Reconstruction of the Engineering Design Project (EDPj) Learning Model based on Ethno-ESD to Actualize Students' Sustainable Environmental Literacy

The research aims to reconstruct the Ethno-ESD-Based Engineering Design Project Learning Model and analyze its effectiveness in actualizing students' sustainable environmental literacy in higher education. This study uses the ADDIE model's instructional development design, which consists of two main phases: the model development phase (analysis, design, develop) and the model effectiveness testing phase (implementation and evaluation). The instrument validity test was carried out using SmartPLS 3.0 software, namely Convergent Validity in the form of Outer Loadings (Loading Factor) and Average Variance Extracted (AVE) as well as Discriminant Validity in the form of Fornell-Larker Criterion and Cross Loading. The model's effectiveness was tested through a quasi-experiment with Posttest-Only Design with Nonequivalent Groups design, involving 105 students with independent sample t-test and Effect Size analysis techniques. The reconstruction of the EDPj learning model based on Ethno-ESD can produce individuals who not only have engineering expertise but also have a strong understanding of the complexity of environmental issues and their impact on local culture. The results of the t-test showed that the experimental group had significantly higher scores than the control group in Sustainability Knowledge (t = -5,828, p < 0.001), Sustainability Attitude (t = -6,013, p < 0.001), and Self-report Sustainable Behavior (t = -4,619, p < 0.001). The effect size test showed a high impact on knowledge (0.88) and attitude (0.87), as well as a moderate impact on behavior (0.81). These findings indicate that learning interventions are significantly able to actualize students' sustainability literacy.