The Effect on Environmental Attitude of the Active LearningMethod Applied in Teaching the Biology Topic  CurrentEnvironmental Issues and Human  for 10thGrade Students

ÖZALEMDAR, Lütfiye

doi:10.36681/tused.2021.65

Cited by 11 publications

(5 citation statements)

References 11 publications

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“…While students with ecocentric attitudes use rational, emotional, and rationalistic-emotional reasoning more frequently, anthropocentric students primarily use rational reasoning [37]. It is estimated that students' high level of environmental thinking before education impacts their level of environmental thinking, which remains the same after education [38]. Students can develop their critical thinking skills and environmental attitudes using problembased learning models to solve environmental issues [39].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of students’ environmental attitude instruments: exploratory and confirmatory factor analysis

Izzah,

Sudarmin,

Wiyanto

et al. 2024

IJERE

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One’s environmental attitude can predict human behavior toward the environment. This study aimed to validate the environmental attitude instrument with the science, technology, engineering, and mathematics in ethnoscience-integrated (Ethno-STEM) approach. The questionnaire consisted of 16 items and was tested on 159 eighth-grade students. Data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The communality value of three instrument items was less than 0.5, so they were excluded in EFA stage 1. The EFA stage 2 test results showed that the 13 instrument items had a factor loading of more than 0.5 and were categorized into five factors. The CFA stage 1 was conducted using linear structural relations (LISREL) and obtained thet-value for all items in factors 1-4 more than the t-table, so they were declared valid. Factor 5 was omitted in CFA test stage 2 due to invalid items. The CFA test results showed that the t-count of the four factors was more than the t-table. Based on the goodness of fit value, the model and measurement matrices were the same (model fit). Thus, the environmental attitude instrument items are declared valid, and the model is fit. The instrument can be used to measure environmental attitudes.

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Section: Discussionmentioning

confidence: 99%

Evaluation of students’ environmental attitude instruments: exploratory and confirmatory factor analysis

Izzah,

Sudarmin,

Wiyanto

et al. 2024

IJERE

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“…Several other previous studies that are relevant to ecofeminist learning are about the scientific literacy of students (Safrizal, Sudarmono & Yulia, 2022;Prasad, Utaya, Astina and Utama, 2022;Özalemdar, 2021). Safrizal, Sudarmono, & Yulia (2022) studied science literacy at the Adiwiyata school (a school that carries out environmental education) in Padang, Indonesia, which shows that science literacy indirectly supports the school literacy movement which has been planned by the government and has been implemented in several schools in Indonesia.…”

Section: Introductionmentioning

confidence: 92%

Ecofeminist pedagogy in literary learning to cultivate environmental ethics awareness

Wiyatmi,

Suryaman,

Sari

et al. 2023

tused

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Most countries in the world have experienced environmental disasters. To ameliorate environmental disasters everyone must take part, including those in schools and universities. The aim of the study was to instil and develop ecofeminism awareness by means of ecofeminist pedagogy in the literature class. The study involved students and lecturers of the three universities in the cities of Yogyakarta and Surakarta, Indonesia. The study was conducted in two semesters (February -May and September -November 2018). The findings show that the ecofeminist pedagogical model of learning was able to cultivate and elevate students' ecofeminism awareness as indicated by their willingness to be involved in taking care of and preserving the environment in their daily life activities, individually or in groups. This attitude was evident in the lecturers' and students' knowledge and skills in reading, selecting, and interpreting literary works that raise ecofeminism issues as source texts revealed in the essays that were written and compiled in book form. Publication of this book was one of the efforts to disseminate the ideas and knowledge of ecofeminism. Finally, after attending the ecofeminist pedagogical classes, students were also expected to take part in and be responsible for the preservation of the environment and Earth and appreciate gender equality. These findings can be used as a model for learning other subjects, especially at universities that have a green campus vision.Wiyatmi, Suryaman, Sari & Dewi, 2023 253 nature and the repression of women. Ecofeminism claims that nature and women in the patriarchal system are regarded as objects and property to be exploited (Warren & Chaney, 1991;Candraningrum, 2013). Ecofeminism was born as a social movement to struggle against the exploitation of both nature and women (Warren & Chaney, 1991; Harvester & Blenkinsopp, 2010;Tong, 2013). According to this paradigm, the subjugation of women and nature go hand-in-hand. Indeed, gender bias permeates in all walks of life including education. To quote but two studies, sexism is often perpetuated in education as proven by school textbooks (Papadakis, 2018;Papadakis et al., 2018). It is important to deconstruct gender stereotypes along with advocacy for environmental protection at the earliest age.At the present time, numerous countries around the world including Indonesia are faced with critical ecological conditions (

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“…Environmental knowledge gained through education is positively and significantly important to preserve the environment (Azhar et al, 2015;Erdogan & Ozsoy, 2007;Sontay et al, 2015). Environmental education teaches students the importance of preserving the environment-it increases students' awareness, directs students, and shapes their attitudes toward preserving the environment (Hassan & Pudin, 2011;Mulyana, 2009;Özalemdar, 2021). Environmental education aims to increase people's understanding and concern and is oriented toward preventing environmental damage and finding solutions to environmental issues.…”

Section: Factors Affecting Pro-environmental Behaviour Of University ...mentioning

confidence: 99%

Factors affecting pro-environmental behaviour of Indonesian university students

Hastuti,

Arisanty,

Muhaimin

et al. 2024

tused

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The Effect on Environmental Attitude of the Active LearningMethod Applied in Teaching the Biology Topic CurrentEnvironmental Issues and Human for 10thGrade Students

Cited by 11 publications

References 11 publications

Evaluation of students’ environmental attitude instruments: exploratory and confirmatory factor analysis

Evaluation of students’ environmental attitude instruments: exploratory and confirmatory factor analysis

Ecofeminist pedagogy in literary learning to cultivate environmental ethics awareness

Factors affecting pro-environmental behaviour of Indonesian university students

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