Environmental protection and preservation have become one of the most important issues of human societies today. Various studies have shown that among the various ways of addressing environmental ...problems, the most fundamental, effective, and cost-effective method to prevent environmental destruction is through the observance of environmental protection behaviors by humans. Therefore, to achieve this goal, we need environmental literacy education. This literacy should identify and respond sensitively to the complex and changing communications between humans and nature. Environmental literacy education increases people's awareness of the environment and the use of environmental information to improve it. To promote environmental literacy and protect the environment, the following three educational areas are proposed: 1. Environmental literacy in the cognitive domain: We enhance people's awareness and sensitivity to the environment and related problems. 2. Environmental literacy in the attitudinal domain: In this domain, obtaining a set of values and feelings of concern for the environment and motivating individuals to actively participate in improving and protecting the environment will be effective.3. Environmental literacy in the behavioral domain: In this domain, by considering environmental concerns in daily activities, environmental literacy education can promote the use of behaviors that reduce the adverse effects of the environment.
This study aims to analyze the effectiveness of the EMKONTAN learning model in improving environmental literacy for prospective biology teacher students. EMKONTAN is a student-centered learning model ...(students active learning), oriented to creative learning, problem-based learning, collaborative learning and provides opportunities for students to improve environmental literacy. This research was conducted in the event semester of the 2020/2021 academic year at IKIP Budi Utomo Malang (IBU) and FTTE Universitas Muhammadiyah Malang (UMM), involving 150 second semester students through total sampling. Data obtained through observation, questionnaires and tests. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from March to July 2021. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using SPSS software version 23. The ANCOVA analysis results showed that EMKONTAN, PBL affected students' creativity, collaboration skill and environmental literacy on biology teachers candidate students with a value of p<0.005. The LSD result was significantly different in improving students' environmental literacy. The EMKONTAN class gained the highest posttest score. Therefore, EMKONTAN could be applicable to improve environmental literacy outcomes in environmental learning.
This research aims to analyze the effect of the Project-Based Learning theme Blue My Sky is Healthy My Earth to increase environmental literacy. The research carried out was quasi-experimental ...quantitative research using statistical tests on numerical data. The overall N-gain value of environmental literacy in the experimental class that uses the Project-Based Learning model is 0.76. From the research results, it can be concluded that the hypothesis test value from the data results is fulfilled, namely, tcount 5.657 > ttable 2.012 so there is a difference in increasing environmental literacy between students who receive the Project-Based Learning model and the conventional learning model. The category of increasing environmental literacy is high. The value of each environmental literacy indicator is 0.73 for the ecological knowledge indicator in the high category, 0.81 for the environmental skills indicator in the high category, and 0.75 for the attitude towards the environment indicator in the high category.
Low literacy levels are believed to be one of the causes of environmental damage problems. It is felt that the current implementation of the problem-based learning model is still not optimal in ...increasing students' environmental literacy, especially regarding sustainable issues. This research aims to (1) produce a sustainable issue-based learning model, and (2) test the level of validity and reliability of the model. The research was carried out at Malang State University and PGRI University Semarang involving biology learning experts, educational technology experts, and environmental experts as research subjects. The instrument in this research is an expert validation sheet. Validation results were analyzed using the average score while reliability was analyzed using percentage agreement. The research results show that the development of PBIB syntax including orientation, concept strengthening, observation, investigation, report, and reflection is classified as valid with a score of 3.87, while the reliability is 3.88 (reliable). This research indicates that the PBIB model can be used in learning and potentially increase students' environmental literacy.
Ujung Kulon National Park is a national park with a lot of biodiversity that is almost extinct, but it has still not been realized by many students. Students' understanding and concern for the flora ...and fauna found in the TNUK area can be trained through learning based on environmental literacy. This study aims to determine the validity level of research-based e-modules on conservation themes to train environmental literacy attitudes of junior high school students. The research method used is research and development Research and Development R & D) concerning Thiagarajan, then adapted to the capabilities and needs of researchers, it is limited to 3 stages: define, design, and develop. The instrument used is a validation instrument sheet, which three validators will carry out, each on material expert validation, media expert validation, and teaching materials expert. The validation results obtained on the material expert get a percentage value of 82.88% with the category "very valid", on the media expert get a percentage value of 90.91% with the category "very valid", and on the teaching materials expert get a percentage value of 91.55% with the category "very valid" so that from the results of the validation of the research-based e-module conservation theme can be used with some revisions.Abstrak. Taman Nasional Ujung Kulon merupakan salah satu taman nasional yang mempunyai banyak biodiversitas yang hampir punah akan tetapi hal tersebut masih belum disadari oleh banyak siswa. Padahal pemahaman dan kepedulian siswa terhadap flora dan fauna yang terdapat di kawasan TNUK bisa di latih melalui pembelajaran yang berbasis literasi lingkungan. Penelitian ini bertujuan untuk mengetahui tingkat validitas e-modul berbasis riset tema konservasi untuk melatih sikap literasi lingkungan siswa SMP. Metode penelitian yang digunakan merupakan penelitian dan pengembangan Research and Development R & D) dengan mengacu pada Thiagarajan, kemudian disesuaikan dengan kemampuan dan kebutuhan peneliti sehingga dibatasi pada 3 tahapan saja, yaitu: tahap define, design, dan develop. Instrumen yang digunakan yaitu lembar instrumen validasi yang akan dilakukan oleh 3 validator masing-masing pada validasi ahli materi, validasi ahli media dan ahli bahan ajar. Didapatkan hasil validasi pada ahli materi mendapatkan nilai persentase 82,88% dengan katagori “sangat valid”, pada ahli media mendapatkan nilai persentase 90,91% dengan katagori “sangat valid” dan pada ahli bahan ajar mendapatkan nilai persentase 91,55% dengan katagori “sangat valid” sehingga dari hasil balidasi tersebut e-modul berbasis riset tema konservasi dapat digunakan dengan beberapa revisi.
At this time there are many learning modules circulating both printed and electronic (online), however, the development of STEM-based modules that have been carried out does not see the effectiveness ...of the module. The purpose of this research is to see the validity, practicality and effectiveness of the module. The 4D research methodology (Define, Design, Development, Disseminate) was used. This research was conducted in class X Senior High School. The results showed that the Material Validity Test research obtained 98.57% (Very Valid), the Media Expert Validation Test assessment was 98.6% (Very Valid), the response assessment by the biology teacher was 85% (Practical), the average student response assessment was 86.07% (Practical). The STEM-based environmental change module produced from the research conducted is valid, practical, and effective in increasing the level of environmental literacy among grade X students at Senior High School.ABSTRAK: Pada saat sekarang ini modul pembelajaran sudah banyak beredar baik ditemukan secara cetak maupun juga elektronik (online), walaupun demikian pengembangan modul berbasis STEM yang sudah dilakukan tidak melihat keefektifan dari modul. Tujuan dari penelitian ini adalah untuk melihat validitas, kepraktisan, dan keefektifan modul. Metodologi penelitian 4D (Define, Design, Development, Disseminate) digunakan. Penelitian ini dilakukan pada kelas X SMAS. Hasil penelitian menunjukkan bahwa penelitian Uji Validitas Materi yang diperoleh 98,57% (Sangat Valid), penilaian Uji Validasi Ahli Media adalah 98,6% (Sangat Valid), penilaian respon oleh guru biologi adalah 85% (Praktis), rata-rata penilaian respon siswa adalah 86,07% (Praktis). Modul perubahan lingkungan berbasis STEM yang dihasilkan dari penelitian yang dilakukan adalah valid, praktis, dan efektif dalam meningkatkan tingkat literasi lingkungan di kalangan siswa kelas X di SMAS.
Background and Objectives: Environmental crises are threats to all creatures and the balance of nature, and their root is human activity. Therefore, the current change in human behavior will be able ...to solve environmental problems. The purpose of environmental education is increasing people's sensitivity to events and changes in the physical, biological, social, economic, social, and political environment and their effects on the environment so that the ability to recognize environmental issues can acquire the necessary skills in devising methods and tools to protect the environment and solve its problems. Currently, gamification is one of the techniques that can be used to increase students' environmental literacy. Gamification is a new method that has been translated into ‘playmaking’ in some sources and means the use of playful elements and thoughts in areas that are not the nature of the game. Gamification has been one of the topics discussed in recent years, which can be used to increase efficiency and user interaction. Properly applied gamification in educational environments will lead to better learning of students. This study investigated the impact of gamification on the promotion of environmental literacy of the first-year elementary school students in TehranMethods: The research was conducted as a quasi-experimental study with a pre-test and post-test design along with the experimental group. The statistical population included all male students whose age ranged between 6-7 years, who were studying in the district 15 of Tehran in the academic year of 2021-2022. With multi-stage cluster random sampling method, 60 participants were included in the sample and 30 people were randomly assigned to the experimental group; They have received part of the concepts of environmental literacy through gamification-based education for 12 sessions. The questionnaire was devised by the researcher and its formal and content validity was confirmed by the experts. Also, its reliability was reported using Cronbach's alpha coefficient of 0.86, indicating acceptable reliability. The collected data were analyzed using descriptive and inferential statistics via SPSS 24 software.Findings: The results of the data showed that gamification had a significant and positive effect on promoting environmental literacy (F = 1.57, 70.6 and P = 0.001). Also, gamification made a significant impact in promoting environmental literacy (water consumption management (F = 1.57, P = 0.001), electricity consumption management (F = 1.57, P = 0.001), gas consumption management (F = 0.001, 04 F1.57/58 and P=0.001), waste management (F1.57, 40.8 and P=0.001), forest preservation (F1.57, 337.63 and P=0.001), animal protection (F1.51.06) ,57 and P=0.001) among the students of the first year of elementary school.Conclusion: Taking into account the effective role of gamification in improving environmental literacy (water consumption management, electricity consumption management, gas consumption management, waste management, forest conservation and animal conservation), it can be concluded that the use of gamification in education is a new approach that has caused a wide transformation in the education system and increased the hope of the effectiveness of learning environmental concepts and related literacy among the students.
This research aims to analyze the environmental literacy of the community in Kampung Warna-warni Jodipan (KWJ). Environmental literacy is conducted to determine the community's ability to understand ...and maintain the environment to ensure its balance and prevent pollution. Knowledge and attitudes are important aspects used to measure environmental literacy. This research was conducted on KWJ community involving 83 people as research samples. Data were collected through questionnaires, interviews, and observations using Google Form. Data analysis used Guttman Scale and Likert Scale. The results of data analysis according to the Guttman Scale with a moderate score range (11-16) showed that the community's knowledge is not yet fully maximal in understanding environmental literacy, but with KWJ, the attitudes shown by the community begin to emerge to maintain and preserve their environment. The results of this research can be used as a learning resource for biology in high school class X. This research can be used as a step to improve understanding of environmental literacy.
