Environmental literacy is indicated as one element of learning that is able to solve environmental problems. However, the extent to which the environmental literacy component is embedded in various levels of education has not been revealed much. This study aims to determine the environmental literacy of students in several countries, starting from primary school to university level. Research of the content analysis model was carried out by analyzing 25 articles from international journals and proceedings during 2012-2018. Environmental literacy instruments in this study refer to the evaluation of environmental literacy developed by Liang. The data analysis was performed quantitatively and presented as a percentage. The results showed that the majority of environmental literacy components that were widely studied and developed included cognitive, affective, and psychomotor (48%). Furthermore, junior high school (30.77%) and senior high school (23.08%) were chosen as research subjects in an effort to form a literate generation of the environment. The results of this study can be followed up with the optimization of efforts to strengthen environmental literacy through an appropriate learning process.

<p><strong>Abstract:</strong><strong> </strong>The purpose of developing e-modules based on this contextual approach is to determine the quality, feasibility, and effectiveness of the developed e-modules. This research uses ADDIE model divided into five stages, analysis, design, development, implementation, and evaluation. The results of this study are e-modules based on a contextual approach to the reflex movement, the average overall evaluation criteria are very good, namely media experts by 84%, learning experts by 84%, biology teachers by 69%, small class trials by 80% and large.</p><strong>Abstrak: </strong>Tujuan dari pengembangan <em>e-modul </em>berbasis pendekatan kontekstual ini adalah untuk mengetahui kualitas, kelayakan, dan keefektifan <em>e-modul </em>yang dikembangkan. Penelitian ini menggunakan model ADDIE terbagi lima tahap, yaitu a<em>nalysis, design, development, implementation,</em> dan e<em>valution. </em>Hasil penelitian ini berupa <em>e-modul </em>berbasis pendekatan kontekstual pada sub materi gerak refleks, rata-rata penilaian keseluruhan kriteria sangat baik yaitu ahli media sebesar 84%, ahli pembelajaran sebesar 84%, guru biologi sebesar 69%, uji coba kelas kecil sebesar 80%dan uji coba kelas besar sebanyak 74%. Berdasarkan hasil penilaian tersebut, <em>e-modul</em> berbasis pendekatan kontekstual pada sub materi gerak refleks sangat layak digunakan sebagai media/bahan ajar di sekolah.

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Environmental problems in Indonesia increase the government's efforts in shaping students' environmental care character through the Adiwiyata program. This study was conducted to determine differences in environmental literacy between Adiwiyata and non-Adiwiyata schools in Senior High School (SHS) in Sleman Regency, Yogyakarta. This survey research using a conventional sampling technique. The sample involved in this study was 1,568 students from nine schools in Sleman Regency. The data collection instrument refers to the instrument developed by the North American Association for Environmental Literacy (NAAEE) and is supported by interviews and observations. Measurement of environmental literacy in this study was carried out in two domains: competence and disposition. Comparative data analysis used the Mann Whitney test assisted by SPSS 25 for windows. The results showed that students' environmental literacy in the Sleman Regency was included in the good category in the competency and disposition domain. Environmental literacy abilities in Adiwiyata and non-Adiwiyata schools differ, both in the competency domain which includes competence (sig <0.05) and environmental literacy (sig 0.002), and in the disposition domain with sig <0.05. These results concluded that there were differences in students' environmental literacy skills between Adiwiyata and non-Adiwiyata schools. This research recommends that schools initiate programs to strengthen environmental literacy through strengthening the character of caring for the environment.

This study aims to determine the extent to which the use of non-classroom learning methods in high school. The environment is a natural laboratory that is available which must be utilized maximally in learning. By learning outside the classroom students will be faster in understanding the material to be studied because they are directly dealing with objects. The method used in this study is a meta-analysis. Data is collected from various literature relating to outdoor learning. Data collection techniques are using primary and secondary data. Conclusions can be shown after the data is analyzed. The results of this study are to determine the effectiveness of the use of outdoor learning that is adapted to the subject matter that is suitable for outdoor learning. The environment is a real object and can be used directly by students in learning. Many objects found in the environment can be used as a source of learning for students.