Reconstruction of the Engineering Design Project (EDPj) Learning Model based on Ethno-ESD to Actualize Students' Sustainable Environmental Literacy

Authors

DOI:

https://doi.org/10.31129/LUMAT.12.4.2300

Keywords:

EDP, Project Learning, Ethnoscience, ESD, Environmental Literacy, Sustainability

Abstract

The research aims to reconstruct the Ethno-ESD-Based Engineering Design Project Learning Model and analyze its effectiveness in actualizing students' sustainable environmental literacy in higher education. This study uses the ADDIE model's instructional development design, which consists of two main phases: the model development phase (analysis, design, develop) and the model effectiveness testing phase (implementation and evaluation). The instrument validity test was carried out using SmartPLS 3.0 software, namely Convergent Validity in the form of Outer Loadings (Loading Factor) and Average Variance Extracted (AVE) as well as Discriminant Validity in the form of Fornell-Larker Criterion and Cross Loading. The model's effectiveness was tested through a quasi-experiment with Posttest-Only Design with Nonequivalent Groups design, involving 105 students with independent sample t-test and Effect Size analysis techniques. The reconstruction of the EDPj learning model based on Ethno-ESD can produce individuals who not only have engineering expertise but also have a strong understanding of the complexity of environmental issues and their impact on local culture. The results of the t-test showed that the experimental group had significantly higher scores than the control group in Sustainability Knowledge (t = -5,828, p < 0.001), Sustainability Attitude (t = -6,013, p < 0.001), and Self-report Sustainable Behavior (t = -4,619, p < 0.001). The effect size test showed a high impact on knowledge (0.88) and attitude (0.87), as well as a moderate impact on behavior (0.81). These findings indicate that learning interventions are significantly able to actualize students' sustainability literacy.

References

Alm, K., Beery, T. H., Eiblmeier, D., & Fahmy, T. (2022). Students' learning sustainability – implicit, explicit or non-existent: a case study approach on students' key competencies addressing the SDGs in HEI program. International Journal of Sustainability in Higher Education, 23(8), 60–84. https://doi.org/10.1108/IJSHE-12-2020-0484

Baptista, G. C. S., & Molina-Andrade, A. (2023). Science Teachers' Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities. Human Arenas, 6(4), 704–731. https://doi.org/10.1007/s42087-021-00257-4

Barth, M., & Michelsen, G. (2013). Learning for change: An educational contribution to sustainability science. Sustainability Science, 8(1), 103–119. https://doi.org/10.1007/s11625-012-0181-5

Batoro, J., Indriyani, S., & Yanuwiadi, B. (2017). Ethno-ecology of Komplangan Field of the Bromo, Tengger, and Semeru Area in East Java:A Qualitative Approach. Biosaintifika: Journal of Biology & Biology Education, 9(1), 41. https://doi.org/10.15294/biosaintifika.v9i1.9193

Baxter, D., Gao, J., Case, K., Harding, J., Young, B., Cochrane, S., & Dani, S. (2007). An engineering design knowledge reuse methodology using process modelling. Research in Engineering Design, 18(1), 37–48. https://doi.org/10.1007/s00163-007-0028-8

Becker, K., & Mentzer, N. (2015). Engineering Design Thinking : High School. Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL), September, 5–12.

Berland, L., Steingut, R., & Ko, P. (2018). High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content. Journal of Science Education and Technology, 23(6), 705–720. https://doi.org/10.1007/s10956-014-9498-4

Biasutti, M., Makrakis, V., Concina, E., & Frate, S. (2018). Educating academic staff to reorient curricula in ESD. International Journal of Sustainability in Higher Education, 19(1), 179–196. https://doi.org/10.1108/IJSHE-11-2016-0214

Calikusu, A. N., Cakmakli, A. B., & Gursel Dino, I. (2022). The impact of architectural design studio education on perceptions of sustainability. International Journal of Architectural Research: Archnet-IJAR. https://doi.org/10.1108/ARCH-09-2021-0251

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications Inc.

Denayer, I., Thaels, K., Vander Sloten, J., & Gobin, R. (2003). Teaching a structured approach to the design process for undergraduate engineering students by problem-based education. European Journal of Engineering Education, 28(2), 203–214. https://doi.org/10.1080/0304379031000079031

Dick, W., & Carey, L. (2001). The systematic design of instruction (5th). New York: Longmann.

Erman, Suyatno, & Wakhidah, N. (2023). An expert judgment of textbook draft of local wisdom-based learning of science: A preliminary study. The 1st International Conference on Science Education and Science.

Fasasi, R. A. (2017). Effects of ethnoscience instruction, school location, and parental educational status on learners' attitude towards science. International Journal of Science Education. https://doi.org/10.1080/09500693.2017.1296599

Febrianty, Y., Rohaedi, E., Hosnah, A. U., & Wijaya, M. M. (2023). the Local Government Concept To Protect the Value of Community Cultural Traditions (Pariaman West Sumatra) in Regional Regulations. Journal of Law and Sustainable Development, 11(3), 1–14. https://doi.org/10.55908/sdgs.v11i3.434

Ferguson, T., & Roofe, C. G. (2020). SDG 4 in higher education: challenges and opportunities. International Journal of Sustainability in Higher Education, 21(5), 959–975. https://doi.org/10.1108/IJSHE-12-2019-0353

Garrett, T. (2008). Student-Centered and Teacher-Centered Classroom Management : A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, 43(2004), 34–47.

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(May), 101586. https://doi.org/10.1016/j.ijer.2020.101586

Hair Jr., J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: UpdatedUpdated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107.

Hamid, S., Ijab, M. T., Sulaiman, H., Md. Anwar, R., & Norman, A. A. (2017). Social media for environmental sustainability awareness in higher education. International Journal of Sustainability in Higher Education, 18(4), 474–491. https://doi.org/10.1108/IJSHE-01-2015-0010

Handoyo, E., Ariyatun, A., Syaifuddin, Winarto, W., Saputro, S. D., Anwar, E. D., Reffiane, F., & Kenayathulia, H. B. (2025). Integration of the global attitudes of prospective teachers in encouraging a culture of environmental conservation for sustainable development in higher education. Multidisciplinary Review, 8(4).

Hardy, J. G., Sdepanian, S., Stowell, A. F., Aljohani, A. D., Allen, M. J., Anwar, A., Barton, D., Baum, J. V., Bird, D., Blaney, A., Brewster, L., Cheneler, D., Efremova, O., Entwistle, M., Esfahani, R. N., Firlak, M., Foito, A., Forciniti, L., Geissler, S. A., … Wright, K. L. (2021). Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education. Journal of Chemical Education, 98(4), 1124–1145. https://doi.org/10.1021/acs.jchemed.0c01363

Hassan, A., Noordin, T. A., & Sulaiman, S. (2010). The status on the level of environmental awareness in the concept of sustainable development amongst secondary school students. Procedia - Social and Behavioral Sciences, 2(2), 1276–1280. https://doi.org/10.1016/j.sbspro.2010.03.187

Hastuti, P. W., Setianingsih, W., & Widodo, E. (2019). Integrating inquiry based learning and Ethnoscience to enhance students’ scientific skills and science literacy. In Journal of Physics: Conference Series (Vol. 1387, No. 1, p. 012059). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1387/1/012059/meta

Hayati, F. N., Suyatno, S., & Susatya, E. (2020). Strengthening of Religious Character Education Based on School Culture in the Indonesian Secondary School. The European Educational Researcher, 3(3), 87–100. https://doi.org/10.31757/euer.331

Horvath, N., Stewart, M., & Shea, M. (2013). Toward Instruments of Assessing Sustainability Knowledge: Assessment Development, Process, and Results From A Pilot Survey At The University of Maryland. Journal of Sustainability Education, 5(May). https://www.susted.com/wordpress/content/toward-instruments-of-assessing-sustainability-knowledge-assessment-development-process-and-results-from-a-pilot-survey-at-the-university-of-maryland_2013_06/

Hynes, M. (2017). Students-as-producers: Developing valuable student-centered research and learning opportunities. International Journal of Research Studies in Education, 7(4). https://doi.org/10.5861/ijrse.2017.1858

Izzah, S. N., Sudarmin, S., & Prasetyo, A. P. B. (2020). Identification of the indigenous science concepts in the batik-manufacturing process to develop STEM integrated ethnoscience learning. Journal of Physics: Conference Series. vol. 1567, no. 4, p. 042032. https://iopscience.iop.org/article/10.1088/1742-6596/1567/4/042032/meta

Juntunen, M. K., & Aksela. (2014). Education for sustainable development in chemistry – Challenges, possibilities and pedagogical models in Finland and elsewhere. Chemistry Education Research and Practice, 15, 488–500. https://doi.org/10.1039/x0xx00000x

Keiler, L. S. (2018). Teachers' roles and identities in student-centered classrooms. International Journal of STEM Education, 5(34). https://doi.org/https://doi.org/10.1186/s40594-018-0131-6

Kioupi, V., & Voulvoulis, N. (2019). Education for Sustainable Development : A Systemic Framework for Connecting the SDGs to Educational Outcomes. Sustainability, 11.

Li, Y., Cheng, H., Beeton, R. J. S., Sigler, T., & Halog, A. (2016). Sustainability from a Chinese cultural perspective: the implications of harmonious development in environmental management. Environment, Development and Sustainability, 18(3), 679–696. https://doi.org/10.1007/s10668-015-9671-9

Lucas, H.-D. L. C., Martinez-Rodrigo, F., De Pablo, S., Ramirez-Prieto, D., & Rey-Boue, A. B. (2022). Procedure for the Determination of the Student Workload and the Learning Environment Created in the Power Electronics Course Taught Through Project-Based Learning. IEEE Transactions on Education, 65(3), 428–439. https://doi.org/10.1109/TE.2021.3126694

Lysgaard, J. A., & Simovska, V. (2016). The significance of 'participation' as an educational ideal in education for sustainable development and health education in schools. Environmental Education Research, 22(5), 517–534. https://doi.org/10.1080/13504622.2015.1029875

Mangold, J., & Robinson, S. (2013). The engineering design process as a problem-solving and learning tool in K-12 classrooms. ASEE Annual Conference and Exposition, Conference Proceedings. https://doi.org/10.18260/1-2--22581

Marfai, M. A. (2019). Pengantar Etika Lingkungan dan Kearifan Lokal. Yogyakarta: Gadjah Mada University Press.

McFadden, J., & Roehrig, G. (2019). Engineering design in the elementary science classroom: supporting student discourse during an engineering design challenge. In International Journal of Technology and Design Education (Vol. 29, Issue 2). Springer Netherlands. https://doi.org/10.1007/s10798-018-9444-5

Munawir, A. (2024). Harmonizing Local Wisdom with Islamic Values : A Guide to Character Education Development. International Journal of Asian Education, 5(1), 63–75.

Papadopoulou, M., Papasolomou, I., & Thrassou, A. (2022). Exploring the level of sustainability awareness among consumers within the fast-fashion clothing industry: a dual business and consumer perspective. Competitiveness Review, 32(3), 350–375. https://doi.org/10.1108/CR-04-2021-0061

Pavlova, M. (2013). Teaching and learning for sustainable development: ESD research in technology education. International journal of technology and design education, 23, 733–748. https://doi.org/10.1007/s10798-012-9213-9

Putra, N. S. (2022). Profile of Students' Environmental Literacy: A Hypotetic Model to Perform Effective Environmental Education. Natural Science, 8(1), 50–56. https://doi.org/10.15548/nsc.v8i1.3695

Radwan, A. F., & Khalil, E. M. A. S. (2021). Knowledge, attitude and practice toward sustainability among university students in UAE. International Journal of Sustainability in Higher Education, 22(5), 964–981. https://doi.org/10.1108/IJSHE-06-2020-0229

Raymond, C. M., Fazey, I., Reed, M. S., Stringer, L. C., Robinson, G. M., & Evely, A. C. (2010). Integrating local and scientific knowledge for environmental management. Journal of Environmental Management, 91(8), 1766–1777. https://doi.org/10.1016/j.jenvman.2010.03.023

Robinson, H. A., Kilgore, W., & Warren, S. J. (2017). Care, communication, learner support: Designing meaningful online collaborative learning. Online Learning Journal, 21(4), 29–51. https://doi.org/10.24059/olj.v21i4.1240

Sekhar, C., & Raina, R. (2021). Towards more sustainable future: assessment of sustainability literacy among the future managers in India. Environment, Development and Sustainability, 23(11), 15830–15856. https://doi.org/10.1007/s10668-021-01316-0

Shpeizer, R. (2019). Towards a successful integration of project-based learning in higher education: Challenges, technologies and methods of implementation. Universal Journal of Educational Research, 7(8), 1765–1771. https://doi.org/10.13189/ujer.2019.070815

Smit, K., de Brabander, C. J., & Martens, R. L. (2014). Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation. Scandinavian Journal of Educational Research, 58(6), 695–712. https://doi.org/10.1080/00313831.2013.821090

Strachan, S., Logan, L., Willison, D., Bain, R., Roberts, J., Mitchell, I., & Yarr, R. (2021). Reflections on developing a collaborative multi-disciplinary approach to embedding education for sustainable development into higher education curricula. Emerald Open Research, 3, 24. https://doi.org/10.35241/emeraldopenres.14303.1

Sudarmin, Pujiastuti, S. E., Rayandra, A., Prasetya, A. T., Diliarosta, S., & Ariyatun. (2023). Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students' conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393–409,.

Sudarmin, S., Diliarosta, S., Pujiastuti, S. E., Jumini, & Prasetya, A. (2020). The instructional design of ethnoscience-based inquiry learning for scientific explanation about Taxus sumatrana as cancer medication. Journal for the Education of Gifted Young Scientists 8, no. 4. 1493-1507. https://dergipark.org.tr/en/pub/jegys/article/792830

Sudarmin, S., Mursiti, S., & Asih, A. G. (2018). The use of scientific direct instruction model with video learning of ethnoscience to improve students' critical thinking skills. Journal of Physics: Conference series. https://iopscience.iop.org/article/10.1088/1742-6596/1006/1/012011/meta

Sudarmin, S., Pujiastuti, R. S. E., Asyhar, R., Tri Prasetya, A., Diliarosta, S., & Ariyatun, A. (2023). Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students' conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393. https://doi.org/10.3926/jotse.1792

Sudarmin, S., Savitri, E. N., Pujiastuti, R. S. E., Yamtinah, S., Zain Mohd, H. N. ., & Ariyatun, A. (2024). Reconstruction of Ethno-STEM Integrated Project Learning Models for Explanation of Scientific Knowledge Regarding Aroma Compounds of Indonesian and World Herbal Teas. Jurnal Pendidikan IPA Indonesia, 13(2), 195–208. https://doi.org/10.15294/jpii.v13i2.4556

Sudarmin, Sumarni, W., Mursiti, S., & Sumarti, S. S. (2020). Students' innovative and creative thinking skill profile in designing chemical batik after experiencing ethnoscience integrated science technology engineering mathematic integrated ethnoscience (ethno-stem) learnings. Journal of Physics: Conference Series, 1567(2). https://doi.org/10.1088/1742-6596/1567/2/022037

Sulaiman, A. I., Masrukin, M., & Putri, D. D. (2022). Community Empowerment Program Based on Green Economy in Preserving Herbs as Local Wisdom. Sustainable Development Research, 4(2), p14. https://doi.org/10.30560/sdr.v4n2p14

Sumarni, W. (2018). The influence of ethnoscience-based learning on chemistry to the chemistry's literacy rate of the prospective teachers. Unnes Science Education Journal. https://journal.unnes.ac.id/sju/index.php/usej/article/view/23722

Sumarni, W., Sudarmin, S., Sumarti, S. S., & Kadarwati, S. (2021). Indigenous knowledge of Indonesian traditional medicines in science teaching and learning using a science–technology–engineering–mathematics (STEM) approach. In Cultural Studies of Science Education (Issue 0123456789). Springer Netherlands. https://doi.org/10.1007/s11422-021-10067-3

Syukri, M., Soewarno, S., Halim, L., & Mohtar, L. E. (2018). The impact of engineering design process in teaching and learning to enhance students' science problem-solving skills. Jurnal Pendidikan IPA Indonesia, 7(1), 66–75. https://doi.org/10.15294/jpii.v7i1.12297

Triana, D., Anggraito, Y. U., & Ridlo, S. (2020). Effectiveness of Environmental Change Learning Tools Based on STEM-PjBL Towards 4C Skills of Students. Jise, 9(2), 181–187. http://journal.unnes.ac.id/sju/index.php/jise

Wibowo, T., & Ariyatun. (2020). Analysis of Attitute towards Chemistry Profile of Students in Senior High School. Journal of Physics: Conference Series, 1594(1). https://doi.org/10.1088/1742-6596/1594/1/012019

Winarno, N., Rusdiana, D., Samsudin, A., Fitria, D., Husaeni, A., Bayu, A., & Nandiyanto, D. (2020). The steps of the Engineering Design Process (EDP) in science education: A systematic literature review. Journal for the Education of Gifted Young Scientists, 8(4), 1345-1360. https://dergipark.org.tr/en/pub/jegys/article/766201

Yeşilyurt, M., Balakoğlu, M. Ö., & Erol, M. (2020). The impact of environmental education activities on primary school students' environmental awareness and visual expressions. Qualitative Research in Education, 9(2), 188–216. https://doi.org/10.17583/qre.2020.5115

Yoon, S. Y., Dyehouse, M., Lucietto, A. M., Diefes-Dux, H. A., & Capobianco, B. M. (2014). The Effects of Integrated Science, Technology, and Engineering Education on Elementary Students' Knowledge and Identity Development. School Science and Mathematics, 114(8), 380–391. https://doi.org/10.1111/ssm.12090

Yu, K. C., Wu, P. H., & Fan, S. C. (2020). Structural Relationships among High School Students' Scientific Knowledge, Critical Thinking, Engineering Design Process, and Design Product. International Journal of Science and Mathematics Education, 18(6), 1001–1022. https://doi.org/10.1007/s10763-019-10007-2

Yücel, Ü. A. I., & Usluel, Y. K. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers and Education, 97, 31–48. https://doi.org/10.1016/j.compedu.2016.02.015

Zidny, R., Solfarina, S., Aisyah, R. S. S., & Eilks, I. (2021). Exploring indigenous science to identify contents and contexts for science learning in order to promote education for sustainable development. Education Sciences, 11(3). https://doi.org/10.3390/educsci11030114

Downloads

Published

2025-04-02

How to Cite

Ariyatun, A., Sudarmin, S., Rahmawati, A., Winarto, W., & Wibowo, T. (2025). Reconstruction of the Engineering Design Project (EDPj) Learning Model based on Ethno-ESD to Actualize Students’ Sustainable Environmental Literacy. LUMAT: International Journal on Math, Science and Technology Education, 12(4), 11. https://doi.org/10.31129/LUMAT.12.4.2300