What Do We Know About STSE-Based Environmental Education for Indonesian Preservice Early Childhood Teachers? A Blended Systematic Literature Review and Research & Development Study

Abstract

Background: Preservice early childhood education (ECE) teacher preparation in environmental education remains underexplored in Indonesia. Integrating Science, Technology, Society, and Environment (STSE) approaches addresses this gap. Objectives: This study uses a blended Systematic Literature Review (SLR) and Research & Development (R&D) methodology to synthesize existing research, develop/validate an STSE-based training scenario integrated into scientific thematic lessons, and test its effectiveness on preservice teachers' attitudes.

Methods: The SLR followed PRISMA guidelines across SciSpace, Google Scholar, and Mendeley, screening 242 papers down to 90. The R&D component utilized a 7-stage Borg & Gall model with expert validation, user group testing, and a pre-test/post-test design analyzed via a paired t-test.

Results: The SLR confirmed STSE efficacy, emphasizing experiential learning, local culture, environmental literacy, and infrastructure challenges. The R&D produced a validated training scenario rated 'very accurate,' 'very useful,' and 'very feasible' with 83.3% user acceptance. Effectiveness tests showed a 32.44% improvement in overall positive environmental attitudes.

Conclusion: Grounded in systematic review and rigorous R&D, STSE-based training significantly enhances Indonesian preservice ECE teachers' environmental attitudes. Recommendations include contextualized training programs, policy support, and longitudinal studies.