This study was an action research which applied lesson study in its learning process. The aim of the study was to improve students’ ability to solve various environmental problems, especially for population problems in the Environmental Study Course by applying inquiry model. The study was conducted in October 2016 to January 2017 and involved students of Biology Education as the analysis unit, in the Faculty of Teacher Training and Education, Universitas Pakuan. Research procedures composed of three steps: design (plan), action (do), observation and reflection (see) which consist of two cycles. The result showed that inquiry model based lesson study could improve students’ ability to solve environmental problems, especially for the population. Enhancement of problem-solving ability was implemented in the result of the first cycle with a class average  of 77,63 and a completeness percentage 63,33%. It was increased in the second cycle with a class average of 84,45 and a completeness percentage 86,67%.

Biology learning needs to support sustainable development. This research was a quantitative-qualitative sequential explanatory mixed research. This research aimed to obtain information about the relationship between naturalist intelligence and environmental responsibility behavior. This research was conducted in February-August 2019. Quantitative research data were obtained by using a questionnaire with a Likert scale for the variables. Qualitative research data were obtained by doing interviews and observations. Quantitative data were analyzed using descriptive statistic calculation. The data hypothesis was tested by using a correlation test with the Product Moment Pearson formula. The result of this research showed that there was a positive relationship between naturalist intelligence and environmentally responsible behavior with regress equation Ŷ = 20.331 + 0,7524X. Correlation coefficient (r) = 0.66 and determination coefficient (r²) = 43.56% meant that the interpretation value was strong. r² value means that 43.56% environmentally responsible behavior correlates by naturalist intelligence and 56.44% environmentally responsible behavior is influenced by other factors. Biology learning must have a role to be able to provide innovations related to increasing students' knowledge about the environment. This study concludes that there is a correlation between the two variables.

This paper presented the development of the Dick and Carry model steps 1 to 4 of, namely the identification of educational objectives, educational analysis, analysis and context of the learner, and the formulation of performance objectives. The study was conducted from January to April 2020. The participants in this study were high school students from the coastal region of North Jakarta. The sampling technique used in this study was random sampling. The instruments used to collect the research data are the questionnaire/questionnaire, observation, and interview. The data were analyzed in a qualitative description. The results of this study indicate that the formulation of the learning objectives is that students should receive marine education that is integrated with natural science learning in schools, students should be taught using methods of learning that are contextual within the daily problems in the student's home environment, i.e. problem-based learning / problem-solving models, students should be taught using interactive learning aids such as media based on information technology such as mobile learning, the assessments to be developed include 3 aspects namely cognitive, affective and psychomotor.   Keywords: Marine environment education, Indonesian coastal areas, Problem-solving, Mobile learning, Student assessment.  

The purpose of this research is to determine the effectiveness model development of Project Based Learning (PjBL) based on local wisdom in improving the creativity of the students of Educational Biology Department, Faculty of Teacher Training and Education, Pakuan University. This research applies Research and Method and Development Model ADDIE, consisting of Analysis, Design, Development, Implementation and Evaluation. The data are obtained from validation of three experts namely learning material expert, learning media expert, and learning model expert. The model effectivity testing is done by assessing the students' creativity and assessing their multimedia products. The steps model development are as follows: analysing the needs, designing learning model, developing learning model, validating learning model done by the experts, applying the learning model in classes and evaluating the model. The product created by the students from the learning model PjBL based on local wisdom is a multimedia video about local wisdom. Based data analysis, it can be concluded that the combination of developing learning model Project Based Learning based on local wisdom can improve student creativity in developing environmental learning media. The creativity average score in model experiment class is 74.44 and in implementation class it is 75.12 (scales 1-100), and the average score for multimedia product in experiment class is 2.5 and in model implementation class 2.77 (scales 1-3).

Abstract   This research has been conducted on March to November 2016, the study population is students at state senior high school 5 and  state senior high school 8 cities Bogor. The research method uses sequential analysis explanatory research with the aim to determine the level of correlation between the variables of students' perceptions of the school environment cultured with student participation in environmental conservation and explore factors - factors that affect the level of student participation in environmental conservation. Based on the research and analysis of data, it can be concluded that there is a very low among school students' perceptions about the environment cultured with student participation in environmental conservation. The relationship shown by the regression equation Y = 111.08 + 0.074 X with a correlation coefficient rx = 0.042 and determination coefficient rx² = 0.002. The factors affecting the level of student participation in the preservation of the environment is a factor internal and eksternal. Internal factor is factor self-awareness, knowledge and motivation, eksternal factor is factor intercomunication, peers, family and community.   Keyword : perceptions of the school environment cultured, participation in environmental conservation   Abstrak   Penelitian ini telah dilakukan pada Maret sampai November 2016, populasi penelitian ini adalah siswa- siswi di SMA Negeri 5 dan SMA Negeri 8 Kota Bogor. Metode penelitian menggunakan analisis sequential explanatory dengan tujuan penelitian untuk mengetahui tingkat korelasi antara variabel persepsi siswa tentang sekolah berbudaya lingkungan dengan partisipasi siswa dalam pelestarian lingkungan dan menggali factor – factor yang mempengaruhi tingkat partisipasi siswa dalam pelestarian lingkungan. Berdasarkan hasil penelitian dan analisis data, dapat ditarik kesimpulan bahwa terdapat hubungan yang sangat rendah antara persepsi siswa tentang sekolah berbudaya lingkungan dengan partisipasi siswa dalam pelestarian lingkungan. Hubungan tersebut ditunjukan oleh persamaan regresi Ŷ = 111,08 + 0,074 X dengan koefisien korelasi rx = 0,042 dan koefisien determinasi rx² = 0,002. Adapun factor factor yang mempengaruhi tingkat partisipasi siswa dalam pelestarian lingkungan adalah  faktor interen dan eksteren. Faktor interen yaitu faktor kesadaran diri sendiri, pengetahuan dan motivasi, faktor eksteren yaitu faktor pergaulan, teman sebaya, keluarga dan masyarakat.   Kata Kunci : persepsi siswa tentang sekolah berbudaya lingkungan, partisipasi pelestarian lingkungan

Article history Student teachers' poor argumentation skill is one of the problems that should be solved. This research aims to develop an Argumentation Real-World Inquiry learning model that incorporates argumentation session on environmental, socio-scientific issues at each stage. The research subjects were the biology student teachers taking the Environmental Knowledge course. The research method used was Research and Development (R&D) which comprised 3 stages: Phase 1 (Development), Phase II (Pre-Experiment), and Phase III (Implementation and Evaluation). The data on argumentation skill were obtained from an essay that addressed the environmental, sociocultural issue about environmental pollution. The preexperiment phase was conducted using weak experiment method and one group pretest-posttest design, while in the implementation phase, quasi experiment method and pretest-posttest control group design were used. The results of the pre-experiment stage showed that the learning model was able to increase the student teachers' argumentation skill, indicated by an increase in level 3 argumentation from 16% (pretest) to 68% (posttest) and a decrease in level 2 argumentation from 74% (pretest) to 21% (posttest). The results of the implementation phase showed that the student teachers' argumentation skill improved, with N-Gain score of 0.307 (medium category). The results of this research indicate that the Argumentation Real-World Inquiry learning model is able to train student teachers to develop their argumentation skill on environmental, socio-scientific issues. This is an open access article under the CC-BY-SA license.

The purposeof this study is to assess and analyze the correlation between education level, income with Behavior Clean and Healthy Food Region Traders Pakuan University. The study was conducted at the food vendors in the surrounding area Pakuan University in 2016 with a sample of 40 vendors were taken by purposive sampling. Retrieval of the data used by distributing questionnaires and direct observation interviews. Instrument calibration is done using expert judgment. Data were analyzed using statistical test of correlation and linear regression, hypothesis testing was done on a significant level of 0.01 with SPSS 20. Results showed that: 1) positive and significant correlation between education and behavior of clean and healthy food traders in the region Unpak with correlation coefficients (ry1) of 0.778, and the coefficient of determination (r2y1) of 0.606 with a regression equation Y = 0.222 + 0.746 X1. 2) positive and significant correlation between income with hygienic behavior and healthy food traders in the region Unpak with correlation coefficients (ry2) of 0.672 and a coefficient of determination (r2y2) amounted to 0.032 with the regression equation Y = 102.599 + 0.154 X2. The conclusion of this study is that the behavior of clean and healthy living can be improved by improving education and income food traders in the region Pakuan University Bogor.Keywords: Education, Income, Clean and Healthy Behavior

The purpose of this research is to determine the effectiveness of the development of the Project-Based Learning (PjBL) model based on local wisdom in solving environmental problems and the students’ ability to develop learning media. Research conducted at Educational Faculty and teaching sciences of Pakuan University. This research uses the method of Research and Development with the ADDIE model, comprising analyses, design, development, implementation, and evaluation. The data were obtained from the validation by three experts, namely learning material expert, learning media expert, and learning model expert. The effectiveness assessment was done by N-Gain assessment environmental problem-solving ability and evaluating the multimedia product. The steps to develop the model are as follows: need analysis, designing learning model development, learning model development, learning model validation by the experts, learning model implementation in class, and model evaluation. The product created by the students from learning through PjBL based on local wisdom is a video about local wisdom. According to the data analysis result, it can be concluded that model development of PjBL based on local wisdom improves their ability to solve environmental problems, the average score is 0.69 in experiment class and the score in control class is 0.055 (scales of 0-1.0). The ability to develop video environmental learning media the score video product in experiment class is 2.4 and in the control class is 2.2 (scales of 1-3).