Environmentally Responsible Behavior and naturalist intelligence: Biology Learning to Support Sustainability

Abstract

Biology learning needs to support sustainable development. This research was a quantitative-qualitative sequential explanatory mixed research. This research aimed to obtain information about the relationship between naturalist intelligence and environmental responsibility behavior. This research was conducted in February-August 2019. Quantitative research data were obtained by using a questionnaire with a Likert scale for the variables. Qualitative research data were obtained by doing interviews and observations. Quantitative data were analyzed using descriptive statistic calculation. The data hypothesis was tested by using a correlation test with the Product Moment Pearson formula. The result of this research showed that there was a positive relationship between naturalist intelligence and environmentally responsible behavior with regress equation Ŷ = 20.331 + 0,7524X. Correlation coefficient (r) = 0.66 and determination coefficient (r²) = 43.56% meant that the interpretation value was strong. r² value means that 43.56% environmentally responsible behavior correlates by naturalist intelligence and 56.44% environmentally responsible behavior is influenced by other factors. Biology learning must have a role to be able to provide innovations related to increasing students' knowledge about the environment. This study concludes that there is a correlation between the two variables.

Environmental behavior of university students

“…The results show that ambient intelligence is the main antecedent of said behavior, with a more significant impact than environmental knowledge or attitude (ß = 0.572). Similar results can be found in the studies by Samsudin et al (2015) and Istiana et al (2020). They also maintain that ambient intelligence has a strong relationship with the environmental behavior of students because this intelligence enhances the ability to understand natural conditions.…”

“…Gardner (2013) and Wahyuni and Mahmud (2016) agree that ambient intelligence is the human ability to understand natural phenomena and demonstrate sensitivity to nature. Authors such as Istiana et al (2020) maintain that environmental intelligence has a strong relationship with the environmental behavior of students because this intelligence enhances the ability to understand natural conditions, recognize the impacts of the deteriorated environment and remain sensitive to the needs of nature. Likewise, Samsudin et al (2015) claim that students who possess ambient intelligence will have instinct, and conscience and develop sustainable behavior.…”

“…Istiana et al (2020) also argue that students who develop environmental intelligence through their education have better environmental behavior because this intelligence improves the ability to understand natural conditions, recognize the impacts of the deteriorated environment and remain sensitive to weather conditions. Other studies indicate that the factors that influence the environmental behavior of students are related to their knowledge and attitude toward sustainability (Chomaini, 2021; Istiana et al , 2020; Suhirman and Yusuf, 2019). However, the models used in these studies have evaluated some of the antecedents of the environmental behavior of students in isolation, and the previous literature requires more robust models capable of analyzing the environmental behavior of students with greater precision (Istiana et al , 2020; Schmitz and Rocha, 2018; Rajapaksa et al , 2018; Tanu and Parker, 2018).…”

“…Other studies indicate that the factors that influence the environmental behavior of students are related to their knowledge and attitude toward sustainability (Chomaini, 2021; Istiana et al , 2020; Suhirman and Yusuf, 2019). However, the models used in these studies have evaluated some of the antecedents of the environmental behavior of students in isolation, and the previous literature requires more robust models capable of analyzing the environmental behavior of students with greater precision (Istiana et al , 2020; Schmitz and Rocha, 2018; Rajapaksa et al , 2018; Tanu and Parker, 2018). To fill this gap, the present study attempts to answer the question of whether it is possible to have a robust model for the analysis of the environmental behavior of university students.…”

The Reflective Thinking Skills of Prospective Teacher on Invertebrate Zoology Course

“…It can be said that one of the important factors for success depends on the role of the teacher. One of the important factors in improving science teachers' performance (biology) is the process of preparing science teachers (Istiana et al, 2020).…”