The Effects of Integrating STEM Design Thinking into Education for Sustainable Development on Students' Scientific Modeling Skills
Saved in:
| Title: | The Effects of Integrating STEM Design Thinking into Education for Sustainable Development on Students' Scientific Modeling Skills |
|---|---|
| Language: | English |
| Authors: | Heru Edi Kurniawan (ORCID |
| Source: | Journal of Baltic Science Education. 2025 24(5):935-955. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | STEM Education, Sustainable Development, Thinking Skills, Models, Active Learning, Student Projects, Grade 9, Instructional Effectiveness, Junior High School Students, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Scientific modeling is a fundamental tool in STEM education that facilitates the understanding and explanation of complex phenomena. This study examines the effects of the STEM Modelling Design Thinking (STEM MDT) compared to the STEM Project Based Learning (STEM PjBL), particularly in the context of Education for Sustainable Development (ESD), in enhancing students' scientific modeling skills. Using a quasiexperimental design with non-equivalent pre-test and post-test control groups, the study involved 108 ninth-grade students in the experimental group (55 students) who participated in the STEM MDT, while the control group (53 students) engaged in STEM PjBL. Data were collected by evaluating scientific modeling skills before and after the intervention. The results indicated that the STEM MDT significantly improved students' scientific modeling skills, with effect sizes ranging from moderate to very large (Cohen's d = 0.91), compared to moderate improvement (Cohen's d = 0.43). These findings suggest that integrating ESD within the STEM MDT framework not only enhances scientific modeling competencies but also equips students to address complex real-world challenges. This study highlights the potential of STEM MDT as an innovative pedagogical approach for educators and policymakers seeking to cultivate essential skills in future generations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486964 |
| Database: | ERIC |
| Abstract: | Scientific modeling is a fundamental tool in STEM education that facilitates the understanding and explanation of complex phenomena. This study examines the effects of the STEM Modelling Design Thinking (STEM MDT) compared to the STEM Project Based Learning (STEM PjBL), particularly in the context of Education for Sustainable Development (ESD), in enhancing students' scientific modeling skills. Using a quasiexperimental design with non-equivalent pre-test and post-test control groups, the study involved 108 ninth-grade students in the experimental group (55 students) who participated in the STEM MDT, while the control group (53 students) engaged in STEM PjBL. Data were collected by evaluating scientific modeling skills before and after the intervention. The results indicated that the STEM MDT significantly improved students' scientific modeling skills, with effect sizes ranging from moderate to very large (Cohen's d = 0.91), compared to moderate improvement (Cohen's d = 0.43). These findings suggest that integrating ESD within the STEM MDT framework not only enhances scientific modeling competencies but also equips students to address complex real-world challenges. This study highlights the potential of STEM MDT as an innovative pedagogical approach for educators and policymakers seeking to cultivate essential skills in future generations. |
|---|---|
| ISSN: | 1648-3898 2538-7138 |
