Integration of ESD-based EDP model to improve students' ability to apply physics concepts to sustainable energy

Authors

  • Andhika Aditiya Pratama Universitas Mulawarman, Indonesia
    ID Indonesia
  • Atin Nuryadin Universitas Mulawarman, Indonesia
    ID Indonesia
  • Shelly Efwinda Universitas Mulawarman, Indonesia
    ID Indonesia
  • Lambang Subagiyo Universitas Mulawarman, Indonesia
    ID Indonesia

DOI:

https://doi.org/10.62672/joease.v4i2.101

Keywords:

Education for sustainable development, Engineering design process, Physics learning, Sustainable energy

Abstract

This study aims to determine the effect of the Engineering Design Process (EDP) learning model based on Education for Sustainable Development (ESD) in improving students' ability to apply physics concepts to sustainable energy, particularly in the topics of energy transformation and renewable energy at the senior high school level. This research used a pre-experimental method with a one-group pretest-posttest design. The research subjects were 33 students of class X at senior high school 1 Muara Bengkal, Indonesia. The instrument used was an essay test based on the context of sustainable energy to measure the ability of students before and after learning. The results showed an increase in the ability of students, with an average pre-test score of 20.61 to 81.67 in the post-test. The N-Gain value obtained was 0.76, including in the high category. In addition, the results of non-parametric statistical tests using the Wilcoxon Signed Rank Test showed a significant difference between the pre-test and post-test scores (p < 0.05), which indicated that the ESD-based EDP model had a significant effect on improving students' abilities. The one-group pretest-posttest design without a control group limits the generalizability of the findings and the extent to which learning gains can be attributed solely to the implemented model. This model encourages learners not only to understand physics concepts but also to relate these concepts to real contexts and design creative solutions that support the Sustainable Development Goals (SDGs). The learning approach also promotes responsible decision-making and environmental awareness, which are essential components of sustainable development education. Therefore, the ESD-based EDP model is effectively applied in physics learning to improve the ability to apply physics concepts to sustainable energy.

References

Abdurrahman, A., Maulina, H., Nurulsari, N., Sukamto, I., Umam, A. N., & Mulyana, K. M. (2023). Impacts of integrating engineering design process into STEM makerspace on renewable energy unit to foster students’ system thinking skills. Heliyon, 9(4). https://doi.org/10.1016/j.heliyon.2023.e15100

Bes-Piá, M. A., Mendoza-Roca, J. A., Ferrer-Polonio, E., Iborra-Clar, A., Zuriaga-Agustí, E., & Luján-Facundo, M. J. (2023). Integration of project-based learning (PjBL) methodology in the course “Bioprocesses Applied to the Environment.” Education Sciences, 13(6), 570. https://doi.org/10.3390/educsci13060570

Boltsi, A., Kosmanos, D., Xenakis, A., Chatzimisios, P., & Chaikalis, C. (2025). Towards a Novel Digital Twin Framework Proposal Within the Engineering Design Process for Future Engineers: An IoT Smart Building Use Case. Sensors, 25(11), 3504. https://doi.org/10.3390/s25113504

Calvo, I., Carrascal, E., González, J. M., Armentia, A., Gil-García, J. M., Barambones, O., & Apiñaniz, E. (2024). A methodology to introduce sustainable development goals in engineering degrees by means of multidisciplinary projects. Education Sciences, 14(6), 583. https://doi.org/10.3390/educsci14060583

Chien, Y. H., Yao, C. K., & Chao, Y. H. (2020). Effects of multidisciplinary participatory design method on students’ engineering design process. Eng, 1(2), 112–121. https://doi.org/10.3390/eng1020007

Costa, M. C., Ferreira, C. A., & Pinho, H. J. (2023). Physics of sound to raise awareness for sustainable development goals in the context of STEM hands-on activities. Sustainability, 15(4), 3676. https://doi.org/10.3390/su15043676

Douglas, K. A., Moore, T. J., Adams, R. S., Guzey, S. S., Siverling, E. A., Mathis, C. A., Glancy, A. W., Gajdzik, E., & Ruiz-Primo, M. (2016). Core Engineering Design Competencies for Intermediate and Middle Grades. http://www.engrteams.org

Georgakopoulos, I., Piromalis, D., Ntanos, S., Zakopoulos, V., & Makrygiannis, P. (2023). A prediction model for remote lab courses designed upon the principles of education for sustainable development. Sustainability, 15(6), 5473. https://doi.org/10.3390/su15065473

González-Domínguez, J., Sánchez-Barroso, G., Zamora-Polo, F., & García-Sanz-Calcedo, J. (2020). Application of circular economy techniques for design and development of products through collaborative project-based learning for industrial engineer teaching. Sustainability, 12(11), 4368. https://doi.org/10.3390/su12114368

González-Gómez, D., & Jeong, J. S. (2022). Approaches and methods of science teaching and sustainable development. Sustainability, 14(3), 1546. https://doi.org/10.3390/su14031546

Hoque, F., Yasin, R. M., & Sopian, K. (2022). Revisiting education for sustainable development: Methods to inspire secondary school students toward renewable energy. Sustainability, 14(14), 8296. https://doi.org/10.3390/su14148296

Hung, L. C., & Pan, H. J. (2025). Innovative Approach to ESD Integration into School-Based Curriculum Development Modules for Elementary Schools. Sustainability, 17(4), 1427. https://doi.org/10.3390/su17041427

Jugembayeva, B., & Murzagaliyeva, A. (2022). Physics students’ innovation readiness for digital learning within the university 4.0 model: Essential scientific and pedagogical elements that cause the educational format to evolve in the context of advanced technology trends. Sustainability, 15(1), 233. https://doi.org/10.3390/su15010233

Lim, C. K., Haufiku, M. S., Tan, K. L., Farid Ahmed, M., & Ng, T. F. (2022). Systematic review of education sustainable development in higher education institutions. Sustainability, 14(20), 13241. https://doi.org/10.3390/su142013241

MacIntosh, N., & Asghar, A. (2025). An integrated framework to motivate student engagement in science education for sustainable development. Education Sciences, 15(7), 903. https://doi.org/10.3390/educsci15070903

Nissen, J. M., Talbot, R. M., Nasim Thompson, A., & Van Dusen, B. (2018). Comparison of normalized gain and Cohen’s d for analyzing gains on concept inventories. Physical Review Physics Education Research, 14(1), 10115. https://doi.org/10.1103/PhysRevPhysEducRes.14.010115

Paulauskaite-Taraseviciene, A., Lagzdinyte-Budnike, I., Gaiziuniene, L., Sukacke, V., & Daniuseviciute-Brazaite, L. (2022). Assessing education for sustainable development in engineering study programs: A case of AI ecosystem creation. Sustainability, 14(3), 1702. https://doi.org/10.3390/su14031702

Pernaa, J., Ambrož, M., & Haatainen, O. (2025). Pedagogical Resources for Conducting STEM Engineering Projects in Chemistry Teacher Education: A Design-Based Research Approach. Education Sciences, 15(9), 1196. https://doi.org/10.3390/educsci15091196

Precharattana, M., Sanium, S., Pongsanon, K., Ritthipravat, P., Chuechote, S., & Kusakunniran, W. (2023). Blended engineering design process learning activities for secondary school students during COVID-19 epidemic: Students’ learning activities and perception. Education Sciences, 13(2), 159. https://doi.org/10.3390/educsci13020159

Pujiastuti, H., & Haryadi, R. (2024). The effectiveness of using augmented reality on the geometry thinking ability of junior high school students. Procedia Computer Science, 234, 1738–1745. https://doi.org/10.1016/j.procs.2024.03.180

Rahmawati, Y., Taylor, E., Taylor, P. C., Ridwan, A., & Mardiah, A. (2022). Students’ engagement in education as sustainability: implementing an ethical dilemma-STEAM teaching model in chemistry learning. Sustainability, 14(6), 3554. https://doi.org/10.3390/su14063554

Stouthart, T., Bayram, D., & van der Veen, J. (2023). Capturing pedagogical design capacity of STEM teacher candidates: Education for sustainable development through socioscientific issues. Sustainability, 15(14), 11055. https://doi.org/10.3390/su151411055

Sukackė, V., Guerra, A. O. P. D. C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L., & Brose, A. (2022). Towards active evidence-based learning in engineering education: A systematic literature review of PBL, PjBL, and CBL. Sustainability, 14(21), 13955. https://doi.org/10.3390/su142113955

Tejedor, G., Sánchez-Carracedo, F., & Segalàs, J. (2022). Education for sustainable development in higher education-introduction to a special issue. Sustainability, 14(17), 10530. https://doi.org/10.3390/su141710530

Yang, C., & Xiu, Q. (2023). A bibliometric review of education for sustainable development, 1992–2022. Sustainability, 15(14), 10823. https://doi.org/10.3390/su151410823

Zwolińska, K., Lorenc, S., & Pomykała, R. (2022). Sustainable development in education from students’ perspective—Implementation of sustainable development in curricula. Sustainability, 14(6), 3398. https://doi.org/10.3390/su14063398

Downloads

Published

03-04-2026

How to Cite

Pratama, A. A., Nuryadin, A., Efwinda, S., & Subagiyo, L. (2026). Integration of ESD-based EDP model to improve students’ ability to apply physics concepts to sustainable energy. Journal of Environment and Sustainability Education, 4(2), 278–283. https://doi.org/10.62672/joease.v4i2.101

Issue

Vol. 4 No. 2 (2026)

Section

Articles

License

Copyright (c) 2026 Journal of Environment and Sustainability Education

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.