Journal of Sustainability and Community Empowerment

Enhancing Students' Sustainability Action Through Action-Oriented ESD Learning on Food Consumption Topic

Nida Sayyidah Munawar, Eliyawati, Ida Kaniawati, Witsanu Suttiwan — Tue, 04 Aug 2026 00:00:00 +0000

This study aims to investigate the enhancement of action-oriented Education for Sustainable Development (ESD) learning on the food consumption topic toward students’ sustainability actions related to SDG 2 (Zero Hunger). However, empirical evidence on how action-oriented ESD learning transforms students’ understanding of sustainability into consistent daily actions remains limited, particularly in the context of food consumption and examined an ESD intervention supported by an action journal. The study used a pre-experimental method using a one-group pretest-posttest design. Participants consisted of 30 eighth-grade students (15 female and 15 male students) from a junior high school in Bandung selected through convenience sampling. Data were collected by sustainability action questionnaires applied before and after the intervention, accompanied by 28-day action journals that record students’ daily food consumption practices. The paired sample t-test showed a significant difference between the pretest and posttest results (sig. = 0.018, α = 0.05), with an average score increase of 4.9 points. The action journals indicated that 41.19% of students consistently implemented a complete healthy menu, and 57% of students showed a positive change in sustainability actions from past to future (Plus to Plus category). Future action showed the highest improvement, increasing by 9.9 points. Overall, the findings indicate that action-oriented ESD learning can enhance students’ sustainability action competencies, particularly in strengthening awareness and commitment toward healthier and more sustainable food consumption habits. Further studies are recommended to involve larger samples, longer intervention periods, and more organize monitoring systems for action journal.

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

Astri Afifah Rohana , Siti Sriyati, Rini Solihat, Riandi — Tue, 04 Aug 2026 00:00:00 +0000

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.

The Relevance of “Tiwul Wonogiri” as Local Wisdom in Science Education towards the Sustainable Development Goals

Maratus Salsabila, Rachma Hayati Alyssa Putri, Fenny Widiyanti — Tue, 04 Aug 2026 00:00:00 +0000

This study aims to identify junior high school-level natural science concepts embedded in the process of making Wonogiri Tiwul and to analyze their relevance to the achievement of Sustainable Development Goals (SDGs) Goal 2 (Zero Hunger) and Goal 12 (Responsible Consumption and Production). This study employs a qualitative method with a local wisdom approach. Data collection was conducted through observation and in-depth interviews with a key informant who have over 45 years of experience in making Tiwul in Wonogiri Regency. The data was analyzed using local wisdom content analysis. The local knowledge data obtained was then analyzed and linked to scientific concepts and sustainable development goals. The study’s findings indicate that the 11 stages of the Tiwul production process incorporate ten science concepts spanning Physics (evaporation, heat convection, mechanical forces, rotational motion), Chemistry (solubility, colloids, starch gelatinization, separation of mixtures), and Biology (water activity, natural preservation, nutrition, digestion). These concepts can be integrated into the junior high school science curriculum for grades 7 through 9. From the perspective of the SDGs, the production of tiwul is relevant to SDG 2 as a model of food security based on local wisdom, as well as to SDG 12 through zero-waste production practices, resource efficiency, and sustainable food consumption. This study offers practical implications for the development of science teaching materials based on local contexts and the strengthening of education for sustainable development at the junior high school level.