JPBI (Jurnal Pendidikan Biologi Indonesia)

ABSTRACT


METHOD
This research is a Systematic Literature Review (SLR).SLR is the process of identifying, evaluating and analyzing all available information to answer predetermined research questions (Snyder, 2019;Xiao & Watson, 2019).
This systematic literature review adopts five-step guidelines from Denyer and Tranfield (2009) (Figure 1).This method has also been applied by some SLR studies.The organization of the SLR and analysis follows the important features, reported in Han et al (2020).Denyer and Tranfield (2009) by (Han et al., 2020) Step 1: question formulation This first step is to define the scope to develop a clear focus for the study.This study proposes and attempts to address the following questions (from 2012 to 2021).This research question was made based on the needs of the chosen topic, namely: RQ1: What is the trend of JPII's publications for the past 1 decade?RQ2: What are the trends in the types of research published at JPII related to the theme of environmental education?RQ3: Where do the authors who publish related to the environmental education theme come from?RQ4: What are the trends of authors and what keywords are often used related to the theme of environmental education?RQ5: What important contributions and information can be obtained for the development of environmental education?
Step 2: locating studies This second step of Systematic Literature Review is to locate, select, assess and list the core contributions related to the review questions.The target of this research is Environmental Education.These keywords are used to track related/appropriate articles published by JPII from 2012 to 2021.The search process uses the search menu at the JPII journal website address (https://journal.unnes.ac.id/nju/index.php/jpii/search) and the Scopus indexer (https://www.scopus.com/sourceid/21100823999)with the keyword used is "environment".The data obtained is stored in the form of *CSV and *RIS which are then stored in the Mendeley Reference Manager.The data was visualized using VOS-viewer software.
These databases were selected based on their availability in academic institutions and having been considered in other similar studies.Literatures from the articles resulted from keyword search are reviewed for the backward search.Forward search was conducted through reviewing additional sources resulted from cited references of selected studies.No further studies were located during the process.

Step 3: study selection and evaluation
This stage is carried out to ensure that the data or information obtained is suitable for use in research (Systematic Literature Review) or not.The study standards that meet the requirements are as follows: (1).The data used are from the 2012-2021 publication year; (2) Articles published in English; (3) Full paper can be accessed; (4) related to the theme of environmental education.Explicit selection criteria were applied for the inclusion and exclusion of relevant studies to maintain the transparency of the process (Figure 2).In the first phase, titles and abstracts of 446 articles were read in the first screening.All of these articles were published by JPII from 2012-2021.In the second phase, we only used manuscripts indexed in Scopus until January 2021.All documents that did not meet the selection criteria were excluded; 428 articles remained for the next process of selection (18 articles excluded).In the third phase, we only selected articles published in English, so that the remaining 360 articles (68 articles were excluded).In the fourth phase, we selected articles containing the keyword "environment", resulting in a drastic decrease in the number of articles, namely 56 (304 articles excluded).In the fifth phase, we checked the remaining articles to make sure the articles were really in line with the Environment keyword, the remaining 49 articles (7 articles were excluded).In the sixth phase, which was the last, we only selected articles related to the topic of environmental education, leaving 26 articles.This means there are 23 articles that are excluded.

JPII publication trend for 1 decade
Until 2021, JPII has published 10 Volumes.JPII has published 446 articles from 2012 to 2021 (see Figure 3).Since Volume 4 issue 1, JPII has been published in English as an internationalization effort.Previously, JPII was published in Indonesian only.Before being indexed by Scopus, there were inconsistencies in the number of articles published.The number of articles published in one-year (2 issues) ranges from 25 to 51 articles.After this journal was indexed by Scopus in 2017, journal management has become more professional.In 2018-2021, JPII published 4 issues, with a total of 60 articles per year.
The characteristics of good journal management are consistent in the number of articles, in addition to ensuring consistency with focus and scope.This is increasingly demanded for journals with international reputation (e.g., indexed by Scopus).Indeed, one of the most difficult things a busy journal editor has to dousually apart from being an editor, they are also lecturers at a leading university-is to consistently take the time to re-evaluate the workflow of their journal or publisher.Most editors find it quite difficult to devote time to all the manuscripts they have to put in the flow through peer review.However, whatever the reason, this is the consequence of a good journal management mechanism.Routines are moreover to analyze their team's daily routine.But we all know that routines and habits are "just one hop, skip, and a jump away".Editors need to periodically take time to look at the bigger picture of the journal and consider ways to optimize the journal's operations (Altman et al., 2021).
The large number of articles does not indicate low quality, but on the contrary shows professionalism in management and is very strategic in scientific development.In this case we can follow the example of a big publisher like MDPI, one of the quality and aggressive publishers (Crosetto, 2021).In this regard, it is better for editors to also read about the best management journals.One interesting reference to read is the article Clark et al (2017) which discusses in detail about the mysteries of the review process, getting the right methodology, interdisciplinary publishing, open access journaling, publishing ethics, utilizing peer review, targeting specific issues, maintaining a publication career., and understand journal ratings.Then, one of the things that must be considered by the editor is related to "understanding authorship in scholarly publication".As according to Editage Insights (2018), scientific publications can be a rather confusing concept, especially for novice authors.In the context of collaborative research and publication, it is important to understand the ethical aspects of writing to avoid conflicts and fraud related to writing.
In line with that, journal management must adhere to the principle of "trust".Editors trust peer reviewers to provide fair and in-depth (quality) reviews.Authors trust editors to select capable peer reviewers.Readers also put their trust in the peer-review process so that they can read articles that are useful for their interests.Good decisions and a strong editorial process designed to manage these interests will promote a sustainable and efficient publishing system, which will benefit all parties involved.So, it must be realized that good publicity practice is not formed by chance or by chance.All need process, patience, and consistency, and will become established only if actively promoted (Graf et al., 2007).

Types of research related to the theme of environmental education
The results of the search process as well as inclusion and exclusion criteria were only taken 26 papers that have complied with the criteria for journal articles published in the 2015-2021 (in English) and has discussions related to the theme of environmental education.The trend of types of research related to the theme of environmental education, as presented in Table 1.
Based on Table 1, it can be seen that the 3 dominant types of research related to the theme of environmental education are R&D (6 articles), Quasi-experiment (5 articles), and mixed methods (3 articles).Meanwhile, other types of research each have 1 article.The data is in line with the efforts to implement environmental education.R&D is the door or path to educational innovation.A reference says that education and innovation (through the form of R&D) are two activities that must always go hand in hand to ensure the progress of society/students.Education invests in knowledge and R&D seeks to turn this knowledge into greater well-being (improved quality of life and service to education consumers) for society with the power of better products/outcomes and services at lower costs (Bryk, 2007;Gustiani, 2019;Svensson, 2008;Tullao & Cabuay, 2015).In line with that, the encouraging thing is that in general the trend of R&D research in Indonesia continues to increase (Ridho, 2018).
Another thing that needs to be observed is the use of quasi-experiments in publications related to the theme of environmental education.Quasi experiment is widely used in educational research (Schneider & Rohmann, 2021).This type of research in education is critical to adapting these innovative interdisciplinary techniques to advance educational understanding, policy and practice (Gopalan et al., 2020).Higher quality quasi-experimental information can produce more convincing evidence for a causal relationship (Harris et al., 2006).The author's country of origin is in JPII The author's tendency to write about the theme of environmental education is as presented in Table 2.The data in Table 2 is in line with the visualization of the VOS-viewer software, as presented in Figure 4. Based on Figure 4, it can be seen that the dominant author comes from institutions in Indonesia.This is in line with Table 2 that there are 14 articles written by authors, all of whom come from institutions in Indonesia, and 1 article each by an author from Malaysia, Thailand, and Russia.Figure 4 shows the line of relationship between Indonesia, with Malaysia and Japan.This means that there are several authors from Indonesia who write articles in collaboration with or collaborate with authors from Malaysia and Japan.This finding is in line with Table 2 which shows that there are 4 articles which are collaborations of authors from Indonesian and Malaysian institutions, and 2 articles which are collaborations of authors from institutions in Indonesia and Japan.
We can say that although JPII is published by institutions in Indonesia (UNNES), JPII has begun to be noticed by authors from abroad, both countries in Asia, Europe, and America.Although we cannot deny that authors from institutions in Indonesia are still very dominant.The existence of a good trend in the form of publication collaboration between institutions and between countries needs to be encouraged, to support the internationalization of JPII and improve the quality of the manuscript.Also, JPII needs to continue to promote to attract authors from various countries, if necessary, from five continents.This is because good journals are journals that are in demand by authors from various parts of the world, including Asia, Australia, Europe, America, and even Africa.JPII needs consistency in the internationalization of journals, which has the main objective of global dissemination of journals in Indonesia so that they are recognized throughout the world.Therefore, JPII editors need to continue to maintain the quality of the substance of the articles published, the management and management of journals that continue to be internationally oriented, the composition of the editorial board and reviewers that are consistently international in scale, and the management of an open journal system that has international standards.In addition, optimizing the number of citations for scientific journals and strategic information also plays an important role in ensuring that JPII remains a journal indexed by reputable international indexers (Thamrin, 2013).
Table 2.The countries of origin of the authors who wrote on the theme of environmental education.

Trending authors and frequently used keywords
The visualization of the VOS-viewer software as presented in Figure 5 shows the dominant author "named".Meanwhile, Figure 6 shows the dominant keywords used.There are 5 interrelated authors, namely S. Anggoro, A. S. E. Khair, T. R. Soeprobowati; A. Irsadi, and M. Helmi.These five authors cite each other or collaborate with each other.This can be seen from the existence of a line between each author and other authors.Based on Figure 6, there are 2 most prominent keywords, namely environmental education and students.Based on Figure 6, there is a relationship between the two keywords.The keyword "students" is related to ecological literacy, environmental sustainability, and biology.Meanwhile, environmental education is related to 3 important keywords, namely habituation, class cleanliness, caring attitude, and school arena.This is in line with the views of experts that ecological literacy, environmental sustainability, and students or education are related (Häggström & Schmidt, 2020;Ulfah et al., 2020;Wardani et al., 2018).The term can for example be presented and used to compare and contrast frameworks across different dimensions of influence, knowledge, skills and behavior (McBride et al., 2013).

Contributions and important information for the development of environmental education
We reviewed 26 selected articles.The important information from these articles is presented in Table 3.The application of the scientific literacy-based natural science teaching set was effective toward the students' learning activities and outcomes (Widiyanti et al., 2015) 2 Outdoor learning-based environmental education is effective in improving student learning outcomes, especially the attitude of caring toward the environment.(Amini, 2015) 3 Blended Project Based Learning is effective to develop thinking skills about environmental sustainability of new students of biology education (Husamah, 2015) 4 Mobile learning science applications of eclipse phenomenon in conception of conservation is developed and feasible to be used to study the concept of eclipse and support the efforts to reduce the use of paper (paperless) (Taufiq et al., 2016) 5 The implementation of Research-based Physics Learning with Science, Environment, Technology, and Society (SETS) approach was effective in improving critical thinking skills and learning outcomes of the students.(Usmeldi et al., 2017) 6 Green Learning Method (GeLeM) can improve student cognitive result and science process skill in science learning.Students are also able to find the concept that comes from the environment (nature), students can also love and care for the environment as a vehicle for learning.(Savitri et al., 2017) 7 The implementation of thematic learning of Science, Environment, Technology, and Society (SETS) integrated with local wisdom was able to reconstruct and increase the disaster management knowledge.(Atmojo et al., 2018) 8 The course of science, environment, technology, and society (SETS) could strengthen the students' characters and ecopreneurship (Martini et al., 2018) 9 The environmental awareness of 15-old Indonesian students directly influenced positively (Susongko & Afrizal, 2018) 10 The application of SETS (Science, Technology, Environment, and Society) approach through the Biophysics course has been proven as an effective solution to develop new literacy among students (Rosana et al., 2019) 11 The pre-service teachers had a better understanding of the nature of science after studying with the statistical significance and were satisfied with the implementation of the teaching method (Gathong & Chamrat, 2019) 12 Study showed a significant result in marine conservation knowledge of elementary school students in the experimental classes.The introduction to marine conservation could then be done using the latest technology that attracts children's learning interest.(Syarah et al., 2019) 13 Education for Environmental Sustainable Development (EESD)-based student worksheets are useful to improve students' environmental literacy.(Wilujeng et al., 2019) 14 Different types of tests show a different index of difficulty when measuring student achievement in scientific method aspects, including basic skills and process skills.(Subali et al., 2019) 15 There is an urgency of enhancing science education with air quality discussion.Authors suggest a possible enhancement in substance and its transformation section and the Science-Environment-Technology-Society section in Science for Junior and Senior High School (Sulaeman et al., 2020) 16 Student attitudes toward science, technology, engineering, and mathematics (S-STEM) as a three-factor multidimensional construct, namely attitude towards science, attitude towards technology/engineering, and attitude towards mathematics.(Noh & Khairani, 2020) 17 The implementation of learning resources in the form of Local Environment-Problem Based Learning (LE-PBL) student worksheets strengthens students' environmental literacy in identifying, analyzing, evaluating, and planning actions and sensitivity to local and global environmental issues.(Suryawati et al., 2020) 18 There is a difference between students who use the Problem Based Learning Module, which improves students' environmental attitudes than science textbooks (Sueb & Damayanti, 2021) 19 The cycle of natural scientific disciplines has a great influence on the natural scientific thinking of foreigners studying at faculties of pre-university training of Russian universities (Fisenko et al., 2021) 20 Despite the stress of a constantly changing environment and various restrictions and limitations, the ethnoecological knowledge in local wisdom is still maintained well.(Rahayu et al., 2021) 21 The school area and the level of the "Adiwiyata" program were not the primary determining variable of environmental caring attitude education effectiveness.(Sholahuddin et al., 2021) 22 The school community that has good environmental literacy will give a good influence on students' environmental literacy and knowledge (Putra et al., 2021)

Important information References 23
An instrument of ecocritical thinking skills is a good fit instrument.(Purnami et al., 2021) 24 There is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship (Rusydiyah et al., 2021) 25 Lectrofun 2.0 (a simple green electrochemistry experimental kit) has a significant impact on enhancing learner comprehension of Electrochemistry topic, enjoyment in learning, and learning to care for the environment.(Sharif et al., 2021) 26 The family's physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods (Nursetiawati et al., 2020) Based on Table 3, it can be seen that there is a dominant method in relation to environmental education, namely SETS (Science, Technology, Environment, and Society).There are 4 articles that discuss this."SETS (Science, Environment, Technology, and Society) utilize Science in forming technology to meet the needs of the society through the implications in the physical and mental environment" (Rosana et al., 2019).The SETS learning educated the students to linkage the science concepts with other elements (Atmojo et al., 2018).The SETS focus on problems from real and actual life (Kusumaningrum et al., 2021), so that students are able to minimize negative impacts of technology and science on the environment and society (Maknun et al., 2018).The SETS learning tools had six stages, namely: criticizing; planning; studying; creating; performing, and writing (Martini et al., 2018).
Another dominant thing based on Table 3 is the development and use of models, methods, techniques, and tools by the authors, for example Education for Environmental Sustainable Development (EESD)-based student worksheets, instrument of ecocritical thinking skills, STEM, Local Environment-Problem Based Learning (LE-PBL), Green Learning Method (GeLeM), Mobile learning, and Lectrofun 2.0.This is in line with the views of experts that the successful implementation of environmental education requires models, methods, techniques, and tools (Buchan, 2004;Maryono, 2015;Thomson et al., 2010).Experts need to compete and work hard to make their contribution in this regard.

CONCLUSION
For a decade, JPII has demonstrated its position as a pro-environment education journal.There are 26 articles that have been published related to the theme of environment education.The most prominent or frequently used keywords, namely environmental education and students, indicate that the solution to environmental problems is identical to student empowerment efforts.The articles published by JPII have an important contribution to the environmental education theme, for example by providing real examples of SETS implementation.It has also been emphasized that the success of environmental education depends on the success of experts in generating and implementing models, methods, techniques, and tools.
This Systematic Literature Review has limitations, namely, this research is generally based on limited keywords, in one journal (JPII only), and only the Scopus index (Web of Science is not included in the sources used).For further research, it is recommended to use a larger sample of reputable journals with expand the keywords used and other databases that can be accessed, both DOAJ, SINTA, ERIC, Scopus, and Web of Science.This, can also be used as a comparison of the results of different analyzes of the Systematic Literature Review related to environmental and environmental education themes which is able to provide a description in more detail, so as to inspire researchers in this field.

Figure 2 .
Figure 2. Review process for study selection

Figure 3 .
Figure 3. Trends in the number of article publications in JPII for a decade

Figure 4 .
Figure 4. VOS-viewer display for type of analysis "Co-authorship→ country" based on Scopus source

Figure 5 .
Figure 5. VOS-viewer output display for type of analysis "Co-authorship→ authors" based on Scopus source

Table 1 .
Types of research on environmental education themes at JPII

Table 3 .
Contributions and important information in chronological order (in order of year)