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Designing and developing sustainable development goals problem-based learning strategy to enhance students' motivation in learning mathematics
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DOI：10.1080/27684830.2025.2536897.png)
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Abstract
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This study aims to design, develop, and evaluate the sustainable development goals problem-based learning (SDGPBL) strategy designed to enhance students' motivation in learning mathematics. Analysis, Design, Development, Implementation, Evaluation (ADDIE) model was used to systematically design, develop, implement, and evaluate the SDGPBL strategy in this study, integrating real-life problems related to the United Nations' Sustainable Development Goals (SDGs) into the mathematics classroom. The effectiveness of the strategy was assessed through a mixed method approach, including quantitative analysis of students' motivation based on Keller's ARCS model (Attention, Relevance, Confidence, Satisfaction). Quantitative and qualitative feedback from five experts was also analysed to validate the SDGPBL strategy. Results indicated a significant improvement in students' motivation in learning mathematics across all dimensions of the ARCS model, with the experimental group outperforming the control group in post-test. Experts' content validity further validated the SDGPBL strategy as a comprehensive and innovative approach that effectively links mathematics with real-life applications, thereby fostering deeper student engagement and motivation. This study underscores the potential of integrating sustainability into mathematics education to make learning more relevant and impactful, while also equipping students with the skills necessary to address contemporary global challenges.
Keywords:
Motivation
mathematics
education for sustainable development
ARCS
Sustainable Development Goals
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