ISSN: 2550-0406, DOI: 10.55215/pedagonal.v6i2.5554 159
STEM Education Planning Based on Contextual Issues Sustainable Development Goals (SDGs)
Oktian Fajar Nugrohoa*, Silvia Ratna Juwitab, Nurul Febriantia
a Faculty of Teacher Training and Education, Universitas Esa Unggul, Jakarta, Indonesia
b Faculty of Computer Science, Universitas Esa Unggul, Jakarta, Indonesia
oktian.fajar@esaunggul.ac.id*; silvia.ratna@esaunggul.ac.id; nurul.febrianti@esaunggul.ac.id
*Corresponding author
Article Info ABSTRACT
Article history:
Received Jun 24, 2022 Revised Oct 24, 2022 Accepted Oct 25, 2022
Integration and the practice of addressing real-world issues are crucial components of STEM education. In this study, which was conducted as part of an endeavor to boost students' and instructors' knowledge and interest in STEM education, existing STEM courses have been incorporated into the Indonesian curriculum requirements in order to address real-world problems. This article gives a description of the planning process for after-school STEM education programs, with a focus on significant global issues related to the Sustainable Development Goals (SDGs). At the junior high school level, the present curriculum requirements for all three STEM subjects will be integrated. Document analysis is the principal means of data collection. This consists of the standard papers of three distinct STEM fields, curriculum maps developed for schools, and documents pertaining to "Continuing Development Education." Four possible design problems are inspired by the Sustainable Development Goals (SDGs). These challenges blend standards selected from three distinct STEM domains and include several new interconnected concepts and skills. This description offers a way by which educators may be supported in the production of lessons or other equivalent STEM educational programs or activities by integrating curricular requirements with existing STEM disciplines for many levels and settings relevant to students.
Keywords:
Contextual;
Problem Solving;
STEM Education;
Sustainable Development Goals
This is an open access article under the CC BY-SA license.
Introduction
As a consequence of recent measures by the Indonesian Ministry of Education and Culture to actively promote science, technology, engineering, and mathematics (STEM) education, students, instructors, and parents in Indonesia have a stronger knowledge of and interest in STEM education. These actions are now being carried out on a large basis. STEM education in formal school curriculum may be characterized as a STEM-related subject, a learning package in which learning paths are accessible for STEM elective courses, or an integrated STEM approach. The phrase "STEM education" refers to a particular STEM subject and learning package that has held a prominent position among the different curricula deployed to far (Brown et al., 2021). The phrase "STEM education" refers to a pedagogical
technique that integrates three components - STEM content, STEM skills, and STEM values - in order to solve the types of real-world difficulties provided in a substantial quantity of published material. Therefore, educators may include STEM education into a variety of learning activities. In reality, educators are unfamiliar with the implementation of integrated STEM education as an approach to teaching and learning (Guzey et al., 2016); thus, guidelines and resources are offered to aid educators in the implementation of integrated STEM as an approach to teaching and learning in the classroom.
There are several examples of teaching activity plans that may aid instructors in implementing integrated STEM education in the classroom or during extracurricular activities. The Guidelines for the Implementation of STEM Education in Teaching and Learning, released by the Indonesian Ministry of Education and Culture, include these examples. These instructions have been published in Indonesian. The most current STEM resource modules for physics, chemistry, biology, mathematics, computer science, and design, as well as their respective discoveries, provide a further explanation of the application of STEM education as a methodology, as described in the preceding phrase (Chiu, A., Price, A., Ovrahim, 2015). These six STEM courses emphasize the resolution of difficulties that are contextually relevant to each discipline's subject matter. Each book contains a detailed explanation of the approach used, as well as the content and activity teaching plan, preliminary and final assessments, student activity sheets, and evaluation rubrics. This topic is covered in this guideline. Before, during, and after teaching and learning sessions, instructors may use this broad resource to support student learning activities. Alternatively, the module emphasizes the use of the design process and scientific inquiry as the major strategy for overcoming contextual issues in learning, and this focus differs depending on the problems given in each topic. At the time this article was created, this resource module was one of the first instructor-accessible resources. The emphasis of these suggestions will be on junior high school pupils engaged in solely scientific or technical courses who may not meet the criteria of other students. This module provides more information on the teaching and learning tools that may be developed for students of all grade levels in the context of integrated STEM education (Barrett et al., 2014). These things are compatible with the module. In addition, the standards are intended to serve as a model for educators to follow when developing their own STEM education classroom tools in the future. Educators are thus able to create, plan, and implement their own integrated STEM curriculum or programs that are targeted to their specific student groups.
This article examines how the construction of a STEM education program for schools or extracurricular activities might augment regular classroom teaching and learning. This section explains how educators may be supported in the establishment of similar STEM educational courses, programs, or activities by the incorporation of specific STEM discipline curriculum requirements. This article also focuses on the interdisciplinary components of STEM integration, including the establishing and linking of concepts with corresponding skills from STEM disciplines through engineering design (EDP) practice in order to solve contextual difficulties. UNESCO's Sustainable Development Goals (SDGs) are applicable to the contextual concerns that are being explored (Nugroho, Permanasari, & Firman, 2019).
These questions vary from many of the simulated or written problems often utilized in typical classroom settings for teaching and learning. When learning about contextual concerns that are based on any of the Sustainable Development Goals, students are equipped to make educated choices and take responsible actions in connection to their local social, cultural, economic, and environmental settings (Qureshi, 2020). This not only makes learning more
relevant and significant, but also gives pupils the ability to do so. This improves students' perspectives of their capacity to make the world a more sustainable place via the use of their STEM knowledge and skills (Nugroho, Permanasari, Firman, et al., 2019).
STEM Education
Integration learning is one of the defining characteristics of STEM education, and it also increases the relevance of STEM topics since so many circumstances, challenges, and real- world choices entail combining diverse knowledge and abilities. The most difficult global challenges, like the energy crisis, poverty, and climate change, need cooperation within STEM fields that deliver more value than studying them independently (Bybee, 2013).
Nonetheless, the nature of integration in STEM education may contribute to the global lack of unanimity. There is no precise method to define the integration of STEM fields. This is a difficulty since there are a variety of approaches to include STEM (Bybee). However, it still refers to an overarching theme or an interdisciplinary approach that relies on closely linked STEM topics or abilities to tackle contextual challenges. A multidisciplinary approach is also available, which comprises acquiring ideas and abilities individually within each area.
There is also the possibility that it is an approach that pulls from several fields, notably science, technology, engineering, and mathematics (STEM), in order to address contextually-based concerns (Bybee, 2013) or a transdisciplinary approach in which poorly structured real-world problems serve as the basis for applying the entire STEM discipline in understanding and problem solving (Bybee, 2013). When shifting from multidisciplinary to transdisciplinary, the borders between topics become hazy.
In a multidisciplinary approach, the material and abilities of each STEM discipline are taught independently, but also in relation to a theme. The instructor does not overtly integrate course objectives, but students are expected to create connections. However, it is possible to create a final project that mixes information from several academic disciplines. Similarly, with an interdisciplinary approach, material and skills are concentrated on a topic or issue, but the subject-spanning linkages are more apparent. Not only are skills and ideas not taught individually, but they are stressed throughout the whole course. The transdisciplinary approach starts not with conventional STEM ideas or abilities, but rather with real-world challenges. In this method, students pose questions, use subject knowledge and STEM abilities, and build products or solutions to solve the challenges (Brown et al., 2021).
Typically, it is accomplished via project-based learning, a successful student-centered instructional technique that facilitates in-depth learning and the application of ideas in novel contexts. Despite their variations, all four integration models may be built utilizing the existing individual STEM topic curricular requirements and implemented in student-relevant real-world scenarios.
Moore & Smith (2000) argues that meaningful relationships between STEM disciplines can be created by using learning objectives from selected primary disciplines, engineering design practices (EDP) as integrators, science and math by students in the design or provision of solutions, 21st century skills in learning, and contextual problem solving. EDP as a STEM integrator. Guzey et al. (2016) provides a systematic approach to problem-solving, applies scientific knowledge and inquiry procedures, and helps students gain science and math knowledge via design analysis and scientific research. Therefore, it is anticipated that the use of EDP will include a mix of scientific abilities, mathematics, and technology in researching potential solutions, choosing and designing solutions, and developing and testing solutions. It is also an approach that blends critical thinking with the creativity of the twenty-first century (Michaluk et al., 2018). EDP offers a platform for collaborative and
active debate in the creating, presenting, and justifying of solutions in terms of collaboration and communication. Consequently, the design process facilitates the integration of content.
This research focuses on the inter-disciplinary elements of STEM integration by organizing and connecting relevant STEM ideas and abilities to EDP in order to address contextual difficulties.
Contextual Concerns and Sustainable Development Objectives (SDGs)
Another characteristic that may be used to identify STEM education is its emphasis on contextual problem solving. This differs from many of the simulated issues or textual problems often utilized in regular classroom instruction. Contextual difficulties relate to real- world issues that are pertinent to our everyday lives. Learning in the context of enhancing student engagement and enriching learning. It is anticipated that the use of integrated STEM in relevant real-world circumstances will be more proficient and integrated into the surrounding community. As the focal point of STEM education programs, educators might select any relevant global issue (Bottia et al., 2018). However, its relevance and influence on students, society, and beyond must also be considered. In 2017, the United Nations (UN) general assembly approved the 2030 agenda, which includes 17 Sustainable Development Goals (SDGs) addressing global concerns that must be addressed for a sustainable, peaceful, prosperous, and fair human existence on our planet (UNESCO, 2017). It is a globally- agreed-upon plan for addressing the world's greatest concerns in the 21st century. Numerous global concerns, such as climate change, hunger, and poverty, need a transformation of lifestyles, thought processes, and actions. To make these changes that may lead to a more sustainable world, the future generation will require a new mentality, set of skills, values, and attitudes (Opoku et al., 2019). Education is one of the most essential tools for achieving the SDGs, and UNESCO has promoted education for sustainable development since 1992.
ESD provides a full description of cognitive, socioemotional, and behavioural learning objectives as well as suggested ways for reaching the SDGs. In addition, it provides a comprehensive and methodical presentation of the numerous ways to approach the SDGs.
UNESCO (2017) identifies student-centered, action-oriented, and transformational learning as three essential components of education for sustainable development (ESD). The 2030 Agenda of the United Nations General Assembly contains a number of Sustainable Development Goals (SDGs), which may be achieved in part via the adoption of integrated STEM education as one of the educational strategies for sustainable development. Students are asked to orient themselves and interact in groups to provide solutions, products, prototypes, or designs that are driven by poorly specified projects with well-defined outcomes. Collaboration is emphasized in student-centered STEM education. Education in the STEM areas is action-oriented since it incorporates the solving of genuine problems important to the students' learning environment. Lastly, it is believed that education in the STEM areas may offer students more agency and challenge them to interpret the world differently, leading to the likelihood that they would utilize their STEM knowledge and skills to make the world more sustainable. Therefore, STEM education may be a tool in the pursuit of the Sustainable Development Goals (SDGs) since students may integrate a vast array of STEM knowledge, skills, and attitudes to address global concerns in the context of their local communities.
When contextual challenges in integrated STEM education are based on any of the Sustainable Development Goals, students are able to make educated choices and behave responsibly in connection to their social, cultural, economic, and local settings (SDGs). This not only makes learning relevant and significant, but also empowers students to make these
choices. This boosts students' confidence in their potential to make the world a more sustainable place by using their knowledge and skills in STEM-related professions.
Method
This study utilizes qualitative descriptive case studies to offer detailed information and insight into a subject. The investigations are descriptive in nature and focus on limited phenomena. This proposal to develop a unified STEM after-school program for kids in grades 7 and 8 was being reviewed by one of the junior high schools. Purposeful sampling is used in order to locate and correctly represent examples that are typical of the location.
The selection of schools is based on performance rankings determined using the results of regionally conducted national standardized examinations. A school ranked tenth out of twenty schools was chosen to illustrate the term 'average' for this topic.
The approach for gathering data consists mostly of an analysis of curriculum standard papers and curriculum maps for annual teaching plans and Education. In the course of our study, we examined a number of scientific, mathematical, and technical design-related sources (RBT). Document analysis is a kind of qualitative research approach that entails the inspection and interpretation of data to extract meaning, enhance one's understanding of a subject, and increase one's empirical knowledge. This strategy is both efficient and cost- effective since many documents are already in the public domain, either in printed or electronic form. On the other hand, you may require the permission of the author or the institution's administration in order to get some materials. This article's resources and Education for SDG learning objectives were collected from the internet. On the other hand, the administration granted the school permission to obtain the annual STEM curriculum plan. The annual teaching plan for a subject is the instruction plan projected by a school subject panel throughout the year. The curriculum map is a compilation of integrated annual teaching plans and curriculum papers from STEM-related classes. The objective of the curriculum map is to determine the extent, sequencing, and overlap of concepts and skills across disciplines in order to discover potential integration points.
The study consists of an iterative process of scanning, reading, and interpretation, which includes elements of content analysis and theme analysis. This technique is used to the materials being evaluated. Utilizing content analysis, it is feasible to identify STEM-related phrases and the frequency with which they occur in SDG descriptions. The content analysis of a text provides numerical features depending on the text's qualities. Additionally, the work builds categories and specifies attributes in a systematic and objective way. The process of matching keywords in the SDG description with themes in the curricular requirements of three STEM subjects taught in seventh grade needs some interpretation on the side of the individual doing the matching.
In the document providing the curriculum, there are three tables listing the primary theme, learning area, and/or topic for each subject. The curriculum map illustrates the annual lesson plans for each of the three subjects being studied. Each of UNESCO's Sustainable Development Goals (SDGs) and descriptions of learning objectives were scoured for STEM- related terminology and phrases. The words have been identified, catalogued, and collected into a table. Additionally, the Learning Standards for the seventh-grade STEM courses have been grouped and associated with relevant keywords. For instance, the phrase "sustainable agriculture" used in the explanation of the Sustainable Development Goals (SDGs) may be linked to the concepts of photosynthesis and plant reproduction taught in the science curriculum and the fertigation system presented in the RBT curriculum. As soon as the
standards were aligned with the relevant SDGs, the design team solved difficulties associated with the SDGs and the local environment.
Results and Discussion
The Sustainable Development Goals (SDGs) include terms and terminology connected to STEM fields in 13 out of 17 points. However, only eleven of the Sustainable Development Goals have STEM-related components. Both SDG 5 and SDG 8 include a single phrase that may be relevant to STEM subjects, although the objectives' major focus is on the social and economic aspects of a variety of global concerns. The curriculum parameters for each STEM subject were coupled with important concepts and skills from the various curriculums of each STEM field to generate four design challenges. Regarding the Sustainable Development Goals' (SDGs) design difficulties, for instance, the word "sustainable agriculture," which appears at least nine times in the SDG definition, is used to identify the fundamental connected concepts and skills. This design challenge requires scientific knowledge and skills, including cell respiration and photosynthesis, plant reproduction, scientific investigation, and measurement. RBT integrates fertigation systems, concepts, and skills associated with design processes such as project management, drawing, and short projects. These abilities include the capacity to construct brief tasks. In a similar vein, it is likely that it will integrate mathematical concepts and skills related to ratios, levels, and proportions, as well as area and perimeter, and data management, all of which may be useful throughout the design process.
Similarly, in the Sustainable Cities and Communities SDGs and the SDGs on Responsible Consumption and Production, the keywords "integration of green spaces" and
"sustainable production and consumption" are also associated with sustainable agriculture, which is actually mentioned in the learning objectives and approaches recommended by their respective SDGs. All of these are Sustainable Development Goals (SDGs). At the conclusion, there will be three Sustainable Development Goals with identical standards for all three subjects. Nonetheless, the objectives of the two SDGs differ from one another. The objective of the Zero Hunger program is to eradicate hunger totally as well as reduce it and establish food security. The objective of the Sustainable Cities and Communities project is to develop sustainable cities, small towns, and housing. The objective of the program Responsible Consumption and Production is to promote sustainable consumption and production. The choice depends on the relevance of the Sustainable Development Goals to the student's life. Responsible Consumption and Production: RBT criteria on fashion design may be selected with requirements for materials in science to promote sustainability in the fashion industry's production and consumption. The Science Standards, which cover the composition of air pollution, combustion, and air, are closely related to the Sustainable Development Goals (SDGs) for Climate Action. However, in RBT there is no clear standard link to this SDG, since the design challenge is the focus of all combinations, the design process of RBT is governed by similar standards, and mathematics is only involved in four of the potential combinations. None of the Sustainable Development Goals (SDGs), such as
"Life below water," "Life on Land," "Affordable and Clean Energy," "Good Health and Well-Being," and "Innovation and Infrastructure," are explicitly included in the Grade 7 Science standards. Regarding the design process, only the most basic criteria may be included. There are no criteria in the seventh grade Science curriculum that are directly linked to other Sustainable Development Goals (SDGs), such as Good Health and Wellbeing, Clean Water and Sanitation, Life on Land, or Life in Water. There is a chance
that each of them is associated with the needs of a higher level of RBT or the scientific curriculum.
Every feasible combination is reconsidered in terms of how well it fits into the lives of the students and how relevant it is to their lives. The design challenge is meant to be an open- ended question to which any combination of answers may be provided. The development of design challenges takes into consideration relevant Sustainable Development Goals (SDGs)- related learning, the local context of the students, and the specified mix of standards.
Enrichment activities may offer new related concepts or skills. The projected length for implementation is contingent on the successful completion of the required knowledge and skills listed in the proposed curriculum map for the three courses, which were selected beforehand. In the Zero Hunger project, for instance, both the RBT fertigation system and the mathematical data management are planned to be completed in August. Consequently, it is very improbable that any activities relating to the design challenge will be implemented by the end of August.
Integration of previously specified curriculum requirements for each STEM subject, with a focus on themes from the Sustainable Development Goals (SDGs), may be utilized to assist the creation of STEM education programs for post-school contexts. This study applies the curriculum requirements for seventh-grade science, mathematics, and technology design (RBT), as well as introduces new concepts and skills that may be applicable to a variety of design challenges. Integration of STEM subject standards may improve students' learning experiences by fostering a deeper comprehension and establishing connections between essential concepts. This is due to the fact that the standards build upon one another to create a unified whole. The implementation of level-appropriate curricular standards serves as prior knowledge and may aid students in building the motivation and self-assurance required to execute design assignments. Prior knowledge facilitates the formation of novel experiences.
Prior knowledge influences the perception and attention of students, which in turn influences their capacity to learn new concepts. One of the hallmarks of constructivism in learning is that it enables the absorption and adaptation of new information via the modification and reorganization of old knowledge. This may occur as a consequence of this constructivist principle. In the absence of prior knowledge, students may have trouble locating and comprehending content, as well as completing tasks. It is feasible for some individuals to complete a task without advancing their knowledge or developing new skills. As a result, it is possible for students to acquire knowledge that contradicts their initial objectives or aspirations.
Concurrently, the design challenge involves the development of a number of unique concepts and skills that are necessary for the completion of the task. For example, EDP is engaged in every design challenge. Due to the fact that EDP is not explicitly included in any curricular standards, students may see this material as unique. On the other hand, the curricular standards of the RBT design process and the EDP are quite similar. The past knowledge and skills of the design process that students have acquired via RBT courses may act as a critical bridge for them to cross in order to use this new approach. Another relatively new concept, sustainable agriculture, may need a set of core knowledge and abilities, neither of which are often addressed in detail in standard educational settings. Students must have a baseline grasp of photosynthesis and plant reproduction via a single fertigation science and technology curriculum in RBT in order to integrate and accept new concepts and skills linked to sustainable agriculture. This past knowledge may be imparted via a unified curriculum in fertigation science and technology. According to the social constructivist perspective on learning, one potential level of development is the assimilation of new ideas and skills, which
acts as a potential level of growth. According to Vygotsky, cognitive changes must occur at this level, and students must engage in and interact with one another in order to develop new knowledge collectively. Additionally, assistance, support, or collaboration from more capable classmates or lecturers is required. Therefore, instructional strategies such as cooperation, communication, and collaboration, as well as the availability of teacher facilities, must be consciously included into the design or selection of this after-school program.
Implementing EDP as one of the key ways is one strategy for bringing methodologies used by a substantial proportion of STEM researchers into STEM education. Engineering allows students to see the relevance of the application of science and mathematics ideas.
EDP, which consists of iterative cycles to define challenges, plan, execute, test, evaluate, and communicate solutions, is the core focus of engineering. This level demands the application of scientific and mathematical concepts and skills, such as the scientific method of enquiry and mathematical reasoning. Therefore, engineering design and manufacturing may be seen as a force that incorporates all relevant STEM disciplines. In order to include EDP, level-appropriate design challenges with a major focus on contextual problem solving were devised. The design challenges assigned to students should be authentic, open, inspirational, engaging, level-appropriate, and let students to make connections to their existing knowledge. The project should have a true relationship to a significant problem in the student's surroundings. Instead, Prima et al. (2018) caution that it is nearly impossible to focus on objects or conditions that are significant to each student, given that individuals' interests and talents differ. This makes it almost hard to focus on what is relevant for each pupil. A student may be worried about a certain circumstance, whilst another student may not feel it pertinent to their position. In addition, at this age, their interests and abilities are susceptible to continuous change. Therefore, it is necessary to expose children to knowledge, ideas, skills, and experiences that extend beyond their immediate relevance. This will expand the span of their learning and their thinking. A approach for improving student learning is to contextualize the Sustainable Development Goals (SDGs) inside a relevant subject. It's conceivable that some of the Sustainable Development Objectives don't have a direct impact on students' lives, but educators still have an important role to play in engaging students in the discourse and helping them feel connected to the goals. This broadens the students' ideas and perspectives, focuses their attention to significant challenges affecting the global society, and equips them with the capacity to make decisions and act ethically.
Future standards-based integrated STEM design challenges must be accompanied with quantitative learning objectives. This is for future research purposes. When it comes to integrating instruction and assessment, it is crucial to have crystal clear and defined learning objectives. It is feasible to develop valid multidimensional assessment plans that are aligned with standards in order to evaluate students' mastery of STEM content and skills. This requires the development of rubrics that focus on evaluating the learning process as participants complete design assignments. Educators may take into account a number of models or templates throughout the content creation process. There are several downloadable templates, some of which contain STEM modules and STEM Roadmaps. All of this should be put to the test iteratively through pilot implementation utilizing appropriate instructional strategies to ensure that the various standards are relevant to their respective design challenges and to determine whether or not additional significant ideas and skills should be included. Additionally, it may aid in detecting issues that need attention and
remedy. The trial deployment of this program will facilitate the verification process via the use of expert evaluation, which will eventually add to the program's validity and reliability.
Conclusion
In order to prepare for the development of STEM education programs for usage outside the school setting, it is feasible to employ applicable contextual issues, such as the SDGs, to integrate current levels of appropriate curricular needs of STEM subjects. The establishment of a standards-based STEM education curriculum may be facilitated with the use of this description. As an approach for integrated learning, it prioritizes STEM education with a focus on integration and contextual problem solving. By applying enterprise data processing (EDP) to the resolution of real-world problems, it is possible to organize and link transdisciplinary ideas and abilities. Contextual considerations are relevant to the global difficulties outlined in the Sustainable Development Goals of UNESCO (SDGs).
[Bibliography required] (2017). This makes learning relevant and meaningful by empowering students to make informed decisions and behave responsibly within the context of their own lives. Before going on to the pilot implementation phase, it is vital to develop a comprehensive assessment strategy, detailed learning objectives, and lesson plans for future study that include suitable instructional approaches. The deployment of the pilot project will aid in the validation of the material and the identification of errors that need to be fixed. It is intended that the replication of this technique may be used to design STEM programs after school that are appropriate for the student and relevant to the student's learning environment.
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