Environmental literacy-based on adiwiyata predicate at junior high school in Ponorogo

Authors

  • Siti Nurwaqidah Master of Science Education, Faculty of Education, Sebelas Maret University, Jl. Ir Sutami No. 36A, Surakarta, Central Java, 57126
  • S. Suciati Science Education study program, Faculty of Education, Sebelas Maret University, Jl. Ir Sutami No. 36A, Surakarta, Central Java, 57126
  • Murni Ramli Science Education study program, Faculty of Education, Sebelas Maret University, Jl. Ir Sutami No. 36A, Surakarta, Central Java, 57126

DOI:

https://doi.org/10.22219/jpbi.v6i3.12468

Keywords:

Adiwiyata predicate, environment concepts, environmental literacy

Abstract

The student's environmental literacy (EL) is vital to improving students' awareness of environmental issues. This study was intended to display the role of eco-school program (Adiwiyata) and non-adiwiyata schools towards EL of junior high school students by analyzing EL of students in Ponorogo. The research was conducted in March-October. The survey involved 379 students. The type of research is ex post facto. The assessment used the Middle School Environmental Literacy Survey (MSELS). The results show that the adiwiyata program is related to the increase of EL with the sig value. 0.000. The higher the adiwiyata level, the higher the EL value of the environment. However, the general EL assessment in Ponorogo is still low, that more than 51% of respondents did not reach the score at level 3, which is the standard level of EL. The EL ability of junior high school students between male and female sex is different, with the sig value. 0.004. All data analysis concluded that the level of students' EL was significantly influenced by school type and gender. EL of students may low due to students' lack of understanding of the environment concepts, the limited theories, and concepts transferred to students.

Downloads

Download data is not yet available.

References

Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: a systematic review of the research literature. Educational Research Review, 31. doi: https://doi.org/10.1016/j.edurev.2020.100353

Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: a systematic review. Biological Conservation, 241. doi: https://doi.org/10.1016/j.biocon.2019.108224

Austin, K. G., Schwantes, A., Gu, Y., & Kasibhatla, P. S. (2019). What causes deforestation in Indonesia? Environmental Research Letters, 14(2), 1–9. doi: https://doi.org/10.1088/1748-9326/aaf6db

Belinawati, R. A. P., Soesilo, T. E. B., Asteria, D., & Harmain, R. (2018). Sustainability: citarum river, government role on the face of SDGs (water and sanitation). E3S Web of Conferences, 52, 1–7. doi: https://doi.org/10.1051/e3sconf/20185200038

Cetin, G., & Nisanci, S. H. (2010). The effectiveness of the new 9th grade biology curriculum on students’ environmental awareness. Asia-Pacific Forum on Science Learning and Teaching, 11(2), 1–25. Retrieved from https://www.eduhk.hk/apfslt/download/v11_issue2_files/cetin.pdf

Corbeira, C. P., Barreiro, R., Olmedo, M., & Modino, R. D. C. (2020). Recreational snorkeling activities to enhance seascape enjoyment and environmental education in the islas atlánticas de galicia national park (spain). Journal of Environmental Management. doi: https://doi.org/10.1016/j.jenvman.2020.1110 65

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Retrieved from https://www.pearson.com/us/higher-education/program/Driscoll-Psychology-of-Learning-for-Instruction-3rd-Edition/PGM680 92.html

Gkiolmas, A., Dimakos, C., Chalkidis, A., & Stoumpa, A. (2020). An environmental education project that measures particulate matter via an arduino interface. Sustainable Futures, 2. doi: https://doi.org/ 10.1016/j.sftr.2020.100027

Goldman, D., Ayalon, O., Baum, D., & Weiss, B. (2018). Influence of ‘green school certification’ on students’ environmental literacy and adoption of sustainable practice by schools. Journal of Cleaner Production, 183, 1300–1313. doi: https://doi.org/10.1016/j.jclepro.2018.02.176

Hares, M., Eskonheimo, A., Myllyntaus, T., & Luukkanen, O. (2006). Environmental literacy in interpreting endangered sustainability: case studies from thailand and the sudan. Geoforum, 37(1), 128–144. doi: https://doi.org/10.1016/j.geoforum.2005.01.006

Haris, I., & Afdaliah, A. (2016). Promoting the greening curriculum: a note on the implementation of environmental education in Indonesian school. International Journal of Applied Environmental Sciences, 11(1), 309–323. Retrieved from https://www.ripublication.com/ijaes16/ijaesv11n1_24.pdf

Karatekin, K. (2012). Environmental literacy in turkey primary schools social studies textbooks. Procedia - Social and Behavioral Sciences, 46, 3519–3523. doi: https://doi.org/10.1016/j.sbspro.2012.06.096

Krnel, D., & Naglic, S. (2009). Environmental literacy comparison between eco-schools and ordinary schools in Slovenia. Science Education International, 20(1), 5–24. Retrieved from http://www.icaseonline. net/sei/files/sei_v20n1paper1_2009.pdf

Landriany, E. (2014). Implementasi kebijakan adiwiyata dalam upaya mewujudkan pendidikan lingkungan hidup di sma kota malang. Jurnal Kebijakan Dan Pengembangan Pendidikan, 2(1), 82–88. doi: https://doi.org/10.22219/jkpp.v2i1.1739

Luo, P., Kang, S., Apip, A., Zhou, M., Lyu, J., Aisyah, S., … Nover, D. (2019). Water quality trend assessment in jakarta: a rapidly growing asian megacity. PLoS ONE, 14(7), 1–17. doi: https://doi.org/ 10.1371/journal.pone.0219009

Maurer, M., & Bogner, F. X. (2020). Modelling environmental literacy with environmental knowledge, values and (reported) behaviour. Studies in Educational Evaluation, 65. doi: https://doi.org/10.1016/j .stueduc.2020.100863

McBeth, W., & Volk, T. L. (2009). The national environmental literacy project: a baseline study of middle grade students in the united states. Journal of Environmental Education, 41(1), 55–67. doi: https://doi.org/ 10.1080/00958960903210031

Meilinda, H., Prayitno, B. A., & Karyanto, P. (2017). Student’s environmental literacy profile of adiwiyata green school in surakarta, indonesia. Journal of Education and Learning (EduLearn), 11(3). doi: https://doi. org/10.11591/edulearn.v11i3.6433

Nurwidodo, N., Amin, M., Ibrohim, I., & Sueb, S. (2020). The role of eco-school program (adiwiyata) towards environmental literacy of high school students. European Journal of Educational Research, 9(3), 1089–1103. doi: https://doi.org/10.12973/eu-jer.9.3.1089

Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88–94. doi: https://doi.org/10.1016/j.gloenvcha.2017.09.009

Ozsoy, S., Ertepinar, H., & Saglam, N. (2012). Can eco-schools improve elementary school students’ environmental literacy levels? Asia-Pacific Forum on Science Learning and Teaching, 13(2). Retrieved from https://www.eduhk.hk/apfslt/download/v13_issue2_files/ozsoy.pdf

Pauw, J. B., & Petegem, P. V. (2018). Eco-school evaluation beyond labels: the impact of environmental policy, didactics and nature at school on student outcomes. Environmental Education Research, 24(9), 1250–1267. doi: https://doi.org/10.1080/13504622.2017.1307327

Pitman, S. D., & Daniels, C. B. (2016). Quantifying ecological literacy in an adult western community: the development and application of a new assessment tool and community standard. PLoS ONE, 11(3), 1–18. doi: https://doi.org/10.1371/journal.pone.0150648

Powdthavee, N. (2021). Education and pro-environmental attitudes and behaviours: a nonparametric regression discontinuity analysis of a major schooling reform in england and wales. Ecological Economics, 181. doi: https://doi.org/10.1016/j.ecolecon.2020.106931

Schubler, D., Richter, T., & Mantilla-Contreras, J. (2019). Educational approaches to encourage pro-environmental behaviors in madagascar. Sustainability (Switzerland), 11(11). doi: https://doi.org/10. 3390/su11113148

Silva, F., Vasconcelos, L., & Ferreira, J. C. (2017). Environmental science education: methodologies to promote ocean literacy. Fate and Impact of Microplastics in Marine Ecosystems, 30–31. doi: https://doi.org/10.1016/B978-0-12-812271-6.00031-4

Sivamoorthy, M., Nalini, R., & Kumar, C. S. (2013). Environmental awareness and practices among college students. International Journal of Humanities and Social Science Invention, 2(8), 11–15. Retrieved from http://www.ijhssi.org/papers/v2(8)/Version-3/C0283011015.pdf

Spinola, H. (2015). Environmental literacy comparison between students taught in eco-schools and ordinary schools in the Madeira Island region of Portugal. Science Education International, 26(3), 392–413. Retrieved from https://files.eric.ed.gov/fulltext/EJ1074869.pdf

Susilastri, S. D., & Rustaman, N. Y. (2010). Students’ environmental literacy profile in school-based nature and in school that implement the adiwiyata program. National Seminar on Conservation and Utilization of Natural Resources/Seminar Nasional Konservasi Dan Pemanfaatan Sumber Daya Alam, 263–269. Retrieved from https://media.neliti.com/media/publications/169830-ID-none.pdf

Tianyu, J., & Meng, L. (2020). Does education increase pro-environmental willingness to pay? evidence from chinese household survey. Journal of Cleaner Production, 275. doi: https://doi.org/10.1016/j.jclepro. 2020.122713

Zelezny, L. C., Chua, P. P., & Aldrich, C. (2000). Elaborating on gender differences in environmentalism. Journal of Social Issues, 56(3). Retrieved from https://web.stanford.edu/~kcarmel/CC_BehavChange_ Course/readings/Additional Resources/J Soc Issues 2000/zelezny_2000_6_gender_b.pdf

Downloads

Published

2020-11-30

Issue

Vol. 6 No. 3 (2020): NOVEMBER

Section

Environmental Education and Literacy

License

Copyright (c) 2020 Waqidah et al

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:

  1. For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.