The Role of Eco-School Program (Adiwiyata) towards Environmental Literacy of High School Students

Nurwidodo, Nurwidodo; Amin, Mohamad; Ibrohim, Ibrohim; Sueb, Sueb

doi:10.12973/eu-jer.9.3.1089

Cited by 69 publications

(63 citation statements)

References 76 publications

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“…This component has been shown in ethnoscience-based learning to improve students' EA. 1,6 Unfortunately, technology is becoming increasingly advanced and literacy has failed to improve social behaviour. Besides the effect on the education system that utilizes formal science from indigenous knowledge in the form of customs, local wisdom, and cultural traditions as learning resources, high school students do not focus on their interactions with the environment.…”

Section: Discussionmentioning

confidence: 99%

“…The assumption of EA is based on the conscious mind to regulate reason, which is a part of the attitude naturally forming social issues. 6,21 This implies not only knowledge of the environment but also the attitudes, values, and skills needed to responsibly solve environmental issues. 21 The indicators of students' EA and the relevance of environmental learning are explained in Table 1.…”

Section: Data Collectionmentioning

confidence: 99%

“…1 Based on environmental care, 17,18 EA assumes conscious thought in managing the environment is a factor in protecting and maintaining the environment. 19,6,20 This does not only demonstrate the understanding of the natural environment but also the attitude, value, and, skills required to address environmental issues. 21,22 Environmental education enhances people's knowledge and awareness about the environment and induces environmental care behaviour.…”

Section: Introductionmentioning

confidence: 99%

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Analysing students’ environmental awareness profile using strategic environmental assessment

et al. 2021

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Background: Environmental awareness (EA) is a part of character education ignored by most students. This indifference tends to affect other students’ by not only in protecting and preserving the current environment but also in preventing and repairing the damage that occurs in the environment. This research analyses students' EA profile, based on the findings of LISREL 8.8 Confirmatory Factor Analysis. Methods: Research subjects included 131 students from Senior High School State 1 Selomerto Wonosobo, Central Java Province, Indonesia. Based on the Slovin formula, the number of samples is representative of the total population (N: 185; error tolerance: 0.05). Data were collected through non-test questionnaires and observation of Strategic Environmental Awareness (SEA). Quantitative descriptive data analysis on EA indicators (Care, Curiosity, Critical, Dependability, Responsibility, and Local Wisdom). Results: The EA profile of high school students was categorised sufficiently. This revealed the following results: a) the SEA instrument is effective in identifying students’ awareness about current environmental issues and meets model fit criteria (P-value 0.25>0.05; RMSEA 0.095; NFI 0.67); b) the SEA instrument is valid and reliable in accurately determining students’ EA profile; c) although the Responsibility profile was significant (t >1.96), other variables did not meet this significance criteria (EA 1a: ‘Care towards environmental damage’ under the Care profile; EA 3b: ‘Contributing towards preserving the environment’ under the Critical profile; and EA 6b: ‘Aware of local potentials’ under the Local Wisdom profile); d) evaluation of the expected changes in SEA is modified through an ethnoscience approach and the socioscientific issues strategy. Conclusions: Students’ lack of awareness of the environment and understanding of their regional potential fails to contribute towards creating a sustainable environment. Profile analysis in exploring attitudes, values, and ethics towards the environment are important, as it helps recognize students’ behaviour.

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Section: Discussionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analysing students’ environmental awareness profile using strategic environmental assessment

et al. 2021

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“…In this regard, it is important to fully understand the environmental awareness of prospective teachers and teach them why we need to protect the environment. Several studies have been conducted to explore environmental awareness through environmental education (Chen et al, 2020;Fu et al, 2018;Moseley et al, 2019;Nurwidodo et al, 2020).…”

Section: Literature Review Environmental Awarenessmentioning

confidence: 99%

“…Environmental issues, especially pollution, are very appropriate to test environmental awareness through SSI-based learning and interpersonal interactions when developing PSTs' soft skills. In addition, when being taught, students are required to select reputable information in a structured manner from various data sources, in order to make decisions and conclusions as democratic citizens (Hilton & Canciello, 2018;Nurwidodo et al, 2020;Visintainer & Linn, 2015;Walters et al, 2018). At this point, improving their creative skills, problem-solving, environmental attitudes, and behavior are considered to be the main elements for increasing the soft skills and environmental awareness of preservice teachers.…”

Section: Introductionmentioning

confidence: 99%

Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness

Susilawati¹,

Aznam²,

Paidi³

et al. 2021

EUROPEAN J ED RES

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This research aims to investigate the effect of socio-scientific issues (SSI) based instruction on preservice science teachers' soft skills and environmental awareness. By applying cluster random sampling, 83 preservice science teachers (PSTs) were selected from the Department of Science Education at a university in Indonesia. The participants were divided into two groups which comprised the experimental group who were taught using SSI-based instruction, while the control group received direct instruction. The quasi-experimental study was carried out through a pre-and posttest control group design. Data was gathered quantitatively using soft skills and environmental awareness questionnaires. The soft skills questionnaire comprised six sub-skills questions: communication, collaboration, problem-solving, creativity, teamwork, and social interaction. The environmental awareness questionnaire contained questions about the PSTs' attitudes, behavior, and willingness to act. These sub-skills were developed based on literature studies and reviews of previous studies. Face validity was conducted by the experts, and Cronbach's alpha coefficients of 0.84 (for soft skills) and 0.86 (for environmental awareness) were obtained. The data were analyzed using the Wilcoxon signed-rank test. The result showed that SSI-based instruction had a significant effect on improving preservice science teachers' soft skills and environmental awareness. After being taught using SSI-based instruction, all the sub-skills of the soft skills of the experimental group had increased compared to before. A similar trend was also found in their scores for environmental awareness. All the components of environmental awareness, after lecturing using SSI-based instruction, showed a significant increase compared to before. These results support the claim that SSI-based instruction fosters soft skills and promotes environmental awareness.

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Environmental design as a component of block‐based programming

Geng

2022

Comp Applic In Engineering

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The research purpose is to analyze how block‐based programming, introduced in parallel with classical school education, will be an effective tool for developing environmental awareness among students. The research proposes a well‐developed theoretical program on environmental literacy and a practical Science, technology, engineering, and mathematics (STEM) project creating an eco‐house model with a weather station and alternative energy sources in a regular secondary school in Shanghai. The sample involved school students of the seventh grade, equally divided into two groups: the control group (learnt only a theoretical program) and the experimental group (learnt both a theoretical program and a practical STEM project). At the end of the school year, students passed an environmental literacy test. The differences between the control and experimental groups were statistically significant. The experimental group has the advantage in all parameters: it has the highest scores and a large number of students who showed a high and very high level of knowledge. The results prove the methodology effectiveness of the experimental group in terms of developing sensitivity to the environment, cognitive abilities, ecological analysis, and preserving the environment. It was found that overall academic performance correlates significantly with both test scores and project scores. The highest scores were for the project, which indicates the effectiveness of block‐based programming in the learning of the experimental group, their implementation of new ideas based on the acquired knowledge, success in decision‐making, and experience that went beyond previous achievements.

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The Role of Eco-School Program (Adiwiyata) towards Environmental Literacy of High School Students

Cited by 69 publications

References 76 publications

Analysing students’ environmental awareness profile using strategic environmental assessment

Analysing students’ environmental awareness profile using strategic environmental assessment

Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness

Environmental design as a component of block‐based programming

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