STEM-ESD Zero Hunger Project Learning on Students’ Engineering Skills and Actions

Abstract

In the 21st century, students need to acquire competencies to act as agents of change. Engineering skills are the ability to generating a solution from several options as a form of fulfilling needs. While Indonesia continues to face challenges of hunger and malnutrition, significant food loss represents wasted resources that could otherwise help reduce food insecurity. This study aims to obtain information related to STEM-ESD Zero Hunger project learning on students' engineering skills and actions. The research design used in this study is a one-group pretest-posttest design involving 65 students at a senior high school in Bandung. Engineering skills were measured based on a rubric assessing students' performance in developing a technology, while student action was measured using an action questionnaire containing evaluations of students' actions related to the Zero Hunger. The results of the study indicate that students achieved a satisfactory level of skill (74,5%) based on perfomance rubric with 22 indicators after participating in the STEM-ESD project-based learning activity. In contrast, student actions showed a positive increase within a low category (0,0679) based on N-Gain score. Despite, the findings highlight the potential of STEM-ESD project-based learning in formal education. While also indicating the need for further development to enhance students' sustainable actions and engineering skills in addressing global challenges.