



Berglund, T., Gericke, N., 2016. Separated and integrated perspectives on environmental, eco­nomic, and social dimensions–an investigation of student views on sustainable devel­opment. Environmental Education Research, 22(8), 1115-1138.

Berglund, T., Gericke, N., Chang Rundgren, S., 2014. The implementation of education for sustainable development in Sweden: investigating the sustainability consciousness among upper secondary students. Research in Science & Technological Education, 32(3), 318-339.

Boeve-de-Pauw, J., Gericke, N., Olsson, D., Berglund, T., 2015. The effectiveness of education for sustainable development. Sustainability, 7(11), 15693-15717.

Brundiers, K., and Wiek, A. (2013), "Do We Teach What We Preach? An International Com­parison of Problem and Project-Based Learning Courses in Sustainability", Sustaina­bility, Vol. 5 No. 4, pp.1725-1746.

CIFOR. (2012). Mangrove adalah salah satu hutan terkaya karbon di kawasan tropis. ( Akses dan unduk tanggal 16 Agusutus 2021).

Dlouhá, J., Burandt, S., 2015. Design and evaluation of learning processes in an interna­tional sustainability oriented study programme. In search of a new educational qual­ity and assessment method. Journal of Cleaner Production, 106, 247-258.

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.doi:10.1119/1.18809.

Kalsoom, Q.,and Khanam, A. (2017). Inquiry into Sustainability Issues by Preservice Teach­ers: A Pedagogy to Enhance Sustainability Consciousness: Journal of Cleaner Produc­tion. 10.1016/j.jclepro.2017.07.047.

Kalsoom, Q., Khanam, A., and Quraishi, U. (2017). Sustainability Consciousness of Preservice Teachers in Pakistan:International Journal of Sustainability in Higher Education,

Olsson, D., Gericke, N., 2016. The adolescent dip in students' sustainability consciousness— Implications for education for sustainable development. The Journal of Environmental Education, 47(1), 35-51.

Olsson, D., Gericke, N., Chang Rundgren, S., 2016. The effect of implementation of education for sustainable development in Swedish compulsory schools–assessing pupils’ sus­tainability consciousness. Environmental Education Research, 22(2), 176-202.

Setyawan, D., A & WInarno, K. (2016). Pemanfaatan Langsung Ekosistem Mangrove di Jawa Tengah dan Penggunaan Lahan di Sekitarnya; Kerusakan dan Upaya Restorasinya. Bi­odiversitas, 7(3), 282-291.

Tilbury, D. (2011). ‘Education for Sustainable Development: An Expert Review of Processes and Learning’ Paris: UNESCO. Available in Spanish, French and English.ED-2010/WS/46.


  • There are currently no refbacks.