Integrating physical activity and Edupas-based STEAM-SDGs for students’ sustainability awareness in vocational education
DOI:
https://doi.org/10.47197/retos.v64.109836Keywords:
edupas, STEAM-SDGs, sustainability awareness, physical activitiesAbstract
Introduction: Applying STEAM in vocational learning needs to be integrated with Sustainable Development Goals (SDGs) values. Physical activities have been recognized as significant contributors to achieving SDGs because can boost students' awareness and commitment towards sustainable development goals.
Objective: This article aims to measure the impact of integrating physical activities and Edupas-based STEAM-SDGs on students' sustainability awareness.
Methodology: This research uses a mixed-methods approach with concurrent embedded design. The research subjects were 36 students. Data was collected using quantitative and qualitative data throughout the IPAS learning process by applying Edupas-based STEAM-SDGs. Quantitative data was obtained from a questionnaire in Edupas. Qualitative data was collected through observation during the IPAS project learning activities. In addition, it was also collected worksheets and discussions provided in the Edupas LMS. Data analysis was conducted using the stacking technique with the Rasch model.
Results: The results of the mean comparison test between pre-test and post-test data through the t-test obtained a value of t=-3.39, df=66, and prob=0.001.
Discussion: STEAM integration in vocational learning significantly increased students' sustainability awareness. Furthermore, using Edupas LMS encouraged students' active participation in discussions and exploration of ideas, which contributed to improving their skills and understanding of sustainability issues.
Conclusions: Integrating sustainability values in the vocational curriculum is crucial to shaping students' proactive attitudes toward environmental issues.
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