The effect of intention to act and knowledge of environmental issues on environmental behavior

Nowadays, environmental problems have become a significant problem caused by humans because almost all environmental changes are motivated by human behavior. Namely that unfriendly behavior in the environment extends to the community, to gain personal benefits or pleasures for many members of the community who damage the environment, even though they know the consequences of their actions (Lee, Kim, Kim, & Choi, 2014; Meyer, 2015; Rood & Steck, 2019). Many environmental changes occur due to human behavior that does not manage the environment properly (Byerly et al., 2018; Farrow, Grolleau, & Ibanez, 2017). The environment has changed, where a lot of environmental damage is caused by human activity (Lakoff, 2010; Pe’er, Goldman, & Yavetz, 2007). Several previous studies have reported that environmental damage and environmental changes cause AR T IC L E IN F O ABST R AC T


INTRODUCTION
Nowadays, environmental problems have become a significant problem caused by humans because almost all environmental changes are motivated by human behavior. Namely that unfriendly behavior in the environment extends to the community, to gain personal benefits or pleasures for many members of the community who damage the environment, even though they know the consequences of their actions (Lee, Kim, Kim, & Choi, 2014;Meyer, 2015;Rood & Steck, 2019). Many environmental changes occur due to human behavior that does not manage the environment properly (Byerly et al., 2018;Farrow, Grolleau, & Ibanez, 2017). The environment has changed, where a lot of environmental damage is caused by human activity (Lakoff, 2010;Pe'er, Goldman, & Yavetz, 2007).
Several previous studies have reported that environmental damage and environmental changes cause A R T I C L E I N F O A B S T R A C T changes in ecosystem function (Cheng & Homer, 2015;Kollmuss & Agyeman, 2002), almost all countries experience this problem. Various factors are indicated as triggers of environmental issues. It appears, such as changes in natural resources, technological changes and development, pollution, and the most important factor is human activity. Human activity is said to be an essential factor because of their role as agents of environmental conservation (Cheng, Wu, & Huang, 2013;Vaske & Kobrin, 2001). Human activities or actions, however small they may be, are oriented towards environmental activities.
Education is identified as one of the effective ways to appear in the social-cognitive community. In this case, the teacher should be the essential agent as a pioneer in environmentally sound behavior campaigns. The environmentally sound behavior that is shown continuously, which refers to or is stimulated by the values or norms or criteria contained in the concept of environmental insight (Guerranti, Martellini, Perra, Scopetani, & Cincinelli., 2019;Marisa & Brulle, 2003;Schill, Winkel, Diallo, & Barbarossa, 2019). Teachers who have the opportunity to carry out environmental behavior campaigns are biology teachers because they introduce students to the environmental problems. This is directly the biology teacher is considered master of the environment and environmental issues in this case knowledge of environmental issues (Li, Zhao, Ma, Shao, & Zhang, 2019;Shi & Song, 2019;Wang, Zhang, Cao, Duan, & Hu, 2019). In the end, the teacher knows how to act rationally in behaving environmentally.
The 21 st century is also faced with environmental problems that need to be resolved. Environmental changes that occur are caused by humans, not paying attention to environmental damage. Humans in the 21 st century need to pay attention to changes in the environment. According to Gkargkavouzi, Halkos, & Matsiori, (2019), environmental problems in the 21 st -century are faced with environmental damage that is not given enough attention by humans. Humans only focus on technological developments and do not see adverse effects.
Understanding knowledge of environmental issues is the assessment or opinion of someone in responding to environmental issues (Jannati & Nazarpour, 2019;Malvestio, Fischer, & Montaño, 2018). More knowledge about environmental issues that are owned by individuals, the better behavior will be towards to the environment. According to Nakamura, Takahashi, & Vertinskyc, (2001) which states that behavior models are largely determined by the basic needs of knowledge. Basically, humans will act to protect their needs. It is reinforced by the theory of planning behavior (TPB) intention to act is the feeling of wanting to be influenced by environmental and functional needs of life. According to Brönmark & Hansson, (2002) that environmental responsibility behavior is determined by various situational factors such as knowledge of environmental issues and intention to act.
However, information that illustrates the pattern of relations between knowledge of environmental issues and the intention to act on environmentally sound behavior has not been widely discussed, but both are considered more partially (Shafii et al., 2019;Yilmaz, Boone, & Andersen, 2004). This study aimed at determining the correlations between intention to act, environmental issues knowledge, and environmental behavior on biology teachers in State High Schools of Pandeglang Regency. The importance of this research is the results of this study will obtain information related to the relationship between intention to act, environmental issues knowledge, and environmental behavior. The results of this study will be the basis for providing information to humans that intention to act and environmental issues knowledge is essential in the development of human-environmental behavior. In the 21 st century, humans need to realize how important intention to act, and environmental issues knowledge are in solving environmental problems.

METHOD
This study used quantitative descriptive research, namely the type of research that emphasizes testing theories through measuring research variables with numbers and requiring data analysis with statistical procedures. The measuring instrument of this study was in the form of tests and non-tests (questionnaires). This study used path analysis models because, among independent with dependent variables, there are mediating influences. This study consisted of three variables. Namely, the independent variable (knowledge) about environmental issues, intention to act (mediation) while the dependent (dependent) behavior of biology teachers is environmentally sound.
This research was conducted in-State High Schools in Banten Province academic year of 2018/2019. The target population in this study were all biology teachers in Banten Province. In contrast, affordable populations in this study only used a sample of Biology educators in Pandeglang District High School as many as 51 educators. The path analysis design is explained in Figure 1.
Data collection techniques in this study were carried out in the form of scores on biology teacher behavior variables with environmental insight, knowledge of environmental issues, and intention to act. The tool used was divided into two types, namely test and non-test, a multiple-choice test measuring instruments to measure knowledge of environmental issues. In contrast, non-test measuring instruments were in the form of questionnaires to measure the intention to act and environmentally friendly biology teacher behavior. Knowledge instruments on environmental issues are used aspects of knowledge, namely: (1) factual knowledge, (2) conceptual knowledge, (3) procedural knowledge; (4) metacognitive knowledge about climate change, environmental pollution, environmental destruction, biodiversity (Bian, Inyang, Daniels, Otto, & Struthers, 2010;Pimentel et al., 2004). The instrument of intention to act using the dimension of the desire to protect the environment, the desire to preserve the environment, the desire to utilize natural resources, whereas environmentally sound behavioral instruments used the renewable, substitution, interdependency, adaptation dimensions.
The knowledge instrument was validated with biserial point formula and reliability. While the intention-to-act instrument and environmentally friendly biology teacher behavior were validated with the pearson product moment formula and reliability with the cronbach alpha formula. Prerequisite tests used the kolmogorovsmirnov normality test (α = 0.05) using the SPSS 22.0 program, and the homogeneity test used one-way anova analysis test technique. Test of significance and linearity regression used the F-test, calculation of the correlation coefficient using the moment of pearson products. The results of the significance test of the correlation coefficient with the t-test were continued using path analysis.

RESULTS AND DISCUSSION
The results of Kolmogorov-Smirnov normality on the environmental issue knowledge variable (X1) are 0.200. In contrast, the significance value of the intention to act (X2) variable and the environmentally friendly biology teacher behavior were 0.200 and 0.154, respectively. Thus, the significance of the three variables (> 0.05) can be concluded that the data came from populations that are normally distributed. Based on the results of data calculations to compile a model of the regression equation between knowledge of environmental issues and intention to act in the sequence 126,089 and 0,527. The regression equation between the personality variable and the intention to act is X2 = 126,089 + 0,527 X1. Regression calculation between knowledge of environmental issues and intention to act can be seen in Table 1. Based on the results of the significance test, the regression line equation between knowledge of environmental issues and intention to act shows the calculated value of 2.734 with a significance value of 0.009. Thus, equality is a significant variable or shows the influence of knowledge of environmental issues on the intention to act. Similar results are also shown for the regression equation of the environmental problems knowledge on environmentally sound behavior (REB) (X1 against X3) and intention to act on REB's environmentally sound behavior (X2 against X3). Testing the significance of knowledge equality in environmental issues on environmentally sound behavior (REB) shows a value of 3.748 with a consequence of 0,000, while the value calculated for the equality of intention to act against REB is 4.130 with a significance of 0,000. These results indicate that there is a significant relationship between knowledge of environmental issues with environmentally sound behavior (REB), as well as the relationship between intention to act and environmentally sound behavior (REB). The results of the calculation of the correlation test between variables in this study obtained data as in Table 4. The correlation coefficient matrix between variables found a correlation between knowledge of environmental issues and intention to act was R1,2 = 0.364, while the correlation between intention to act and REB was R2.3 = 0.508. After each correlation coefficient is obtained, the next step is to calculate the path coefficient. Direct and indirect effects explained to Table 5. Based on the results of the correlation test in Table 5, knowledge variables on environmental issues and intention to act 0.364 with a significance value (<0.05), so that the correlation between knowledge of environmental issues and the intention to act is significant. Meanwhile, the path analysis coefficient shows that t-count values (2.734)> t table (2.6777) so that the intention to act variable is directly influenced positively by knowledge of environmental issues. These results indicate that knowledge of positive environmental issues shows the tendency of biology teachers to act positively on the environment better. The results of a metaanalysis of studies on aspects of environmental behavior found that environmental behavior is positively correlated with the level of understanding of individuals for environmental problems (Anderson & Bateman, 2017;Marsh & Bugusu, 2007). People with adequate conservation knowledge tend to do more tasks such as recycling waste and are willing to devote themselves to the task of environmental protection (Ajzen, 2011;Schultz, 2002).
The results of the correlation coefficient of intention to act on environmentally sound behavior (REB) show the same results as the correlation between knowledge of environmental issues and the intention to act. Based on the results of the coefficient calculation (Table 5) shows that t-count values (4,130) > t-table (2.6777). These results indicate that the behavior of biology teachers with environmental insight is positively influenced by the intention to act. The desire to act someone becomes a determinant in behaving towards the environment (Farrow et al., 2017;Lakoff, 2010). Environmental knowledge influences behavioral intentions positively and influences environmental sensitivity and environmental responsibility (Kollmuss & Agyeman, 2002;Marisa & Brulle, 2003;Vaske & Kobrin, 2001).
However, the path coefficient of the indirect influence of the knowledge variable on environmentally sound behavior (REB) is 0.185. These results indicate that knowledge of environmental issues does not directly affect the behavior of biology teachers with environmental insight but through the intention to act. Contextually, it can be said that if the teacher has positive knowledge of environmental issues, indirectly, the teacher has environmentally sound behavior because they have the intention to act well. According to Guerranti et al., (2019), showing that environmental knowledge correlates with environmental actions.
The Theory of Reasoned Action (TRA) explains that intention to act is a representation of knowledge (Malvestio et al., 2018;Shafii et al., 2019). The formation of environmentally sound behavior was supported by three components that were very difficult to separate, namely: knowledge, feelings, and desires to act (Pimentel et al., 2004;Yilmaz et al., 2004). Therefore, the results of this study can be used as reinforcement concepts that have been trusted. However, it is necessary to develop knowledge factors for more specific environmental issues that have the most significant influence on the behavior of environmentally friendly biology teachers.
Environmental knowledge is a set of ecological knowledge possessed by individuals about the environment. Environmental knowledge is a basic knowledge owned by a person about things that can be done to assist in environmental protection activities (Profitiliotis & Loizidou, 2019;Stafford & Jones, 2019). Knowledge about the environment can affect a person's attitude. The higher the level of environmental knowledge and attention possessed by a person, the higher the ecological attitude possessed by a person compared to someone who does not have knowledge and attention to the environment, which in turn influences their ecological behavior (Lamnatou & Chemisana, 2017;Saud, Gelcich, & Barraza, 2018). The better environmental knowledge possessed by someone, the more someone will know about the quality of environmentally friendly so that it will increase their motivation to develop environmentally-friendly (Gay & Sánchez, 2019;Jia, Soucie, Alisat, Curtin, & Pratt, 2017).
There are four environmentally friendly behaviors, namely how often to bring food from home, how often to bring water bottles (not bottles) from home, how often to put trash in its place, and how often to separate organic and inorganic waste (Bancheva, 2019;Julinová, Vaňharová, & Jurča, 2018). Of the four behaviors, putting rubbish in place gets the highest value, followed by bringing his own drinking water bottle from home, bringing his own food from home, and the low one is sorting out organic and inorganic waste (O'Neill, 2017;Seredkin, Zabolotsky, & Jeffress, 2016).
Three factors are indicators of environmental attitudes: (1) environmental protection, namely the practice of protecting the natural environment at the individual, organizational or government level, for the benefit of the environment and humans; (2) the role of the government, namely the government which has the authority to regulate and develop policies in the framework of managing or controlling matters relating to environmental management; and (3) personal norms, namely acts of concern for the environment, which are based on own principles adopted by consumers (Sancha, Wong, & Thomsen, 2016). These different principles result in different points of view on green products, government regulations, and environmental problems.
Environmental problems related to understanding, attitude, and behavior are subjective because each student has a different level of environmental knowledge. Students' perceptions of the existing environmental conditions will also differ according to their understanding and awareness (Missimer & Maliva, 2018). At this time, the world needs people who are aware of the environment, that is, people who have understood and applied attitudes and behaviors that care about the environment and apply the principles of ecology and environmental ethics (Dai, Bergot, Liang, Xiang, & Huang, 2015).
Environmental attitudes are based more on personal principles adopted by someone, and the extent to which an individual feels himself to be an integrated part of the environment. Environmentally friendly consumer behavior is characterized by attitudes and actions to protect the environment, which are based on green products.

CONCLUSION
The results of the study have shown that there is a direct influence between knowledge of environmental issues and the intention to act on the behavior of biology teachers with environmental insight. Meanwhile, knowledge of environmental issues influences the behavior of biology teachers with environmental insight indirectly through the intention to act. Based on the results of the study, systematic efforts are needed to improve teacher behavior towards the environment through environmentally sound school organizations. It means that the teacher can appear knowledge and intention to act on the environment.

ACKNOWLEDGMENT
Our highest appreciation is addressed to all parties involved in this study. This research hopefully contributes to the development of knowledge, especially related to environmental topics.