THE EFFECTS OF INTEGRATING STEM DESIGN THINKING INTO EDUCATION FOR SUSTAINABLE DEVELOPMENT ON STUDENTS’ SCIENTIFIC MODELING SKILLS

Scientific modeling is a fundamental tool in STEM education that facilitates the understanding and explanation of complex phenomena. This study examines the effects of the STEM Modelling Design Thinking (STEM MDT) compared to the STEM Project Based Learning (STEM PjBL), particularly in the context of Education for Sustainable Development (ESD), in enhancing students' scientific modeling skills. Using a quasi-experimental design with non-equivalent pre-test and post-test control groups, the study involved 108 ninth-grade students in the experimental group (55 students) who participated in the STEM MDT, while the control group (53 students) engaged in STEM PjBL. Data were collected by evaluating scientific modeling skills before and after the intervention. The results indicated that the STEM MDT significantly improved students' scientific modeling skills, with effect sizes ranging from moderate to very large (Cohen’s d = .91), compared to moderate improvement (Cohen’s d = .43). These findings suggest that integrating ESD within the STEM MDT framework not only enhances scientific modeling competencies but also equips students to address complex real-world challenges. This study highlights the potential of STEM MDT as an innovative pedagogical approach for educators and policymakers seeking to cultivate essential skills in future generations. Keywords: scientific modeling, STEM education, design thinking, education for sustainable development, project based learning