Integrating Sustainable Development Goals into Contextual Physics Education: Evidence from Instructional Strategies on Climate Action and Quality Education
DOI:
https://doi.org/10.12928/jimp.v5i2.15271Keywords:
Contextual Physics Education, Sustainable Development Goals (SDGs), Climate Action, Quality Education, Problem-Based LearningAbstract
Ten empirical studies on contextual physics education were reviewed to examine instructional strategies for integrating sustainability and the Sustainable Development Goals (SDGs) across educational levels. The studies involved six senior high school contexts, two junior high school contexts, one university-level implementation, and one multi-level review, employing approaches such as guided inquiry, Contextual Teaching and Learning (CTL), problem-based learning, and research-based module development. Although only one study explicitly addressed SDG 13 (Climate Action), most studies implicitly supported SDG 4 (Quality Education) through the integration of renewable energy issues, environmental awareness, and local wisdom within physics learning. The findings demonstrate that contextual approaches yield significant educational benefits, including higher environmental awareness (normalized gain of 0.71 in the experimental group compared to 0.56 in the control group), large cognitive effect sizes reaching 2.34, and student satisfaction levels up to 96.77%. Additional outcomes include improved conceptual understanding, enhanced scientific literacy, strengthened creative thinking skills, and increased student participation. Overall, this review confirms that contextual physics education is an effective pedagogical approach for linking physics concepts with sustainability issues while simultaneously fostering essential competencies needed to address global challenges aligned with the SDGs.
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