Integrating the Sustainable Development Goals into STEM–Engineering Design Process Instruction to Enhance Senior High School Students' Critical Thinking Skills: Evidence from a Global Warming Unit
DOI:
https://doi.org/10.30872/jlpf.v7i2.5786Keywords:
Critical Thinking, Global Warming, SDGs, STEM-EDPAbstract
This study aims to describe students' critical thinking skills before and after the implementation of SDGs through the STEM-EDP approach on global warming material, to determine the improvement and significant differences before and after treatment. This study uses a quantitative approach through a pre-experimental design in the form of a one-group pretest-posttest. The subjects studied were students of class X-D at SMA Negeri 1 Bontang with a sample size of 35 students. Data were obtained using a test technique, consisting of 14 multiple-choice questions and essays given before and after treatment. The results of the study indicate that there is an increase in students' critical thinking skills after the implementation of SDGs through the STEM-EDP approach. This data is proven by an increase in students' average score from 37.74 to 77.89, as well as an N-Gain value of 0.64, which is included in the moderate criteria, and an Asymp.Sig. (2-tailed) value of 0.000 <0.05, indicating a significant difference in students' critical thinking skills before and after treatment. After treatment, all critical thinking skill indicators improved, with the highest increase in likelihood and uncertainty analysis. This indicates that implementing the SDGs through the STEM-EDP approach to global warming is effective in enhancing students' critical thinking skills.
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