Ethno-STEM Based Web Based Learning Enhances Students'HOTSEP and Environmental Literacy

The transition toward renewable energy and sustainable development requires innovative learning approaches that foster students’ Higher-Order Thinking Skills on Environmental Problems (HOTSEP) and Environmental Literacy (EL). However, the integration of local wisdom, STEM disciplines, and digital learning environments in green technology education remains limited. This study aimed to develop and evaluate an Ethno-STEM-based Web-Based Learning (WBL) model integrated with Green Technology (GT) projects to enhance students’ HOTSEP and EL. The study employed the ADDIE research and development model involving 40 Chemistry Education students at Universitas Lambung Mangkurat, Indonesia. Data were collected through expert validation sheets, observation sheets, student response questionnaires, HOTSEP tests, and EL instruments. Data were analyzed using Aiken’s V, Cronbach’s Alpha, N-gain, paired t-tests, and Wilcoxon tests. The results showed that the developed GT website achieved a very high validity score (92.58%) and demonstrated excellent practicality based on readability and student responses. The implementation of the Ethno-STEM WBL model significantly improved students’ HOTSEP and EL (p < 0.05), with N-gain scores of 0.74 and 0.71, respectively, both categorized as high. Students actively engaged in bioethanol and biodiesel projects, enabling them to connect scientific concepts, local knowledge, and environmental problem-solving practices. The novelty of this study lies in the integration of Ethno-STEM, web-based learning, and green technology projects within a renewable energy context to simultaneously develop HOTSEP and environmental literacy. This framework offers an innovative approach for advancing sustainability-oriented science education and supporting the achievement of the Sustainable Development Goals.