<p style="text-align: justify;">This study was intended to display the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiwiyata and non-Adiwiyata high schools, and (b) EL of students in Grade X and XI, Adiwiya and non-Adiwiyata high schools in Malang-East Java, Indonesia. The survey involved 275 students. The respondents were from four state high school i.e. SMAN 1, SMAN 3, SMAN 4, and SMAN 7. Data were taken via MSELS questionnaire that was modified and filled online. Aspects of EL include ecological knowledge, environmental affect, cognitive skills, and behavior. The results of multivariate analysis showed that the level of students’ EL was significantly influenced by school type and grade. However, the interaction both of them had no significant effect on their EL. Univariate results on school type factor informed that significant differences occured in all aspects of EL, where the lower identified level of students in Adiwiyata schools compared to Non-Adiwiyata was only in the environmental affect. On the other hand, the significant influence of grade level only occurred in cognitive skills aspect. Broadly speaking, all data analyzes concluded that the application of the Adiwiyata program was able to bring a positive impact on the level of students’ EL. There was also a tendency that the higher the student's grade, the better their EL level.</p>
Based on previous researches, it was known that deciding a proper learning strategy is crucially needed to foster students’ 21st century skill through learning activities. This research is a classroom action research with two cycles and uses Lesson Study approach. This research aims to understand the implementation of PBL combined with TPS in enhancing students’ scientific literacy and communication skill. In this research there were one model teacher, four observers and twelve students as subjects. The first cycle was conducted in March 6th 2018 while the second cycle was done in April 4th 2018. Instruments used in this research are observation sheet for observers, worksheet with scoring rubric to measure students’ scientific literacy skill and students’ learning experience questionaire for students using Likert scale. The results show that students’ scientific literacy skill is increased from 50% in cycle 1 into 79% in cycle 2. Students’ communication skill is also increased from 54% in cycle 1 into 70% in cycle 2. Results from observers show that PBL combined with TPS enhances student’ learning activities and communication skills in class. It can be concluded that the implementation of PBL combined with TPS enhances students’ scientific literacy and communication skill.
Scientific Literacy (SL) is an important competency to deal with and keep up with the increasingly sophisticated technological developments. However, information about the SL of prospective gifted young scientists over 15 years old has not been widely revealed holistically. Therefore, this survey research aimed to investigate the SL performance of prospective gifted young scientists holistically and compare the SL performance based on the grade level. A total of 278 students from a public senior high school in Jombang Regency, East Java Province, Indonesia, participated in this research. They were asked to take the SL test with 18 essential question items. As a result, the participants still showed low SL performance (total success rate = 40). The one-way ANOVA test results indicated no significant difference in the participants' SL performance based on the grade level. Therefore, three recommendations were provided: teachers should use various learning models, SL should be an explicit focus in science and non-science classrooms, and schools need to be equipped with supporting facilities to accommodate student readiness to practice SL.
Environmental damage is the effect of negative impacts on the natural environment caused by human activities. The importance of empowering knowledge and caring for the environment in students so that they can participate in protecting and preserving the environment. The purpose of this research is to describe literacy and environmental awareness to preserve the environment and the relationship between environmental literacy and awareness to preserve the environment. This research method uses descriptive quantitative research and research techniques using a questionnaire with a sample of 50 students using a random sampling technique in the Adiwiyata school program, especially junior high school students. The instruments used were student characteristic sheets, environmental literacy, and environmental awareness questionnaires. Research data were analyzed descriptively and the relationship between literacy and environmental awareness used correlation analysis using SPSS. The results showed that students' environmental literacy was classified as moderate to high with a score of 1.6 – 3.20. The average value of students' environmental awareness is 73% indicating that students have a caring attitude toward environmental problems. Environmental attitudes and environmental awareness also have a significant relationship (sig <0.05). Through environmental literacy and awareness, students will have the potential to protect and preserve the environment.
It is necessary to build students’ responsibility character when dealing with life problems such as environmental pollution. Because there is much pollution, it is important for students to analyze the condition of the polluted environment because they are expected to overcome the problems. The effort made is to teach students using problem-based learning modules. This module contains material of macrozoobenthos diversity as bioindicators of river water quality. This study aims to determine the effect of macrozoobenthos diversity as a bioindicator module based on problem-based learning on students’ environmental attitudes. The research design is quasi-experimental using a nonrandomized control group pretest-posttest design. The sample in this study was 60 students divided into experimental class and control class. The test results showed that the significance value for PBL modules is 0,016 ≤ 0.005, so the hypothesis is accepted. There is a difference between students who use the PBL module, which improves students’ environmental attitudes than science textbooks. Students’ initial environmental attitudes also influence it.
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