Implementation of STEM-EDP Approach Based on SDGs to Improve Critical Thinking Skills (Topic: Global Warming)

Sulau Irlamaida, Shelly Efwinda, Muliati Syam, Abdul Hakim, Lambang Subagiyo, Nurul Fitriyah Sulaeman

Abstract


Thinking critically is essential in the 21st century to solve complex global problems. However, students’ lack of critical thinking skills regarding real-world issues such as global warming needs to be addressed. This study examines the increase in students' critical thinking using STEM-EDP based on the Sustainable Development Goals (SDGs) in global warming materials. Conducted at one of the senior high schools in Samarinda, this study used a group pretest-posttest design with 35 students in class X. The validity instrument used was deemed appropriate by science education experts, and its reliability coefficient was 0.75. Data were collected through critical-thinking tests before and after treatment and analyzed using N-Gain and paired t-tests. Results show STEM-EDP improves critical thinking: the average pretest was 33.10, increasing to 61.92 in the posttest. The N-Gain value of 0.43 is moderate, with the highest increase in hypothesis testing. The paired t-test shows a Sig. of 0.000 (<0.05), indicating a significant difference between the pretest and the posttest. In conclusion, STEM-EDP improves students' critical thinking skills on global warming material. However, posttest scores indicate that skills remain adequate, underscoring the need for further evaluation and improvement of STEM-EDP implementation. The findings of this study can serve as a basis for further investigation by other researchers into which STEM-EDP steps have the greatest impact on critical thinking.

Keywords


Critical thinking; Global warming; STEM-EDP

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References


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DOI: http://dx.doi.org/10.20527/bipf.v14i2.24050

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