Analysing students’ environmental awareness profile using strategic environmental assessment

Abstract

Background: Environmental awareness (EA) is a part of character education ignored by most students. This indifference tends to affect other students’ by not only in protecting and preserving the current environment but also in preventing and repairing the damage that occurs in the environment. This research analyses students' EA profile, based on the findings of LISREL 8.8 Confirmatory Factor Analysis. Methods: Research subjects included 131 students from Senior High School State 1 Selomerto Wonosobo, Central Java Province, Indonesia. Based on the Slovin formula, the number of samples is representative of the total population (N: 185; error tolerance: 0.05). Data were collected through non-test questionnaires and observation of Strategic Environmental Awareness (SEA). Quantitative descriptive data analysis on EA indicators (Care, Curiosity, Critical, Dependability, Responsibility, and Local Wisdom). Results: The EA profile of high school students was categorised sufficiently. This revealed the following results: a) the SEA instrument is effective in identifying students’ awareness about current environmental issues and meets model fit criteria (P-value 0.25>0.05; RMSEA 0.095; NFI 0.67); b) the SEA instrument is valid and reliable in accurately determining students’ EA profile; c) although the Responsibility profile was significant (t >1.96), other variables did not meet this significance criteria (EA 1a: ‘Care towards environmental damage’ under the Care profile; EA 3b: ‘Contributing towards preserving the environment’ under the Critical profile; and EA 6b: ‘Aware of local potentials’ under the Local Wisdom profile); d) evaluation of the expected changes in SEA is modified through an ethnoscience approach and the socioscientific issues strategy. Conclusions: Students’ lack of awareness of the environment and understanding of their regional potential fails to contribute towards creating a sustainable environment. Profile analysis in exploring attitudes, values, and ethics towards the environment are important, as it helps recognize students’ behaviour.

Implementation of Traditional Games in Ethnoscience Learning

“…This finding reaffirms that ethnoscience learning have a significant role in enriching students' knowledge and understanding by integrating local wisdom and cultural experiences into formal education settings. This approach not only helps students develop a deeper understanding of scientific concepts but also fosters a connection between classroom learning and real-life experiences (Khoiri et al, 2021). By incorporating ethnoscience into teaching practices, students are encouraged to explore and transform indigenous knowledge into scientific knowledge, which can lead to improved critical thinking skills and problem-solving abilities (Parmin et al, 2017;Budiarti et al, 2022).…”

Raising Students’ Awareness on Environmental Education Issues

“…The questionnaires consists of 18 items comprising five major environmental themes as stated in Table 1. 1, the questionnaire items are adapted from environmental awareness profile (Asmahasanah et al, 2018;Khoiri et al, 2022) especially items 13-15 for responsibility. The profile of 47 participants in this study is described in Figure 1.…”