FOSTERING STUDENT ACTION FOR CLEAN WATER AND SANITATION (SDG-6) THROUGH PROJECT-BASED STEM-ESD LEARNING

Abstract

The urgency of clean water and sanitation (SDG-6) necessitates a transformative
educational approach that bridges environmental knowledge with concrete action. This study
evaluates the effectiveness of Project-Based STEM-ESD learning in fostering students’
sustainability actions related to SDG-6. Using a quasi-experimental pretest-posttest design,
81 tenth-grade students at a high school in Bandung were divided into an experimental group
(N=43) and a control group (N=37) based on a convenience sampling technique. Data were
collected through questionnaires that included action indicators (past, present, and future)
and competency achievement measures, as well as interviews used as supporting data.
Statistical analysis via independent samples t-test showed no significant difference in final
mean scores (p=0.456 > 0.05). However, a profound shift was observed in behavioral
dynamics, where the experimental group dominated the "Positive Change" category (increase
in students’ posttest scores reflecting a positive shift from past actions to future action plans)
(67.44%) compared to the control group (54.06%). The findings indicate a shift in students’
mindsets, demonstrating their ability to engage in simple and sustainable actions in their daily
lives to prevent and address water-related issues. Thus, STEM-ESD as a pedagogical
framework can foster students’ future-oriented and concrete actions to address global crises.