Students' critical thinking skills based on the STEAM approach: The issue of waste recycling and ecology
DOI:
https://doi.org/10.62672/joease.v3i3.95Keywords:
Bioplastic, Critical Thinking Skills, Phenomenological approach , STEAM, Waste RecyclingAbstract
The critical thinking skills of elementary school students are still relatively low, even though these skills are essential for facing the demands of the 21st century and global challenges. The low level of critical thinking skills is a significant problem in the learning process, so an innovative approach is needed to address it. This study aims to analyze the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in improving the critical thinking skills of elementary school students. This study was conducted at an elementary school in Ambon City at the 6th grade level that has implemented STEAM learning, involving 20 students as samples. Qualitative methods and a phenomenological approach were chosen to explore the students' experiences, perceptions, and learning processes in depth. Fifteen essay questions based on Facione's (1990) indicators were used to measure students' critical thinking skills, along with semi-structured interviews and documentation of STEAM project results as evidence of implementation. Data analysis was carried out through the stages of data reduction, data presentation, and verification to ensure the validity of the findings. The results showed that the STEAM approach significantly improved critical thinking skills in interpretation, analysis, explanation, inference, and evaluation. However, students still needed further assistance in independently managing the critical thinking process in self-regulation. In conclusion, STEAM-based learning has been proven effective in stimulating critical thinking skills through contextual and collaborative learning models relevant to real-life situations and encouraging student cooperation.
References
Aciu, C., Ilutiu-Varvara, D. A., Manea, D. L., Orban, Y. A., & Babota, F. (2018). Recycling of plastic waste materials in the composition of ecological mortars. Procedia Manufacturing, 22, 274–279. https://doi.org/10.1016/j.promfg.2018.03.042
Ananda, L. R., Rahmawati, Y., & Khairi, F. (2023). Critical thinking skills of chemistry students by integrating design thinking with STEAM-PJBL. Journal of Technology and Science Education, 13(1), 352–367. https://doi.org/10.3926/jotse.1938
Aydın Gürler, S., & Kaplan, O. (2023). Attitudes Towards STEAM, Critical thinking disposition and decision-making skills: mediation and gender moderation. International Journal of Contemporary Educational Research, 10(1), 210–223. https://doi.org/10.33200/ijcer.1272051
Bautista, A. (2021). STEAM education: contributing evidence of validity and effectiveness (Educación STEAM: aportando pruebas de validez y efectividad). Infancia y Aprendizaje, 44(4), 755–768. https://doi.org/10.1080/02103702.2021.1926678
Bedewy, S. El, & Lavicza, Z. (2023). STEAM + X - Extending the transdisciplinary of STEAM-based educational approaches : A theoretical contribution. Thinking Skills and Creativity, 48, 1–23. https://doi.org/10.1016/j.tsc.2023.101299
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11), 2919–2955. https://doi.org/10.1080/0020739X.2021.1922943
Bhandari, M., Tiwari, G., & Dhakal, M. (2025). Assessing waste management practices and sustainable recycling opportunities in Nepal. Waste Management Bulletin, 3(3), 1–11. https://doi.org/10.1016/j.wmb.2025.100228
Borrego, M., & Henderson, C. (2014). Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2), 220–252. https://doi.org/10.1002/jee.20040
Cai, W., Kumar, R., Zheng, Y., Zhu, Z., Wong, J. W. C., & Zhao, J. (2023). Exploring the potential of clay catalysts in catalytic pyrolysis of mixed plastic waste for fuel and energy recovery. Heliyon, 9(12), 1–12. https://doi.org/10.1016/j.heliyon.2023.e23140
Carey, S. (2000). Science Education as Conceptual Change. Journal of Applied Developmental Psychology, 21(1), 13–19. https://doi.org/10.1016/S0193-3973(99)00046-5
Chang, Y., & Lee, E. (2022). Addressing the challenges of online and blended STEM learning with grounded design. Australasian Journal of Educational Technology, 38(5), 163–179. https://doi.org/10.14742/ajet.7620
Chappell, K., Hetherington, L., Juillard, S., Aguirre, C., & Duca, E. (2025). A framework for effective STEAM education: Pedagogy for responding to wicked problems. International Journal of Educational Research Open, 9, 1–13. https://doi.org/10.1016/j.ijedro.2025.100474
Chen, G. A., & Buell, J. Y. (2018). Of models and myths: Asian(Americans) in STEM and the neoliberal racial project. Race Ethnicity and Education, 21(5), 607–625. https://doi.org/10.1080/13613324.2017.1377170
Colucci-Gray, L., Burnard, P., Gray, D., & Cooke, C. (2021). A Critical Review of Steam (Science, Technology, Engineering, Arts, and Mathematics). The Oxford Encyclopedia Of Curriculum Studies, 208–224. https://doi.org/10.1093/acrefore/9780190264093.013.398
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x
Dunne, G. (2025). Rethinking ‘Thinking Skills’ in 21st-century education: Combining conceptual clarity with a novel 4e cognitive framework. Studies in Philosophy and Education, 1–19. https://doi.org/10.1007/s11217-025-09997-0
Edike, U. E., Aina, O., & Adeoye, A. B. (2022). Adoption of eco-bricks for housing: the case of Yelwa, Nigeria. African Journal of Science, Technology, Innovation and Development, 14(3), 801–812. https://doi.org/10.1080/20421338.2021.1903735
Ediyanto, E., Jatiningsiwi, T. G., Hastuti, W. D., & Novianti, R. (2023). Implementation of Phenomenological Studies in Education: A Literature Study. Proceeding of International Conference on Special Education in South East Asia Region, 2(1), 286–298. https://doi.org/10.57142/picsar.v2i1.348
Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema, 21(1), 76–82.
Ellianawati, E., Subali, B., Putra, B. R., Wahyuni, S., Dwijananti, P., Adhi, M. A., & Yusof, M. M. M. (2025). Critical thinking and creativity in STEAM-based collaborative learning on renewable energy issues. Journal of Education and Learning, 19(1), 112–119. https://doi.org/10.11591/edulearn.v19i1.21638
Ennis, R. H. (2015). Critical Thinking: A Streamlined Conception. The Palgrave Handbook of Critical Thinking in Higher Education, 31–47. https://doi.org/10.1057/9781137378057_2
Evode, N., Qamar, S. A., Bilal, M., Barceló, D., & Iqbal, H. M. N. (2021). Plastic waste and its management strategies for environmental sustainability. Case Studies in Chemical and Environmental Engineering, 4, 1–8. https://doi.org/10.1016/j.cscee.2021.100142
Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction Executive Summary “ The Delphi Report. The California Academic Press, 423(c), 1–19. http://www.insightassessment.com/pdf_files/DEXadobe.PDF
Fajari, S. L. E. W., & Chumdari. (2021). Critical thinking skills and their impacts on elementary school students. Malaysian Journal of Learning and Instruction, 18(2), 161–187. https://doi.org/10.32890/mjli2021.18.2.6
Farillon, L. M. F. (2021). Scientific reasoning, critical thinking, and academic performance inscience of selected filipino senior high school students. Utamax : Journal of Ultimate Research and Trends in Education, 4(1), 50–62.
Filippou, K., Bouzani, E., Kora, E., Ntaikou, I., Papadopoulou, K., & Lyberatos, G. (2025). Polydroxyalkanoates production from simulated food waste condensate using mixed microbial cultures. Polymers, 17(15), 2042. https://doi.org/10.3390/polym17152042
GarcÃa-Llamas, P., Taboada, A., Sanz-Chumillas, P., Lopes Pereira, L., & Baelo Ãlvarez, R. (2025). Breaking barriers in STEAM education: Analyzing competence acquisition through project-based learning in a European context. International Journal of Educational Research Open, 8, 1–11. https://doi.org/10.1016/j.ijedro.2025.100449
Gayatri, N. A. G. (2023). Educational game design sorting waste android based. Ultima Infosys : Jurnal Ilmu Sistem Informasi, 14(1), 11–18.
Gholam, A. (2019). Inquiry-based learning: student teachers’ challenges and perceptions. Journal of Inquiry & Action in Education, 10(2), 112–133.
Haas, B., Kreis, Y., & Lavicza, Z. (2021). Integrated STEAM approach in outdoor trails with elementary school pre-service teachers. Educational Technology and Society, 24(4), 205–219.
Haas, B., Lavicza, Z., Houghton, T., & Kreis, Y. (2022). Evaluating technology-enhanced, STEAM-based remote teaching with parental support in luxembourgish early childhood education. Frontiers in Education, 7, 1–12. https://doi.org/10.3389/feduc.2022.872479
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449–455. https://doi.org/10.1037//0003-066x.53.4.449
Hariaji, J., & Sinaga, B. (2024). The effect of project based learning model with STEAM approach assisted by 4D Frame + BS media and learning motivation to improve critical thinking skills. AISTEEL, 1–10. https://doi.org/10.4108/eai.24-9-2024.2353270
Henriksen, D. (2017). Creating STEAM with design thinking: Beyond STEM and arts integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11
Hitchcock, D. (2020). Critical Thinking. Stanford Encyclopedia of Philosophy. Summer 2020 Edition.
Jiang, C., Zhai, K., Wright, R. C., & Chen, J. (2025). Engineered yeasts displaying PETase and MHETase as Whole-Cell Biocatalysts for the Degradation of Polyethylene Terephthalate (PET). ACS Synthetic Biology, 14(7), 2810−2820. https://doi.org/10.1021/acssynbio.5c00209
Johnston, S.-K., McGrane, J. A., Hopfenbeck, T. N., & Vendrell-Morancho, M. (2023). A multi-country comparison of lower secondary students’ critical thinking under the International Baccalaureate and national curricula. Review of Education, 11(3), 1−35. https://doi.org/10.1002/rev3.3442
Kartimi, Shidiq, A. S., & Nasrudin, D. (2021). The elementary teacher readiness toward stem-based contextual learning in 21st century era. Elementary Education Online, 20(1), 145–156. https://doi.org/10.17051/ilkonline.2021.01.019
Kehinde, O., Ramonu, O. J., Babaremu, K. O., & Justin, L. D. (2020). Plastic wastes: environmental hazard and instrument for wealth creation in Nigeria. Heliyon, 6(10), 1–7. https://doi.org/10.1016/j.heliyon.2020.e05131
Kim, R. Y. (2012). The quality of non-textual elements in mathematics textbooks: an exploratory comparison between South Korea and the United States. ZDM - Mathematics Education, 44(2), 175–187. https://doi.org/10.1007/s11858-012-0399-9
Kleinig, J. (2018). Trust and critical thinking. Educational Philosophy and Theory, 50(2), 133–143. https://doi.org/10.1080/00131857.2016.1144167
Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: an overview. Theory into Practice, 41(4), 212–218.
Kumar, R., Verma, A., Shome, A., Sinha, R., Sinha, S., Jha, P. K., Kumar, R., Kumar, P., Shubham, Das, S., Sharma, P., & Prasad, P. V. V. (2021). Impacts of plastic pollution on ecosystem services, sustainable development goals, and need to focus on circular economy and policy interventions. Sustainability (Switzerland), 13(17), 1–40. https://doi.org/10.3390/su13179963
Kwangmuang, P., Jarutkamolpong, S., Duangngern, P., Gessala, N., & Sarakan, P. (2024). Promoting analytical thinking skills development in elementary school students through animated cartoons. Computers in Human Behavior Reports, 15, 1–11. https://doi.org/10.1016/j.chbr.2024.100467
Lagu, A. M. H., Syafar, M., Thaha, R. M., & Razak, A. (2025). Instilling trash throwing behavior through play in early childhood: a review. International Journal of Public Health Science (IJPHS), 14(2), 989–996. https://doi.org/10.11591/ijphs.v14i2.24676
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Leasa, M., Corebima, A. D., & Batlolona, J. R. (2020). The effect of learning styles on the critical thinking skills in natural science learning of elementary school students. Elementary Education Online, 19(4), 2086–2097. https://doi.org/10.17051/ilkonline.2020.763449
Lim, W. M. (2024). What is qualitative research? an overview and guidelines. Australasian Marketing Journal, 33(2), 199–299. https://doi.org/10.1177/14413582241264619
Lin, S., Zeng, L., Wang, H., Usman, M., & Hedvicakova, M. (2024). The effect of waste plastic on environmental degradation: a corporate perspective. Polish Journal of Environmental Studies, 34(1), 203–211. https://doi.org/10.15244/pjoes/185999
López-Belmonte, J., Pozo-Sánchez, S., MegÃas-Rizal, M., & Arturo, E. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8(1), 23. https://doi.org/10.1186/s40594-021-00296-x
Maghfiroh, S., Wilujeng, I., Suyanta, Nurohman, S., & Astuti, S. R. D. (2023). Analysis of natural science education innovations based on the steam approach: a systematic literature review. Jurnal Penelitian Pendidikan IPA, 9(7), 239–245. https://doi.org/10.29303/jppipa.v9i7.3998
Magista, M., Dorra, B. L., & Pean, T. Y. (2018). A review of the applicability of gamification and game-based learning to improve household-level waste management practices among schoolchildren. International Journal of Technology, 9(7), 1439–1449. https://doi.org/10.14716/ijtech.v9i7.2644
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. H. (2023). the Effect of Applying the Ethno-Stem-Project-Based Learning Model on Students’ Higher-Order Thinking Skill and Misconception of Physics Topics Related To Lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1–13. https://doi.org/10.15294/jpii.v12i1.38703
Meepat, P., Kadroon, T., & Sangarwut, A. (2024). The Use of STEAM education learning package to develop elementary school students ’ science process skills and learning achievement of physical properties of materials. Higher Education Studies, 14(4), 38–46. https://doi.org/10.5539/hes.v14n4p38
Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22(2), 219–290. https://doi.org/10.1207/s1532690xci2202_3
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (pp. 1–337).
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2019). Timss 2019 International Results in Mathematics and Science Timss & Pirl. In International Association for the Evaluation of Educational Achievement. https://www.iea.nl/sites/default/files/2021-01/TIMSS 2019-International-Results-in-Mathematics-and-Science.pdf
Ntemngwa, C., & Oliver, J. S. (2018). The implementation of integrated science technology, engineering and mathematics (STEM) instruction using robotics in the middle school science classroom. International Journal of Education in Mathematics, Science and Technology, 6(1), 12–40. https://doi.org/10.18404/ijemst.380617
Nurhikmayati, I., Kusumah, Y. S., & Darhim, D. (2024). Mathematical critical thinking skills through STEM/STEAM Approach: A Systematic Literature Review. The Eurasia Proceedings of Educational and Social Sciences, 35, 145–160. https://doi.org/10.55549/epess.810
Ogunseye, N. O., Ogunseye, O. D., Ogunseye, A. O., Tongo, S. O., Oladesu, J. O., Oyinloye, M. A., & Uzzi, F. O. (2024). Leveraging waste recycling as a gateway to a green economy in Nigeria. The Journal of Indonesia Sustainable Development Planning, 5(1), 27–37. https://doi.org/10.46456/jisdep.v5i1.487
Oktaviani, M., Widiyiarto, E., & Widiantoro, A. D. (2022). Waste Education Game for 4th Grader of Elementary School. Journal of Business and Technology, 1(3), 110–116. https://doi.org/10.24167/jbt.v1i3.4352
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31–43. https://doi.org/10.1016/j.tsc.2018.10.002
Pertiwi, N. P., Saputro, S., Yamtinah, S., & Kamari, A. (2024). Enhancing critical thinking skills through stem problem-based contextual learning: an integrated e-module education website with virtual experiments. Journal of Baltic Science Education, 23(4), 739–766.
Qian, K., Wang, L., Teng, J., & Liu, G. (2025). Strategies and technologies for sustainable plastic waste treatment and recycling. Environmental Functional Materials, 1–22. https://doi.org/10.1016/j.efmat.2025.01.004
Queiruga-Dios, M. Ã., López-Iñesta, E., Diez-Ojeda, M., Sáiz-Manzanares, M. C., & Vázquez-DorrÃo, J. B. (2021). Implementation of a STEAM project in compulsory secondary education that creates connections with the environment (Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno). Infancia y Aprendizaje, 44(4), 871–908. https://doi.org/10.1080/02103702.2021.1925475
Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201
Ritchie, J., & Lewis, J. (2003). Qualitative research practice a guide for social science students and researchers. In SAGE Publications. https://doi.org/10.4324/9781315776378
Rohman, M. H., Marwoto, P., Nugroho, S. E., & Supriyadi, S. (2024). Effectiveness of ethnoecological-STEM project-based learning model to improve critical thinking skills, creativity, and science concept mastery. international Journal of Cognitive Research in Science, Engineering and Education, 12(3), 521–534. https://doi.org/10.23947/2334-8496-2024-12-3-521-534
Rosyida, K. M. I. (2025). Analysis of the Role of STEAM Education in improving critical thinking skills for sustainable development. Journal of Current Studies in SDGs, 1(2), 20–32.
Sandelowski, M. (1996). One is the liveliest number: The case orientation of qualitative research. Research in Nursing and Health, 19(6), 525–529. https://doi.org/10.1002/(SICI)1098-240X(199612)19:6<525::AID-NUR8>3.0.CO;2-Q
Santos, J. M. D. S. Dos, Silveira, A. R. P., Breda, A. M. R. D. A., Saimon, M., & Lavicza, Z. (2025). Empowering Mozambican educators: Overcoming technological challenges to implement STEAM education. International Journal of Educational Research Open, 9, 1–9. https://doi.org/10.1016/j.ijedro.2025.100481
Sarwanto, Fajari, S. L. E. W., & Chumdari. (2021). Critical thinking skills and their impats. Malaysian Journal of Learning and Instruction, 2(2), 161–187. https://doi.org/10.32890/mjli2021.18.2.6
Seddiqi, H., Oliaei, E., Honarkar, H., Jin, J., Geonzon, L. C., Bacabac, R. G., & Klein-Nulend, J. (2021). Cellulose and its derivatives: towards biomedical applications. In Cellulose (Vol. 28, Issue 4). Springer Netherlands. https://doi.org/10.1007/s10570-020-03674-w
Shaw, A., Liu, O. L., Gu, L., Kardonova, E., Chirikov, I., Li, G., Hu, S., Yu, N., Ma, L., Guo, F., Su, Q., Shi, J., Shi, H., & Loyalka, P. (2020). Thinking critically about critical thinking: validating the Russian HEIghten® critical thinking assessment. Studies in Higher Education, 45(9), 1933–1948. https://doi.org/10.1080/03075079.2019.1672640
Shaw, P. A., Traunter, J. E., Nguyen, N., Huong, T. T., & Thao-Do, T. P. (2021). Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education. International Journal of Early Years Education, 29(3), 329–348. https://doi.org/10.1080/09669760.2021.1933920
Siegel, J. Z., Crockett, M. J., & Dolan, R. J. (2017). Inferences about moral character moderate the impact of consequences on blame and praise. Cognition, 167, 201–211. https://doi.org/10.1016/j.cognition.2017.05.004
Singh, S., & Biswas, M. K. (2023). Management strategies for single-use plastics: lessons to learn from Indian approach of minimizing microplastic waste. Environmental Science: Advances, 2(12), 1680–1695. https://doi.org/10.1039/d3va00222e
Sirohi, R., Kumar, M., Vivekanand, V., Shakya, A., Tarafdar, A., Singh, R., Sawarkar, A. D., Hoang, A. T., & Pandey, A. (2024). Integrating biochar in anaerobic digestion: Insights into diverse feedstocks and algal biochar. Environmental Technology and Innovation, 36, 1–20. https://doi.org/10.1016/j.eti.2024.103814
Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research, 2(1), 28–34. https://doi.org/10.5703/1288284314653
Suan, A. F. (2023). Self–regulation as an antecedent of academic achievement: a mixed method study. British Journal of Multidisciplinary and Advanced Studies, 4(4), 20–43. https://doi.org/10.37745/bjmas.2022.0246
Suherman, S., Setiawan, R. H., Herdian, H., & Anggoro, B. S. (2022). 21st century STEM education: An increase in mathematical critical thinking skills and gender through technological integration. Journal of Advanced Sciences and Mathematics Education, 1(2), 33–40. https://doi.org/10.58524/jasme.v1i2.29
Syahmani, S., Hafizah, E., Sauqina, S., Adnan, M. bin, & Ibrahim, M. H. (2021). STEAM approach to improve environmental education innovation and literacy in waste management: bibliometric research. Indonesian Journal on Learning and Advanced Education (IJOLAE), 3(2), 130–141. https://doi.org/10.23917/ijolae.v3i2.12782
Tan, W. L., Samsudin, M. A., Ismail, M. E., Ahmad, N. J., & Talib, C. A. (2021). Exploring the Effectiveness of STEAM integrated approach via scratch on computational thinking. Eurasia Journal of Mathematics, Science and Technology Education, 17(12). https://doi.org/10.29333/ejmste/11403
Terms, F. (2016). Call for Papers: STEAM Education. Art Education, 69(1), 54–54. https://doi.org/10.1080/00043125.2016.1114376
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 1–32. https://doi.org/10.3390/jintelligence11030054
Thushari, G. G. N., & Senevirathna, J. D. M. (2020). Plastic pollution in the marine environment. Heliyon, 6(8), 1–16. https://doi.org/10.1016/j.heliyon.2020.e04709
van der Zanden, P. J. A. C., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2020). Fostering critical thinking skills in secondary education to prepare students for university: teacher perceptions and practices. Research in Post-Compulsory Education, 25(4), 394–419. https://doi.org/10.1080/13596748.2020.1846313
Varenina, L., Vecherinina, E., Shchedrina, E., Valiev, I., & Islamov, A. (2021). Developing critical thinking skills in a digital educational environment. Thinking Skills and Creativity, 41, 1–9. https://doi.org/10.1016/j.tsc.2021.100906
Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: systematic analysis of qualitative health research over a 15-year period. BMC Medical Research Methodology, 18(1), 1–18.
Verma, R., Vinoda, K. S., Papireddy, M., & Gowda, A. N. S. (2016). Toxic Pollutants from Plastic Waste- A Review. Procedia Environmental Sciences, 35, 701–708. https://doi.org/10.1016/j.proenv.2016.07.069
Vosniadou, S. (2019). The Development of Students’ Understanding of Science. Frontiers in Education, 4, 1–6. https://doi.org/10.3389/feduc.2019.00032
Wartono, W., Hudha, M. N., & Batlolona, J. R. (2018). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 691–697. https://doi.org/10.12973/ejmste/80632
Willig, C. (2008). Introducing qualitative research in psychology. Introducing Qualitative Research in Psychology, Second edi, 1–189.
Wilson, H. E., Song, H. H., Johnson, J., Presley, L., & Olson, K. (2021). Effects of transdisciplinary STEAM lessons on student critical and creative thinking. Journal of Educational Research, 114(5), 445–457. https://doi.org/10.1080/00220671.2021.1975090
Wilts, H., Garcia, B. R., Garlito, R. G., Gómez, L. S., & Prieto, E. G. (2021). Artificial intelligence in the sorting of municipalwaste as an enabler of the circular economy. Resources, 10(4), 1–9. https://doi.org/10.3390/resources10040028
Yakman, G., & Lee, H. (2012). Exploring the exemplary STEAM education in the U.S. as a practical educational framework for Korea. Journal of The Korean Association For Science Education, 32(6), 1072–1086. https://doi.org/10.14697/jkase.2012.32.6.1072
Yang, J., Luo, Q., Li, Y., Huang, C., Xu, Y., Ou, K., & Lu, S. (2025). Unveiling the urban-rural discrepancy: A comprehensive analysis of reading and writing development among Chinese elementary school students. Learning and Instruction, 98, 1–13. https://doi.org/10.1016/j.learninstruc.2025.102145
Yee, M. S. L., Hii, L. W., Looi, C. K., Lim, W. M., Wong, S. F., Kok, Y. Y., Tan, B. K., Wong, C. Y., & Leong, C. O. (2021). Impact of microplastics and nanoplastics on human health. Nanomaterials, 11(2), 1–23. https://doi.org/10.3390/nano11020496
Yustina, Mahadi, I., Daryanes, F., Alimin, E., & Nengsih, B. (2022). The Effect of problem-based learning through blended learning on digital literacy of eleventh-grade students on excretory system material. Jurnal Pendidikan IPA Indonesia, 11(4), 567–577. https://doi.org/10.15294/jpii.v11i4.38082
Zhang, B., Lai, K. hung, Wang, B., & Wang, Z. (2019). From intention to action: How do personal attitudes, facilities accessibility, and government stimulus matter for household waste sorting? Journal of Environmental Management, 233, 447–458. https://doi.org/10.1016/j.jenvman.2018.12.059
Zimmerman, B. J. (2002). Becoming a self-regulated learner : an overview. Theory Into Practice, 4(2), 64–70. https://doi.org/10.1207/s15430421tip4102
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Environment and Sustainability Education
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
