Needs Analysis of Students’ Pro-Environmental Behavior for Climate Change Books

Abstract

Background and objective: Climate change is a current issue that need to be solved by innovation in environmental education. However, efforts specifically to develop a teaching material based on the learning needs of the students related to climate change has not been given attention. This study aims to describe the Pro-Environmental Behavior (PEB) of students as basis for the development of an educational material to be known as Climate Change Book Series (CCBS-US).Methods: It entailed a descriptive research design and survey method, involving a sample of 642 students in Jakarta and Semarang, Indonesia. The data were treated using descriptive statistics. Data analysis using ANOVA test to see the significant of the difference between each group.Results: The results indicate that the university students’ PEB score is high while the high school students’ PEB score is moderate. The lowest average score is found in aspects related to efforts in reducing garbage and recycling. Details of average score were Junior high school students (74.49), senior high school students (66.28), Faculty of Math and Science university students (73.69), Non-Faculty Math and Science university students (72.27).Conclusion: It is along these inputs that the CCBS-US must be developed as a learning material in environmental education. It is hoped that the results of this study, the developed CCBS-US can significantly empower students' PEB scores in classroom learning.

Challenges and Strategies to Develop Pro Environment Behaviours Among Middle School Students: A Systematic Literature Review

“…School culture's challenges involve various perspectives; Teaching Green Buildings (TGBs) by Cole & Altenburger (2019) and Liang et al (2022), role model by Liang et al(2022) and school should enhance cognitive, motivational, and behavioral competences of students by List et al(2020). The development of an educational tool to be known as the Climate Change Book Series (CCBS-US) (Sigit et al 2022) has been discovered to be one of the teaching resources (Sieg & Dreesmann, 2021). A novel approach to green school design that employs sustainable practises in the "teaching tools" of green school buildings (United States Green Building Council, 2008), is producing specialized schools that serve as excellent research facilities for investigating how green buildings and environmental education (EE) interact.…”

“…From the analysis of 33 studies, 22 studies used appropriate teaching aids and methods while 19 studies used learner-centered arrangements. An eye has been focused on one of the significant research by Sigit et al (2022) conducted on creating instructional materials based on students' learning requirements connected to climate change. Other than that, strengthen the teaching strategies, go into teaching resources with appropriate additional materials, and of course provide the teachers environmental issues training (El Batri et al 2019;Jančius et al 2021;Canlas et al 2021;Millaku et al 2023;Huoponen, 2023).…”