Fostering students’ problem solving skills and environmental literacy through PBL with natural environmental exploration approach

Abdillah, Racy Rizky; Al-Muhdhar, Mimien Henie Irawati; Biruni, Iqbal Bilgrami

doi:10.1063/5.0043190

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…Effects of a Project-Based Learning Methodology on … International Journal of Instruction, January 2024 • Vol.17, No.1 down the foundations for developing pro-environmental attitudes in the adolescent population that are considered essential in the current environmental crisis (Krettenauer, 2017). On the other hand, it is worth mentioning that in previous studies in other educational contexts, PBL is presented as an efficient methodology in increasing the level of environmental literacy, which coincides with the result obtained in our study (Abdillah et al, 2021;Baran et al, 2021;Suryawati et al, 2020)…”

Section: Open Questionssupporting

confidence: 88%

Effects of a Project-Based Learning Methodology on Environmental Awareness of Secondary School Students

López,

Palacios

2024

INT J INSTRUCTION

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Well into the 21st century, the environmental crisis is more relevant than ever. To face this challenge, citizens with pro-environmental attitudes and adequate levels of environmental awareness are needed. As future adult citizens, adolescents should be a priority for environmental educators. The objective of the study is to determine the effectiveness of the Project-Based Learning (PBL) methodology in the improvement of the level of environmental awareness of secondary school students. To this end, a project related to the surrounding environment was designed and applied in the Spanish educational context. The nature of the research methodology was mixed (quantitative-qualitative), with the application of a pretest-posttest single group design. The instrument used was an environmental awareness test with a Likert-type scale and a set of open questions. The results obtained indicate a statistically significant rise in the level of environmental awareness in the participant group-class, leaving the effectiveness of the PBL in the referred level and educative context patent. There were some limitations in the research, including small sample size and the particular conditions of the exposed context, which should be resolved for future research in other educational contexts in order to generalise the findings of this study. Keywords: project based learning, environmental education, environmental awareness, environmental literacy, secondary education, Spain

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Section: Open Questionssupporting

confidence: 88%

Effects of a Project-Based Learning Methodology on Environmental Awareness of Secondary School Students

López,

Palacios

2024

INT J INSTRUCTION

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“…In that case, cognitive ability is the application of environmental knowledge after going through a reasoning process. As stated by (Abdillah et al, 2021), cognitive abilities are related to information processing, the application of knowledge, and mental activities involving reasoning, problem-solving, and the formation of knowledge concepts. Low cognitive abilities may also be due to students' lack of learning experience, as they may have limited opportunities to interact directly with environmental issues in their surroundings.…”

Section: Resultsmentioning

confidence: 99%

Enculturation of Lombok Coastal Local Wisdom in PBL as A Conservation Learning Strategy to Improve Students' Environmental Literacy

Sukri

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Environmental literacy is essential for students to comprehend environmental issues and sustainable behaviours that can help reduce negative environmental impacts. This research is motivated by the low environmental literacy of students, which is attributed to schools not providing direct learning experiences for students to interact with the environment. This study aims to analyze the effectiveness of students' environmental literacy by applying conservation-based PBL (Problem-Based Learning). The research sample consisted of 104 students from SMAN 1 Lembar selected through purposive sampling. The research method employed a pre-experimental design with a quantitative approach. Environmental literacy tests used test instruments adapted and modified from the Middle Schools Environmental Literacy Survey with indicators of knowledge, cognitive abilities, and attitudes. Data were analyzed using t-test calculations and n-gain. The research results show that conservation-based PBL is efficacious in improving students' environmental literacy based on (1) a significant increase in students' environmental literacy scores at α = 5%, (2) moderate n-gain scores, and (3) there was no difference in n-gain for all groups. Therefore, conservation-based PBL can be considered an alternative for teachers to enhance students' understanding of environmental issues while preparing them to adapt to ongoing climate and environmental changes

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“…With this ability, it can foster environmental literacy and digital literacy in mathematics learning. This is very good for taking into account the psychological problems of students, because positive psychological development is desirable to influence the formation of students' environmental literacy and digital literacy skills (Abdillah et al, 2021). In other words, students who have the 4Cs of mathematics can do a good job (Stiwne & Jungert, 2010).…”

Section: Discussionmentioning

confidence: 99%

Assessment in Educational Context: The Case of Environmental Literacy, Digital Literacy, and its Relation to Mathematical Thinking Skill

Farida,

Aspat Alamsyah,

Suherman

2023

Red

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Digital literacy and environmental literacy are required skills at all educational levels and represent a crucial element for success in 21st century skills, especially mathematical reasoning ability. However, it is not a practical choice for educational contexts to lack simple assessment tools. The purpose of this project is to investigate the possibilities of assessing environmental literacy, digital literacy, and mathematical thinking skill, and to contribute to educational practices. Additionally, the relationship between environmental literacy, digital literacy, and mathematical thinking skill is explored. The sample of this study were all grade 7th – 9th secondary school students (N = 216). A questionnaire measuring environmental literacy and digital literacy as well as a test of mathematical thinking skills were used to collect data. Data were analyzed using JASP software, SPSS 26, Winstep, and Mplus8. Our evaluation proved to be a reliable and valid assessment. Digital literacy and environmental literacy can predict mathematical thinking skill. Concerning this topic in the twenty-first century, the meaning of this study is hugely important for educators and education researchers. La alfabetización digital y la alfabetización ambiental son habilidades requeridas en todos los niveles educativos y representan un elemento crucial para el éxito en las habilidades del siglo XXI, especialmente la capacidad de razonamiento matemático. Sin embargo, no es una opción práctica para los contextos educativos carecer de herramientas de evaluación simples. El propósito de este proyecto es investigar las posibilidades de evaluar la alfabetización ambiental, la alfabetización digital y la habilidad de pensamiento matemático, y contribuir a las prácticas educativas. Además, se explora la relación entre la alfabetización ambiental, la alfabetización digital y la habilidad de pensamiento matemático. La muestra de este estudio fueron todos los estudiantes de secundaria de 7º a 9º grado (N = 216). Se utilizó un cuestionario que mide la alfabetización ambiental y la alfabetización digital, así como una prueba de habilidades de pensamiento matemático para recopilar datos. Los datos se analizaron utilizando el software JASP, SPSS 26, Winstep y Mplus8. Nuestra evaluación resultó ser una evaluación confiable y válida. La alfabetización digital y la alfabetización ambiental pueden predecir la habilidad de pensamiento matemático. En cuanto a este tema en el siglo XXI, el significado de este estudio es de gran importancia para los educadores e investigadores en educación.

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Fostering students’ problem solving skills and environmental literacy through PBL with natural environmental exploration approach

Cited by 6 publications

References 12 publications

Effects of a Project-Based Learning Methodology on Environmental Awareness of Secondary School Students

Effects of a Project-Based Learning Methodology on Environmental Awareness of Secondary School Students

Enculturation of Lombok Coastal Local Wisdom in PBL as A Conservation Learning Strategy to Improve Students' Environmental Literacy

Assessment in Educational Context: The Case of Environmental Literacy, Digital Literacy, and its Relation to Mathematical Thinking Skill

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