Ecological Intelligence: Analysis of Elementary School Teacher Education Students’ Understanding of the Concept of Ecoliteracy in Social Studies Learning

Abstract

The background to this research is the low level of understanding of the concept of Ecoliteracy among Elementary School Teacher Education students in understanding the environment as a learning material for elementary school social studies. The aim of this research is to analyze the understanding of the concept of ecoliteracy of elementary school teacher education students in the concept of ecological intelligence. The method used in this research is descriptive research which aims to analyze phenomena, events or research objects without testing a particular hypothesis. The instrument used in this research is a questionnaire test for students which refers to indicators of concept understanding analysis, namely: 1) Concept Decomposition, 2) Argument Evaluation, 3) Concept Linkage, and 4) Case Study Analysis. The sample for this research was 195 elementary school teacher education students in semester 2. The average result of understanding the concept of ecoliteracy was 42.85%. Based on the results of several indicators of understanding the concept of ecoliteracy for elementary school teacher education students, it can be concluded that elementary school teacher education students still cannot fully understand it. regarding the Concept of Ecoliteracy. Judging from the average results obtained, it is still lacking.