Environmental and natural resources damage has come to a very alarming level. For that, students should be given awareness to care for the environment. This can be done by providing understanding of the environment to the students, through a good learning strategy.The study aims to determine the environmental knowledge of students in schools that are the locus of control (high and low) and learning strategies (guided inquiry and open-ended inquiry). The variables into the research object are the environmental knowledge of students in the school (Y), and the Strategy of Learning Inquiry (X1) on locus of Control (X2). The population in this study is all students of the grade XI IPA Madrasah Alawiyah Alwathoniyah 43 North Jakarta, consisting of 3 classes with the number of each consisting of 30 students. Based on the results of the study can be concluded that there is influence of the strategy of learning inquiry and locus of control to the student's environmental knowledge. Furthermore, the results of the study explain that the knowledge of environmental students taught by Open-ended inquiry learning strategy will have a maximum value if used in the low locus of control group, while the high locus of control group Highest score when taught by the strategy of learning guided inquiry.
We investigate the suitable model to carry out environmental engineering primarily in aspects of social resilience and tourism in Plajan Village Jepara Central Java. Using a mixed method, this study shows that social and tourism resilience can be developed by involving stakeholders in the village consisting of communities, entrepreneurs and local governments, as well as academic groups; these forces are communities that work together synergistically and coordinative. “The necessary conditions” for local environmental engineering towards social and tourism resilience in a sustainable manner is the need for village infrastructure, especially for tourist sites or spots that are still lacking in information. This infrastructure can be divided into two things: “gray infrastructure” and “blue infrastructure”. Gray infrastructure is public infrastructure that can disrupt community activities and tourism, such as roads, bridges, social infrastructure, while Blue infrastructure is directly related to local environments such as protected forests and water resources.
This research aims to develop a valid and reliable assessment instrument for measuring students' Higher Order Thinking Skills (HOTS) in environmental education learning. The study follows a research and development design, adapted from the development model proposed by Borg and Gall. The researcher modified the original model into several stages, including (1) gathering information, (2) making a plan, (3) preparing the product form, (4) conducting revisions of the initial product, and (5) implementing the final product. The trial subjects for this research consisted of 34 graduate students enrolled in the Population and Environmental Education Study Program at Jakarta State University. Data collection involved administering a test comprising 20 multiple-choice items related to environmental education learning, specifically focusing on HOTS. The QUEST program was utilized to analyze the collected data, examining the validity, reliability, difficulty level, and question differentiator of the assessment instrument. The results of this research demonstrate the successful development of a feasible assessment instrument for measuring graduate students' HOTS. The instrument exhibits high validity and reliability, ensuring that it accurately measures the targeted higher-order thinking skills. Moreover, the difficulty level and question differentiator of the items are well-balanced, allowing for effective differentiation among students' thinking abilities. This assessment instrument holds significant potential as an alternative tool for evaluating graduate students' HOTS in environmental education learning. It provides educators with a reliable means to assess and monitor students' higher-order thinking abilities, enabling the identification of areas that require further development. By incorporating this instrument into the assessment process, educators can facilitate the cultivation of critical thinking, problem-solving, and creativity skills among graduate students.
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