Analysis of Critical Thinking and Environmental Concern in SDGsBased STEM Learning

This study aimed to analyze students' critical thinking and environmental awareness in STEM learning based on SDGs. The research method used was a quasi-experimental design with a non-equivalent post-test-only control group design. The population consisted of 197 students, and a random sampling technique was used to select 75 students for the sample. The study employed a critical thinking test and an environmental awareness questionnaire as the instruments. Data were analyzed using SPSS 25 with a MANOVA test. The results showed that gender influenced students' critical thinking skills; however, it did not affect students' environmental awareness in STEM learning based on the SDGs. Furthermore, the learning method had an impact on both students' critical thinking skills and environmental awareness, indicating that STEM learning based on the SDGs is more effective than conventional methods. In conclusion, the learning method influences students' critical thinking skills and environmental awareness, whereas gender affects the level of critical thinking but does not influence environmental awareness at the junior high school level. Keywords: Critical thinking; environmental concern; SDGs; STEM. https://doi.org/10.55463/issn.1674-2974.52.4.12