Developing positive attitudes towards environmental management: Constructivist approach

Yustina,; Osman, Kamisah; Meerah, T. Subahan Mohd

doi:10.1016/j.sbspro.2011.04.412

Cited by 7 publications

(7 citation statements)

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“…In accordance with the opinion, Ardyansyah (2011) and Sardiman (2007), said that a teacher or educator should raise the interest of students who are interested in the subject matter to be learned by presenting interesting teaching materials, designing learning activities for the students to feel free in actively trying things that they have learned. Motivation for being concerned about on the environment will develop a positive attitude in the application of environmental knowledge which will induce positive, real, consistent and active participation of students in daily life on an ongoing basis which will lead to formation of habit and character building (Yustina et. al 2011).…”

Section: The Development Of Character-based Curriculum On Students' Mmentioning

confidence: 99%

“…According to Yustina (2011), environment-based (Lingkungan Hidup) curriculum development is able to impact positively towards students' attitude and participation, apart from fostering a culture of environmental concern that need teachers from different disciplines to collaborate in implementing curriculum development particularly for co-curricular activities.…”

Section: Introductionmentioning

confidence: 99%

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Increase Motivation and Knowledge the Environment through Contextual Model

Yustina¹,

Febrita²

2013

ASS

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The purpose of this exploratory study is to determine the development of curriculum Environmental Sciences which applies scientific lecture materials that are integrated in the environment, application of environmental knowledge, and character development curriculum on motivation. This study involved 45 students who were selected randomly. Data from samples were obtained by using a questionnaire. Validity and reliability of the survey instrument was conducted by performing a pilot study involving 30 students. The findings of the pilot study as a whole shows that each aspect has high reliability with Cronbach alpha values between 0.77 to 0.823. The findings of the study were analyzed using SPSS software 19.0. The analysis of the results showed that the development of curriculum Environmental Sciences which applies scientific lecture materials that are integrated in the environment is at a good level of motivation; the implementation of environmental knowledge is at the average or moderate level of motivation; and character development curriculum is at the high level of motivation. These findings provide information to various stakeholders to develop environment in order to engage students in a campaign or expansion activities in the environmental awareness among the public.

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Section: The Development Of Character-based Curriculum On Students' Mmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Increase Motivation and Knowledge the Environment through Contextual Model

Yustina¹,

Febrita²

2013

ASS

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“…The teacher often explains and gives information about phenomena and biological concepts verbally, less contextual, and the teacher often poses low-level questions. Biology learning is still oriented toward mastery of concepts, and it lacks students' active involvement in the learning activities (Amin, 2017;Suryawati et al, 2010;Yustina et al, 2011). The results of those research indicate that the empowerment of students' metacognitive skills has not been optimally carried out.…”

Section: The Profile Of the Students' Metacognitive Skillsmentioning

confidence: 99%

Metacognitive skill profile of biology education students at institute of teachers’ education in South Sulawesi, Indonesia

Adiansyah¹,

Amin

Yani³

2022

JPBI

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Metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. However, these skills still need to review whether these skills have been empowered by educators, particularly in universities. This research was aimed at determining the metacognitive skill profile of Biology Education students at the Institute of Teachers’ Education in South Sulawesi, Indonesia. This research used a descriptive quantitative method. The population of this research was all the students of the Biology Education Study Program at the non-state Institute of Teachers’ Education in South Sulawesi. The samples of this research were 356 Biology Education students in the second semester who programmed the Environmental Science course in the 2020/2021 academic year. The instrument used in this research was an essay test to measure students’ metacognitive skills in the Environmental Science course. The results of the data analysis indicate that the students’ metacognitive skills are in the category of undeveloped as much as 89.27%. Therefore, some efforts to improve students’ metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective Biology teacher students.

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“…Student's responses towards this teaching is primarily in the form of revising information given by the teacher. Teachers are primarily "subject matter oriented only", focusing on the discussion of content without the consideration of students learning (Depdikbud, 2005;Suryawati, Osman & Meerah, 2010;Yustina, Osman & Meerah, 2011). Here the learning process focuses on the teacher, while the student's science skills and attitude are not given the opportunity to develop.…”

Section: Introductionmentioning

confidence: 99%

Fostering Science Process Skills and Improving Achievement Through the Use of Multiple Media

Osman

Vebrianto

2013

JBSE

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The study focuses on how best to foster the science process skills and improving achievement of secondary schools students in Riau Indonesia. This research used a quasi-experiment method which involved two experimental groups and one control group. The first experimental group used an environment learning module based on Information Communication Technology (ICT), whilst the second experimental group used the environmental module without ICT. The third group went through the teaching and learning process using conventional methods. The instruments used were the Science Process Skills test and students’ achievement test. Analysis of the findings was done descriptively followed by subsequent inferential analysis using ANOVA and MANOVA tests. It was found that there exist significant differences in science process skills and achievement between the two experimental groups and the conventional group. Based on the findings, it is suggested that science teachers need to be adroit in varying their teaching approaches as well as orientating themselves in using ICT in their teaching. Key words: Information Communication Technology, science process skills, science teaching and learning

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Developing positive attitudes towards environmental management: Constructivist approach

Cited by 7 publications

References 1 publication

Increase Motivation and Knowledge the Environment through Contextual Model

Increase Motivation and Knowledge the Environment through Contextual Model

Metacognitive skill profile of biology education students at institute of teachers’ education in South Sulawesi, Indonesia

Fostering Science Process Skills and Improving Achievement Through the Use of Multiple Media

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