Tingkat literasi lingkungan siswa di Indonesia secara kumulatif masih perlu ditingkatkan. Penyebab utamanya karena pada tingkat pengambilan keputusan di pusat dan daerah sering mengabaikan kepentingan pelestarian lingkungan. Penelitian ini bertujuan untuk menganalisis kemampuan literasi lingkungan mahasiswa pendidikan biologi menggunakan skor nela. Jenis penelitian merupakan penelitian deskriptif. Sampel penelitian yakni mahasiswa Pendidikan Biologi yang berada di semester 2, semester 4 dan semester 6 kelas yang berjumlah 137 mahasiswa. yang dipilih menggunakan teknik purposive sampling. Tes literasi lingkungan menggunakan lembar instrument tes yang diadapatasi dan dimodifikasi dari Middle Schools Environmental Literacy Survey/ Instrument (MSELS/ I). Teknik pengumpulan data terdiri dari 75 soal. Analisis tingkat literasi lingkungan ditransformasikan menggunakan pensekoran dari NELA (National Environmental Literacy Assessment). Berdasarkan hasil penelitian, diketahui bahwa kemampuan literasi lingkungan mahasiswa berada pada kategori “sedang”. Implikasi penelitian ini siswa dapat bersikap, bertanggung jawab, peduli dan sadar akan keberadaan lingkungan. Proses pembelajaran sebaiknya memperkenalkan anak untuk belajar langsung dengan lingkungan atau belajar di luar kelas, mengamati masalah lingkungan dan perilaku yang dapat berdampak positif bagi lingkungan.
This study aims to determine the effect of applying the Problem Based Learning (PBL) learning model based on Science, Technology, Engineering, and Mathematics (STEM) using environmental teaching materials based on the local reality of South Sumatra to improve students' environmental literacy skills. The method used is Quasi-Experimental Design using Noneqivalent. The research subjects were students of the Biology Education Study Program, FKIP UNSRI. Data analysis was carried out using the MSELS (Middle School Environmental Literacy Survey) questionnaire which was adapted based on local reality teaching materials in South Sumatra. The results showed that the t-count value obtained was 7.832 (> t table = 4.341). In conclusion, the PBL learning model affects increasing students' environmental literacy skills. Keywords: Teaching Materials, Environmental Literacy, PBL, Local Reality, STEM
This study examines the environmental literacy abilities of prospective Biology teacher students in the Biology Education Study Program, FKIP Sriwijaya University. The research subjects are Palembang and Indralaya class students who are teaching Human and Environmental Sciences Courses for the 2019/2020 academic year in Semester II. The skills measured in this study are Environmental Knowledge, Environmental Competence and Attitudes towards the environment formulated by the OECD and NAEE. The method used in this research is descriptive quantitative, with research subjects totaling 75 students. The technique of collecting data is through interviews, and surveys using an instrument sheet consisting of 20 multiple choice questions, 20 essays and 20 attitude scales. The data analysis technique used the SPSS 18 program. The test instrument used was modified from the Middle Schools Environment Survey/Instrument (MSELS/I) test questions and adapted to the physical conditions and environmental problems in the city of Palembang. The results showed that the prospective Biology teacher students were in the medium category for the Environmental Knowledge and Competence aspect, and got the high category for Environmental Attitudes.
Water literacy is the ability to feel familiar with and get actively involved in water to face issues about it. This study aims to analyze the water literacy of students who come from areas that have indigenous knowledge related to water conservation and do not have indigenous knowledge but have come from the same province with a similar abundance of water. The samples of this study were 439 people consisting of 184 boys and 255 girls aged 11-18 years from junior and senior high school students in Palembang Municipality and three sub-districts in Muara Enim Regency, namely Semende Darat Laut, Semende Darat Tengah, and Darat Ulu and both are indonesian. There were 39 questions for measuring water literacy in the form of a Likert scale (1-5) to measure practical and living literacy with Cronbach alpha values of 0.692 and 0.773, respectively, and were analyzed with SPSS version 21 through the Mann-Whitney (u) and Cronbach alpha statistical tests. The total alpha was 0.838. Social literacy was measured in the open-ended question instrument and analyzed descriptively. The results showed that practical water literacy in Palembang was significantly different from Semende's but not with living water literacy. Students' social water literacy in the Semende had two different answer patterns, while, in Palembang, it was more diverse with six different response patterns. Meanwhile, when asked to describe a diagram of the flow of water in nature in Semende, no students think that it is the neglect of customs that results in reduced water in Semende as understood by some students in Palembang who are not involved with these customs.
Penelitian ini merupakan penelitian pengembangan bahan ajar berorientasi environmental sustainability education berbasis literasi lingkungan dan realitas Sumatera Selatan.. Subjek dalam penelitian ini adalah penelitian yakni mahasiswa Pendidikan Biologi FKIP Unsri yang sedang mengampu Mata Kuliah Manusia dan Ilmu Lingkungan. Penelitian ini menggunakan desain penelitian Research & Development (R&D) dari Borg dan gall dengan emapt tahapan yakni studi pendahuluan, perencanaan, pengembangan, validasi dan revisi. Uji coba terbatas dilakukan pada sebagian mahasiswa kelas palembang yang berjumlah 15 orang dan uji coba skala luas dilakukan pada keseluruhan mahasiswa berjumlah 75 dari keseluruhan mahasiswa di kelas palembang dan indralaya. Bahan ajar yang digunakan dikembangkan menurut NAEE dengan 6 karateristik kunci bahan ajar berorietasi Environmental Sustainability Education yang meliputi : fairness & accuracy, depth, emphasis on skill building, action orientation, instructional soundness dan usability. Teknik Pengumpulan data dilakukan melalui observasi, dokumentasi, angket dan tes. Uji keterbacaan menggunakan tes Cloze dan sebelumnya dilakukan tes validasi oleh ahli materi, dan ahli teknologi. Berdasarkan hasil validasi oleh ahli materi didapat bahwa 82, 4% , 78% oleh validasi ahli teknologi, yang artinya bahan ajar yang dikembangkan dalam kategori baik. Sedangkan brdasarkan uji keterbacaan, bahan ajar lingkungan memiliki keterbacaan yang tinggi.
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