The Impact of Local Wisdom-Based PBL-ESD on the Cognitive Ability and Sustainability Awareness of Junior High School Students

Abstract

Education for Sustainable Development (ESD) is key to addressing environmental, social, and economic issues, yet its implementation in schools often lacks context and cultural relevance for students. Previous research on Problem Based Learning (PBL) with an ESD approach has not optimally integrated local wisdom, a crucial element for achieving quality education relevant to a specific region and culture. This study fills that gap by examining the effectiveness of a PBL model integrated with an ESD approach based on local wisdom to improve cognitive ability and build students' Sustainability Awareness profiles. Using a sequential exploratory mixed-methods design on 20 private junior high school students in Bandung City, data were collected through cognitive ability tests (multiple-choice), a sustainability awareness questionnaire, and observation sheets. The results showed a significant improvement in students' cognitive abilities, with a normalized N-gain score of 0.68 (medium category). The students' Sustainability Awareness profile was also in the high category post-intervention, with a total mean score of 0.71, particularly in the emotional awareness domain (100%). This study demonstrates that integrating local wisdom into the PBL- ESD framework is not only academically effective but also successful in building a more meaningful and culturally relevant awareness of sustainability.