Training on Lesson Plan of Climate Change STEM Project in the Physics Learning for Sustainable Development

Bubungan Tinggi: Jurnal Pengabdian Masyarakat http://ppjp.ulm.ac.id/journals/index.php/btj/index e-ISSN: 2722-3043 p-ISSN: 2722-2934 Vol 7 No 1 2025 DOI: https://doi.org/10.20527/btjpm.v7i1.11349 Training on Lesson Plan of Climate Change STEM Project in the Physics Learning for Sustainable Development Nurita Apridiana Lestari*, Budi Jatmiko, Eko Hariyono, D Dwikoranto, and Binar Kurnia Prahani Physics Education Study Program, Faculty of Mathematics and Natural Sciences Universitas Negeri Surabaya, Surabaya, Indonesia * Article Info Article history: Received: September 10, 2024 Revised: October 18, 2024 Accepted: January 27, 2025 Keywords: Climate change STEM project Sustainable development This article is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. © 2025 Bubungan Tinggi: Jurnal Pengabdian Masyarakat Abstract Climate change education holds great potential but often fails to raise sufficient awareness of climate-related disasters. Students need localized, STEM-based learning to build adaptation strategies and eco-friendly lifestyles. This article focuses on improving students' understanding of physics concepts, problem-solving, and critical and creative thinking, aligning with the SDGs and Merdeka Curriculum goals. Using the Participatory Action Research (PAR) method, training activities involved observation, reflection, planning, action, and evaluation stages. Needs analysis discussions with teachers from Nganjuk Regency's MGMP informed the program. Training included STEM-based project learning focused on climate change and engaging physics and science teachers. Questionnaire analysis showed high enthusiasm for the program, as it integrated STEM with real-world climate issues, making learning relevant and motivating. This innovative approach fostered critical thinking and problemsolving while enhancing awareness and responsibility toward climate challenges. By connecting education to sustainability, the program encouraged students to develop eco-friendly solutions and actively participate in addressing global issues, preparing them to become agents of change. To cite this article: Lestari, N. A., Jatmiko, B., Dwikoranto, D., & Prahani, B. K. (2025). Training on lesson plan of climate change stem project in the physics learning for sustainable development. Bubungan Tinggi: Jurnal Pengabdian Masyarakat, 7(1), 205-221. INTRODUCTION In the past two years, several areas in East Java have experienced local disasters caused by climate change. In particular, coastal and highland areas are more vulnerable to disasters such as tidal floods (caused by rising sea levels) and landslides. Sawahan, Nganjuk, is an area that experienced landslides preceded by soil cracks and movement. A common cause of landslides is the rise of groundwater triggered by heavy rainfall. According to a researcher from the Geotechnology Research Center at the Indonesian Institute of Sciences (Peneliti Pusat Peneliti Geoteknologi Lembaga Ilmu Pengetahuan Indonesia or LIPI) (In Kumparan, 2017), soil movement occurs due to prolonged periods of high rainfall. The increased rainfall raises groundwater levels, reducing soil strength, which in turn causes the ground to move slowly. Based on observations through interviews with residents around Petungulung Village, Margopatut, Sawahan District, and Nganjuk Regency, the ground had cracks measuring approximately 200 meters long and around 10 centimeters wide. These cracks pose a 205 Lestari et al./ Bubungan Tinggi: Jurnal Pengabdian Masyarakat 7(1) 2025 205-221 significant risk of landslides, leading to residents' concerns. The regional BMKG (Meteorology, Climatology, and Geophysics Agency) assisted by installing detection equipment that indicates potential landslides caused by soil cracks. Figures 1 document the results of these observations, showing the soil cracks in the Sawahan area of Nganjuk Regency. (a) (b) Figure 1 (a) Soil cracks in Sawahan Nganjuk and (b) Cracked soil detection tool in Sawahan, Nganjuk There remains a potential for further soil movement, particularly as rainfall levels continue to be high. Therefore, educating residents about disaster mitigation is essential to improving their preparedness. As Chotimah (2019) pointed out, community knowledge positively affects disaster preparedness. Disaster mitigation education can be implemented in schools, especially in disaster-prone areas such as Sawahan and Nganjuk Regency. The aim is to develop adaptive strategies and foster disaster preparedness attitudes through contextual learning. Natural phenomena resulting from climate change, like those occurring in the Nganjuk area, provide contextual problems that can be integrated into school learning processes. Contextual learning can be implemented by connecting the material the teacher teaches to real-world situations, encouraging students to relate their knowledge to its practical applications in daily life (Afriani, 2018). Project-based learning is an instructional design that can be used to combine physics concepts with real-world situations or problems relevant to students’ lives (Santyasa, 2020). The aim is to enhance students’ understanding of physics concepts, problem-solving abilities, and critical and creative thinking skills. The project taught to students was expected to accommodate the need to develop abilities and skills in achieving the SDGs (Sustainable Development Goals) as outlined in the physics learning objectives of the Merdeka Curriculum. The sustainability aspect served as a target to be achieved during the learning process, making it more qualified and meaningful (meaningful learning) (Purnomo, 2023). STEM (Science, Technology, Engineering, and Mathematics) project-based physics learning presented a holistic and interactive approach to education, helping learners develop a deeper understanding and relevant skills for sustainable development (Nazhifah, 2023). In addition to referencing the natural phenomena that require problem-solving, local potential in the region must be studied more deeply, particularly those relevant to learning. Nganjuk was called the “City of Winds” because of its windy characteristics. The potential of natural resources in Nganjuk could also be used as inspiration for creating projects, especially in learning physics. The design of these learning projects needed to be wellplanned and adapted to the environment's needs to achieve their sustainability component. Therefore, based on the situation analysis results in the Nganjuk region, training and mentoring were planned to maximize the contribution of educators in implementing STEM 206 Lestari et al./ Bubungan Tinggi: Jurnal Pengabdian Masyarakat 7(1) 2025 205-221 project learning through the use of phenomena and regional potential in the Nganjuk Regency. Based on the results of problem identification, the priority issues agreed upon for resolution during the program implementation were determined. The (...truncated)