Environment-Based Education Integrated Islamic Values to Cultivate Environmental Literacy and Attitudes

Rahmawati, Atik; Supardi, Kasmadi Imam; Es, Sri Mulyani; Haryani, Sri

doi:10.2991/iset-18.2018.15

Cited by 1 publication

(2 citation statements)

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“…Besides, in a more specific, the contribution of Islam in the development of EL also needs to be encouraged. Islam contains very pro-environmental values (Farida et al, 2017;Hudha et al, 2019;Husamah & Setiawan, 2016;Mohamed, 2012Mohamed, , 2014Musthofa et al, 2017;Rahman et al, 2019;Rahmawati et al, 2018;Sukarsono, 2018aSukarsono, , 2018bSukarsono & Utami, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Some research that has been obtained related to the relationship between schools, environmental literacy, and Islamic values leads to Islamic knowledge and values that are believed to influence students' thinking patterns and perceptions about environmental literacy (Rahmawati et al, 2018), Moreover, in literacy development research through internalization of Islamic values and monotheism in project-based learning and environmental conservation (Farida et al, 2017;Rahman et al, 2019). The importance of revitalizing ecological ethics is also an essential part of the development of environmental awareness (Mohamed, 2012(Mohamed, , 2014Sukarsono, 2018aSukarsono, , 2018bSukarsono & Utami, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Environmental Literacy of Islamic Boarding School Students: Study in MA Bilingual-Sidoarjo, East Java, Indonesia

2020

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Environmental literacy (EL) must be implanted in education, including at the Islamic Boarding School. This study aimed to analyze the EL of students (focus on ecological knowledge/EK, verbal commitment/VC, and actual commitment/AC) in MA Bilingual-Sidoarjo. The approach used was a quantitative approach, supported by qualitative data. This research was ex-post facto, for three months. The research subjects were 120 students (40 each grade), taken by purposive sampling. EL was assessed using MSELS/I. The analysis was carried out by tabulating it into Microsoft Excel 2010. The results showed various EL scores. The aspects of EK vary, from sufficient to high levels. Students in class XI and XII-IPA have a relatively high EK score, while students of class X-IPS have low score. The distribution of students' EK scores in one class group was very diverse. Students tend to have an attitude (VK) that agrees to take pro-environmental actions, especially on small things, but the opposite in terms related to the system and the involvement of many people. At the level of behavior (AC), students tend to show pro-environmental actions. Thus it can be concluded that EL students tend to be diverse, tend to increase their quality according to class level.

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