Abstract
This paper reports an innovative approach in secondary schools in Jakarta that employed ethical dilemma story pedagogy (EDSP) in an integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) project designed to engage chemistry students in ethical values learning. The study investigated how students explored their own values by attempting to resolve ethical dilemmas about environmental problems in an Indonesia context. Ethical dilemmas comprised everyday socio-scientific issues related to chemistry concepts in the high school curriculum, including pros and cons of using artificial fertilizers and disposal of used cooking oil. This qualitative research was conducted in the chemistry classes of two high school teachers. The research employed multiple data collection methods of semi-structured interviews, reflective journals, and classroom observations. The results illustrate students’ successful engagement in chemistry learning, critical thinking skills, chemical literacy, ethical values, awareness of environmental problems, and envisioning of education for sustainability. The results also illustrate (i) students’ enhanced awareness of their values and their agency in practicing environmental sustainability and (ii) teachers’ realization that they can empower students in education for sustainability through ethical dilemma story pedagogy. The study is significant in revealing that education can play an important role in empowering the young generation in education for sustainability through an ethical values approach to their learning. The paper also addresses challenges faced by the researchers in designing chemistry-based ethical dilemma stories, integrating them into a STEAM project, empowering students, and managing time resources.