Economic Growth and Deforestation: a Study of Changes in Land Coverage in West Nusa Tenggara Province

Sinurat, James; Arifien, Yunus

doi:10.4108/eai.18-11-2020.2311708

Cited by 1 publication

(1 citation statement)

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“…Furthermore, educators can tap into local potentials for learning, such as Indonesia's forests, which are currently experiencing significant damage, especially in the province of West Nusa Tenggara (NTB). The forests in NTB have been converted into residential areas and agricultural land [6], subject to illegal logging [7], affected by fires [8], and subjected to mining [9]. Forest protection law enforcement faces practical challenges, primarily due to the absence of regulations involving local communities, weak oversight, and a lack of local community awareness regarding forest protection [10].…”

Section: Introductionmentioning

confidence: 99%

The design of project-based learning model based on local potential and social constructive investigation and its impact on students' green behavior

Nurhidayati,

Safnowandi,

Khaeruman

et al. 2024

P Sci Edu

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The Problem and Purpose of the Study. In Indonesia, the development of PBL models grounded in local potential and constructive social investigations has not previously been undertaken. Conversely, incorporating local potential into the curriculum is essential for enhancing conceptual comprehension, critical thinking skills, and environmental knowledge and fostering respect and concern for the environment. This study proposes a project-based learning (PBL) model rooted in local potential and constructive social investigations. Research Methods. This study adopts and adapts the Borg & Gall development model, which comprises four stages: (a) needs analysis and identification of local potential, (b) model development, (c) model validation, and (d) implementation. Results. The study's findings indicate that (a) the incorporation of local potential into the project-based learning model is crucial in the context of rehabilitating and reclaiming local potential in Lombok, West Nusa Tenggara, (b) the design of the PBL learning model, integrated with local potential, is achieved by including local potential materials within the framework of the existing curriculum. This integration aligns with the principles of social constructive inquiry by identifying community problems and habits and discovering and implementing problem-solving solutions. (c) Model validation, conducted through expert assessment, demonstrates that the model meets the necessary criteria for validity and practicality, with validator ratings of 3.6 and 3.65, respectively, falling within the "very good" category. The Percentage of Agreement (PA) ranges from 83.3% to 100% in the "reliable" category. (d) The implementation shows that the developed learning model is effective in enhancing students' environmentally friendly behaviour, with N-gain scores of 50.148 (effective), 50.921 (effective), and 50.256 (effective). That it, the PBL learning model based on local potential and constructive social investigations significantly influences student environmentally friendly behaviour (p < 0.05). Practical significance. This research was conducted to develop and test the effectiveness of a projectbased learning model design based on local potential and social constructive investigations to empower students' green behavior. The results of this research provide initial data in the form of local potential mapping which is integrated into model design and field testing of green behavior, so that it can be used as input for teachers and lecturers to continue implementing green behavior and exploring other local potential in learning.

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Section: Introductionmentioning

confidence: 99%