Students’ pro-environmental behavior and environmental learning outcomes based on green consumerism

Ilmi Zajuli Ichsan, Diana Vivanti Sigit, Mieke Miarsyah, Eka Putri Azrai, Erna Heryanti


Abstract


Green consumerism has been considered as one of promising movement in maintaining the environmental quality. This research aimed to describe the students’ pro-environmental behavior (PEB) as considerable as there learning outcome based on green consumerism. This survey research was conducted in State Junior High School 1 of South Tambun, Bekasi, West Java on July-August 2018. The sampling technique used was simple random sampling with 256 students. The subject was divided into two groups: 128 students from seventh grade who had not received environmental learning materials and 128 students from eighth grade who had received environmental learning materials. The data analysis used in this study was an independent t-test. The results of the t-test showed that there was no significant difference of PEB achievement between the two groups. In addition, not with standing that the average of the students’ environmental learning outcomes was 72.76, but there was as high as 78.60% of students’ achievement was classified below the standard value. Thus, teachers should evaluate the environmental materials used. It is expected that Biology subjects on environmental material can accommodate green consumerism concepts.


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Yusop, F. D., & Sumari, M. (2013). The use of social media technologies among Malaysian youth. Procedia - Social and Behavioral Sciences, 103, 1204–1209. doi: https://doi.org/10.1016/j.sbspro.2013.10.448

Owusu-Agyeman, Y., Larbi-Siaw, O., Brenya, B., & Anyidoho, A. (2017). An embedded fuzzy analytic hierarchy process for evaluating lecturers’ conceptions of teaching and learning. Studies in Educational Evaluation, 55(May), 46–57. doi: https://doi.org/10.1016/j.stueduc.2017.07.001

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Papadouris, N., & Constantinou, C. P. (2017). Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning. International Journal of Science Education, 39(6), 663–682. doi: https://doi.org/10.1080/09500693.2017.1299950

Quieng, M. C., Lim, P. P., & Lucas, M. R. D. (2015). 21st Century-based soft skills: spotlight on non-cognitive skills in a cognitive-laden dentistry program. European Journal of Contemporary Education, 11(1), 72–81. doi: https://doi.org/10.13187/ejced.2015.11.72

Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36–52. doi: https://doi.org/10.1177/2042753018754361

Sandilos, L. E., Rimm-Kaufman, S. E., & Cohen, J. J. (2017). Warmth and demand: the relation between students’ perceptions of the classroom environment and achievement growth. Child Development, 88(4), 1321–1337. doi: https://doi.org/10.1111/cdev.12685

Sigit, D. V., Ernawati, E., & Qibtiah, M. (2017). Hubungan pengetahuan lingkungan hidup dengan kemampuan pemecahan masalah pencemaran lingkungan pada siswa SMAN 6 Tangerang. Biosfer: Jurnal Pendidikan Biologi, 10(2), 1–6. doi: https://doi.org/10.21009/biosferjpb.10-2.1

Silva, D. A. L., Pavan, A. L. R., Oliveira, J. A. De, & Ometto, A. R. (2015). Life cycle assessment of offset paper production in Brazil: hotspots and cleaner production alternatives. Journal of Cleaner Production, 93, 222–233. doi: https://doi.org/10.1016/j.jclepro.2015.01.030

Siriwongs, P. (2015). Developing students’ learning ability by dint of self-directed learning. Procedia - Social and Behavioral Sciences, 197(February), 2074–2079. doi: https://doi.org/10.1016/j.sbspro.2015.07.577

Snake-Beings, E. (2017). “It”s on the tip of my google’: intra-active performance and the non-totalising learning environment. E-Learning and Digital Media, 14(1–2), 38–51. doi: https://doi.org/10.1177/2042753017692429

Suryanda, A., Azrai, E. P., & Wari, N. (2016). Pengaruh penerapan model pembelajaran group investigation (GI) terhadap kemampuan berpikir analisis siswa pada materi pencemaran lingkungan. Biosfer: Jurnal Pendidikan Biologi, 9(2), 37–44. doi: https://doi.org/10.21009/biosferjpb.9-2.6

Tang, Y., Geng, L., Schultz, P. W., Zhou, K., & Xiang, P. (2017). The effects of mindful learning on pro-environmental behavior: A self-expansion perspective. Consciousness and Cognition, 51, 140–148. doi: https://doi.org/10.1016/j.concog.2017.03.005

Ting, D. H., & Cheng, C. F. C. (2017). Measuring the marginal effect of pro-environmental behaviour: guided learning and behavioural enhancement. Journal of Hospitality, Leisure, Sport and Tourism Education, 20(July 2015), 16–26. doi: https://doi.org/10.1016/j.jhlste.2016.12.001

Truelove, H. B., & Gillis, A. J. (2018). Perception of pro-environmental behavior. Global Environmental Change, 49(February), 175–185. doi: https://doi.org/10.1016/j.gloenvcha.2018.02.009

Turnip, B., Wahyuni, I., & Tanjung, Y. I. (2016). The effect of inquiry training learning model based on just in time teaching for problem solving skill. Journal of Education and Practice, 7(15), 177–181. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1103095&site=ehost-live

Yusop, F. D., & Sumari, M. (2013). The use of social media technologies among Malaysian youth. Procedia - Social and Behavioral Sciences, 103, 1204–1209. doi: https://doi.org/10.1016/j.sbspro.2013.10.448




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