STEM-PjBL based on the issue of clean water availability through filtration using banana peel activated carbon to improve students' environmental literacy
DOI:
https://doi.org/10.59923/sendja.v4i2.937Keywords:
STEM-PjBL, Environmental Literacy, Clean Water Quality, Banana Peel Activated Carbon, Science EducationAbstract
STEM-PjBL based on the issue of clean water availability through filtration using banana peel activated carbon to improve students' environmental literacy. Environmental issues in science learning are often presented conceptually, limiting students’ opportunities to engage with authentic environmental problems. This study aimed to examine the implementation of STEM-Project Based Learning (STEM-PjBL) through a banana peel activated carbon filtration project to improve students’ environmental literacy. A quasi-experimental method with a non-equivalent control group design was employed involving 67 Grade IX students at SMP BPPI Baleendah, Indonesia, comprising 33 students in the experimental class and 34 students in the control class. Participants were selected purposively based on comparable academic characteristics, and baseline equivalence was examined using environmental literacy pretest scores. The experimental class received STEM-PjBL through the stages of reflection, research, discovery, application, and communication, while the control class received conventional learning. Data were collected using a 20-item environmental literacy test covering environmental knowledge, cognitive skills, environmental affect, and environmentally responsible behavior. Data were analyzed using descriptive statistics, an independent-samples t-test, normalized gain (N-gain), and Cohen’s d. The experimental class obtained a higher N-gain (0.727) than the control class (0.392), with a significant posttest difference (p < 0.001) and a Cohen’s d of 2.09. Improvements were observed across all four dimensions, particularly environmental affect and environmentally responsible behavior. These findings indicate that contextualized STEM-PjBL can support environmental literacy development through authentic environmental problem solving.
References
Agustina, T. W., Roviati, E., Hidayat, J., Nuryantini, A. Y., Kurnia, F. H., Lia, L., & Lestari, P. (2026). BiBibliometric Trends of Environmental-STREAM in Science Education. Jurnal Inovasi Pendidikan Sains (JIPS), 7(1), 46–57. https://doi.org/10.37729/jips.v7i1.7568
Amaliati, S., Rusydiyah, E. F., & Abu Bakar, M. Y. (2024). Ecopedagogy and environmental literacy in research trends in Indonesia. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 16(2), 1083–1100. https://doi.org/10.37680/qalamuna.v16i2.5359
Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224
Arikunto, S. (2018). Dasar-dasar evaluasi pendidikan (3rd ed.). Bumi Aksara.
Arpan, A. K., Sukmawardani, Y., Pitriana, P., & Nuryantini, A. Y. (2025). Ethnoscience-Based Science Learning Through Composite Board Making Utilizing Eggshell Waste and Water Hyacinth Fiber (Eichornia Crassipes). Jurnal Pendidikan Sains, 13(2), 38–45. https://doi.org/10.17977/jps.v13i22025p038
Azrai, E. P., Heryanti, E., Ramadhani, V., & Ilyas, M. (2024). Enhancing students’ pro-environmental behavior through project-based learning. Biosfer: Jurnal Pendidikan Biologi, 17(2), 317–325. https://doi.org/10.21009/BIOSFERJPB.28352
Baran, M., Baran, M., Karakoyun, F., & Maskan, A. (2021). The influence of project-based STEM (PjBL-STEM) applications on the development of 21st-century skills. Journal of Turkish Science Education, 18(4), 798–815. https://doi.org/10.36681/tused.2021.104
Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2021). Key competencies in sustainability in higher education—Toward an agreed-upon reference framework. Sustainability Science, 16(1), 13–29. https://doi.org/10.1007/s11625-020-00838-2
Cintiati, S., Nuryantini, A. Y., Agustina, T. W., & Kulsum, F. (2024). How does Learning Differentiate with The Socio-Scientific Issue (SSI) Climate Change Improving Environmental Literacy? Pedagonal: Jurnal Ilmiah Pendidikan, 8(2), 117–125. https://doi.org/10.55215/pedagonal.v8i2.9
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
English, L. D. (2021). STEM education and the development of twenty-first century competencies. ZDM–Mathematics Education, 53(1), 1–14. https://doi.org/10.1007/s11858-020-01187-2
Fajarwati, L., Nuryantini, A. Y., & Windayani, N. (2025). Inovasi Pembelajaran IPA dengan Pendekatan STEM pada Materi Pesawat Sederhana melalui Pembelajaran Berdiferensiasi. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 15(1), 9–16. https://doi.org/10.24929/lensa.v15i1.568
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Han, S., Capraro, R. M., & Capraro, M. M. (2016). How science, technology, engineering, and mathematics project based learning affects high-need students in the U.S. Learning and Individual Differences, 51, 157–166. https://doi.org/https://doi.org/10.1016/j.lindif.2016.08.045
Hastuti, K. P., Putro, H. P. N., Arisanty, D., & Muhaimin. (2024). Factors affecting pro-environmental behaviour among Indonesian university students. Journal of Turkish Science Education. https://doi.org/10.36681/tused.2024.006
Kalsoom, Q., Khanam, A., & Quraishi, U. (2017). Sustainability consciousness of pre-service teachers in Pakistan. International Journal of Sustainability in Higher Education, 18(7), 1090–1107. https://doi.org/10.1108/IJSHE-11-2016-0218
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/https://doi.org/10.1177/1365480216659733
Kwon, H., & Lee, Y. (2025). A meta-analysis of STEM project-based learning on creativity. STEM Education, 5(2), 275–290. https://doi.org/10.3934/steme.2025014
Laboy-Rush, D. (2011). Integrated STEM education through project-based learning. Learning.com.
Larasaty, D., Rohmat, D., Somantri, L., & Fitriana, A. N. (2024). Teacher’s role in enhancing students’ environmental literacy: A systematic literature review 2019–2024. Jurnal Pendidikan MIPA, 25(3), 1133–1150. https://doi.org/10.23960/jpmipa/v25i3.pp1133-1150
McBeth, W., & Volk, T. L. (2010). The National Environmental Literacy Project: A baseline study of middle grade students in the United States. The Journal of Environmental Education, 41(1), 55–67. https://doi.org/10.1080/00958960903210031
Napitupulu, N. D., Novianti, I., Iduard, I., Rutmiyanti, R., Ibrahim, I., & Embatau, K. S. (2025). Environmental Literacy in Middle School: Ecological Knowledge, Cognitive Skills, Environmental Affect, and Pro-Environmental Behavior. Jurnal Eduscience, 12(2), 281–296. https://doi.org/10.36987/jes.v12i2.6691
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Oetari, F., Komala, R., & Sigit, D. V. (2024). Investigating the relationship between self-regulation, environmental literacy, and students’ problem-solving skills in environmental pollution. Formatif: Jurnal Ilmiah Pendidikan MIPA, 14(2), 343–356. https://doi.org/10.30998/formatif.v14i2.27616
Ortiz-Revilla, J., Greca, I. M., Arriassecq, I., & Adúriz-Bravo, A. (2022). A theoretical framework for integrated STEM education. Science & Education, 31(2), 383–404. https://doi.org/10.1007/s11191-021-00242-x
Pertiwi, T. U., Oetomo, D., & Sugiharto, B. (2024). The effectiveness of STEM Project-Based Learning in improving students’ environmental literacy abilities. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(2), 476–485. https://doi.org/10.22219/jpbi.v10i2.33562
Portillo-Blanco, A., Guisasola, J., & Zuza, K. (2025). Integrated STEM education: Addressing theoretical ambiguities and practical applications. Frontiers in Education, 10, 1568885. https://doi.org/10.3389/feduc.2025.1568885
Sihite, N. O. K., Sutarno, S., Parlindungan, D., Johan, H., & Karyadi, B. (2023). Kemampuan filter alami berbasis kulit pisang (Musa paradisiaca L.) dalam penjernihan air. Bioscientist: Jurnal Ilmiah Biologi, 11(2), 1161–1168.
Sukmawardani, Y., Jualiah, S., Subarkah, C. Z., Agustina, T. W., Nuryantini, A. Y., & Farida, I. (2024). Impact of Albizia Wood (Albizia Chinensis) Adsorbent on the Reduction of Pollutants and Copper in Industrial Wastewater. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 9(3). https://doi.org/10.20961/jkpk.v9i3.89076
Suryana, N. L., Nuryantini, A. Y., & Miladanta, A. N. (2024). Integration of Local Wisdom in Biology Learning as a Strategy for Overcoming the Waste Crisis. Jurnal BIOEDUIN, 14(2), 34–45. https://doi.org/10.15575/bioeduin.v14i2.38065
UNESCO. (2023). Education for sustainable development: Learning objectives and implementation framework. UNESCO Publishing.
Widi, R. K., Setyopratomo, P., Danatha, P. E., Nanlohy, V. D., & Savitri, E. (2025). Preparation and characterization of activated carbon from Cavendish banana (Musa acuminata) peels for ferric ions adsorption. International Journal of Technology, 16(4), 1362–1374. https://doi.org/10.14716/ijtech.v16i4.6664
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rini Shoffa Aulia, Neneng Windayani, Tri Cahyanto, Ade Yeti Nuryantini
This work is licensed under a Creative Commons Attribution 4.0 International License.
