STEAM-Based Eco-Green Mathematics for Junior High School Students’ Environmental Mathematical Literacy

Abstract

Environmental challenges require mathematics learning that connects mathematical reasoning with real-world ecological contexts. This study examined differences in Environmental Mathematical Literacy between students who participated in STEAM-based Eco-Green Mathematics learning and those who received conventional mathematics learning, while exploring how students connected mathematical concepts with environmental issues. A mixed-methods approach with a sequential explanatory design was employed. The participants were 31 eighth-grade students from one Madrasah Tsanawiyah in Malang Regency, consisting of 16 students in the experimental class and 15 students in the control class. Quantitative data were collected through Environmental Mathematical Literacy pretests and posttests and analyzed using descriptive statistics, independent sample t-test, and paired sample t-test. Qualitative data were obtained from students’ posttest responses and in-depth interviews with selected students representing high, medium, and low achievement levels, then analyzed thematically based on Environmental Mathematical Literacy indicators. The results showed a significant difference in posttest scores between the experimental and control classes (p = 0.007), with the experimental class achieving a higher mean score and a large effect size based on Cohen’s d. The experimental class also showed a significant improvement from pretest to posttest, with an SPSS significance value of 0.000 (p < 0.05). Qualitative findings indicated that students demonstrated varied patterns in formulating environmental problems, applying mathematical concepts, interpreting mathematical results, and proposing environmental actions. Students were able to connect environmental contexts with mathematical representations, including tables, graphs, gradients, and equations, although different achievement levels required different degrees of guidance. Overall, STEAM-based Eco-Green Mathematics learning may support students’ Environmental Mathematical Literacy by integrating ecological contexts, mathematical modeling, interdisciplinary activities, and data-based mathematical reasoning.