Indications of Gaps in SDG Integration in STEM-Based Lesson Plans for Junior High School Teachers: Analysis of Learning Planning Documents

Abstract

The integration of the Sustainable Development Goals (SDGs) into learning planning is an important requirement in 21st century education, particularly through Science, Technology, Engineering, and Mathematics (STEM)-based learning relevant to sustainability issues. This study aims to analyze the indications of SDG integration gaps in STEM-based Lesson Plans (RPPs) developed by junior high school teachers. This study uses a qualitative approach with a document analysis design from 15 STEM-based RPPs that were deliberately selected from a total of 74 documents collected. The analysis was carried out by examining three main aspects, namely the general level of SDG integration, SDG integration in STEM-based learning activities, and SDG integration in learning assessment. The results showed that 53.4% of the RPPs implicitly integrated the SDGs in learning activities, while 53.4% of the RPPs still used assessments that were not based on the SDGs. At the general level of integration, the limited and inconsistent category was the most dominant pattern (33.3%), while only 20% of the RPPs showed explicit and complete SDGs integration. SDGs tend to be used as additional context in learning activities without being used as a complete conceptual basis, and have not been systematically integrated into learning assessments. These findings show a conceptual, pedagogical, and evaluative gap between the demands of sustainability-oriented education policies and the actual practices of teacher lesson planning. This research has important implications for strengthening STEM-based lesson planning that is more systematic and aligned with the sustainable development agenda.