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.

The development and validation of environmental literacy instrument based on spirituality for prospective science teachers

“…Environmental literacy is the main goal of environmental education (McBride et al, 2013;Szczytko et al, 2019). Environmental literacy for prospective science teachers to comprehend and respond to changes in the environment through environmentally friendly behaviors, environmental literacy also needs to be increased (Darling-Hammond et al, 2020;Goulgouti et al, 2019;Khoiri et al, 2021;Loubser & Swanepoel, 2001;Wilujeng et al, 2019). If these prospective science teachers become teachers in the future, they will play an important role in achieving environmental education goals, as well as developing environmental literacy in the students they educate (Kidman & Casinader, 2019).…”

Socioscientific Issues (SSI) Strategy Adjacent to Ethnoscience: A Critical Analysis of Science Reconstruction

“…In the lowest category of Inside Outsider (IOS), students feel discrimination or alienation towards cultures studied in scientific science, and categorization is considered difficult to develop because students cannot get out of their zones. Cultural meaningfulness and alienation are the determining factors in exploring learning resources for the ethnoscience-adjacent environment (Khoiri et al, 2021).…”

Edutainment Method Learning: Exploration of Variables and Implications on Children's Social Skills

“…Research were taken from Kindergarten IT Auladuna and Kindergarten Baitul Izzah. The total number of students who were used as samples was 48 children The determination of the school was based on various reasons and considerations as follows: (1) the ability and age of the children were not different, (2) the socioeconomic background of the parents of the children from the two schools was assumed to be the same, (3) the ability and educational background of the teachers who taught assumed to be the same, (4) the conditions of learning facilities and infrastructure are assumed to be the same, (5) the schools are both located in the middle of dense settlements, (6) the two schools are willing to carry out research, (7) the teachers from the two schools are willing to be used as partners or collaborators in research (Broekhuizen et al, 2016;Jenkins et al, 2018;Khoiri et al, 2022;Oktaviana et al, 2021;Welchons & McIntyre, 2017). The timing of the research takes into account the experimental principle, namely that the program can be discontinued if it is known that there has been a change in the participants' behavior.…”