Fostering Student Action for Clean Water and Sanitation (SDG-6) Through Project-Based STEM-ESD Learning Ayudya Fitriyani (a*), Rini Solihat (a), Ari Widodo (a)
a) Biology Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia
*ayudya[at]upi.edu
Abstract
Environmental issues are becoming increasingly prevalent, particularly those related to clean water and sanitation, but concrete action to address them are still rare. Therefore, an innovative educational approach such as STEM-ESD is needed, in which students are guided to develop simple sustainable technological solutions. This study aims to analyze the effect of STEM-ESD learning related to SDG-6 on student action. This research employed a quasi-experimental, pretest-posttest design. The student sample was selected using convenience sampling from all 10th-grade classes at a high school, consisting of an experimental group (N=43) and a control group (N=37). Data were collected using an action questionnaire that included action indicators (past, present, future) and competency achievements, supplemented by interviews as supporting data. The results of the independent samples t-test showed no significant difference (p=0.456 > 0,05). However, the experimental group exhibited a pattern of positive change (increase in students^ posttest scores reflecting a positive shift from past actions to future action plans) was dominant (67.44%) compared to the control group (54.06%). Interview results indicated a shift in the students^ mindset, showing that they are capable of participate in simple and sustainable actions in daily life to prevent and address water-related issues. Thus, this finding suggests that STEM-ESD learning can encourage students to take concrete action related to SDG-6.
Keywords: clean water and sanitation, SDG-6, STEM-ESD learning, sustainability action, water pollution
