Pengaruh Penerapan Active, Joyful, and Effective Learning (Ajel) Pada Materi Perubahan Lingkungan Terhadap Sikap Peduli Lingkungan Siswa

Supriyatin, Supriyatin; Nurnawati, Nurnawati; Heryanti, Erna

doi:10.21009/biosferjpb.9-2.10

Cited by 6 publications

(6 citation statements)

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“…Students with high motivation have realized the importance of learning and knowledge that they have acquired. As teacher uses PBL model, the teacher gives the freedom to students to discover who they are as learners (30)(31)(32)(33)(34)(35). So students with high motivation will certainly be easier to adapt to the application of this model and its impact can then provide the students with the ability to think better.…”

Section: Effect Of Interaction Based On the Calculation Resultsmentioning

confidence: 99%

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Rini¹,

Adisyahputra²,

Sigit³

2020

ujer

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Background: Critical thinking is an important thing possessed by the students as an order thinking skills which support independent and research-based learning for students. One attempt to fulfill the scientific learning process is conduct a project-based learning by taking into account the motivation and learning styles of students. This study aimed to identify the effect of project based learning, motivation, and visual, auditory and kinesthetic (VAK) learning styles on high school students' critical thinking skills of the ecosystem topic. This research used quasi-experiment with 2x2x3 factorial design. Research was conducted on high school students in grade 10th in Jakarta as many as 348 students were taken by simple random sampling technique. Data was collected by a motivation and VAK learning style questionnaire and critical thinking skills test. Data was analyzed by General Linear Model Uni-variate ANOVA at α = 0.05. The whole group had a normal distributed and homogeneous data. The results showed that (1) there is the significant effect of the Project-based learning on students' critical thinking skills, (2) motivation affects students' critical thinking skills, (3) VAK learning style does not affect students' critical thinking skills, (4) the interaction between the two independent variables was fitted (learning models*motivation , learning models*VAK learning styles , and motivation * VAK learning style)and does not affect student's critical thingking skills, and (5) interaction model of learning , motivation , and learning styles affect the students' critical thinking skills. Based on the results above, students' critical thinking ability can be improved through the project-based learning by taking into several factors such as students' motivation and learning styles.

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Section: Effect Of Interaction Based On the Calculation Resultsmentioning

confidence: 99%

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Rini¹,

Adisyahputra²,

Sigit³

2020

ujer

View full text Add to dashboard Cite

show abstract

“…When undergraduate students damage the environment, students would be feeling guilty, so students reduce their actions that damage the environment. The influence of guilt on someone can be a great behavioral motivator (Fitriani, Adisyahputra, & Komala, 2018;Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018;Owens, Sadler, Barlow, & Smith-Walters, 2017;Supriyatin, Nurnawati, & Heryanti, 2016). The lowest dimension with a percentage of 19% is the dimension of responsibility assessment.…”

Section: Resultsmentioning

confidence: 99%

Environmental responsibility and pro-environmental behavior: Biology undergraduate students’ profile

Sigit

Azrai

Heryanti

et al. 2019

JPBI

Self Cite

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Environmental responsibility is a crucial aspect which determines the environmental solving problems in term of enhancing the pro-environmental behavior. This study aimed to examine the relation between the environmental responsibility and pro-environmental behavior of the undergraduate students. The sampel of this descriptive correlational study was 106 students of biolgy education department which was taken randomly. This study showed that the undergraduate students were in high criteria of environment responsibility (ER). This was represented by feeling guilty which was the highest percentage and followed by responsibility feeling and responsibility judgment respectively. In addition, the undergraduate students were in positive pro-environmental behavior (PEB). The regression model was y = 23.876 + 0.623x; while ER contributed as high as 22.1% to the undergraduate student’s PEB. This implied that to improve the undergraduate student’s PEB is by strengthening their ER.

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“…This is because their insights are less about mangroves and fewer reefs. This narrow insight can be improved by learning that is more active and in accordance with what students want (Camacho & Legare, 2015;Juhanda & Maryanto, 2018;Supriyatin, Nurnawati, & Heryanti, 2016;Uzun, 2012).…”

Section: Findings and Discussionmentioning

confidence: 99%

EECN: Analysis, Potency, Benefit for Students Knowledge and Attitude to Conserve Mangroves and Coral Reefs

Sigit¹,

Miarsyah²,

Komala³

et al. 2020

INT J INSTRUCTION

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The purpose of this study was to measure student knowledge and attitudes in conservation of mangroves and coral reefs, introducing and applying Environmental Education Community Network (EECN) to students in wider scale. The method used in this research is a descriptive method and used a survey for gathering data. Samples were selected with simple random sampling in several schools and Jakarta State University. The results showed Average score of knowledge students from all levels were with low category. Average score of attitudes students from all levels were with high category. Students' knowledge was still low and attitudes in terms of mangroves and coral reefs were high. This result showed that students need a model that could enhance knowledge and attitude to conserve mangroves and coral reefs. EECN is one model that have the potential to empower students' knowledge and attitude in protecting the environment.

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Pengaruh Penerapan Active, Joyful, and Effective Learning (Ajel) Pada Materi Perubahan Lingkungan Terhadap Sikap Peduli Lingkungan Siswa

Cited by 6 publications

References 0 publications

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Environmental responsibility and pro-environmental behavior: Biology undergraduate students’ profile

EECN: Analysis, Potency, Benefit for Students Knowledge and Attitude to Conserve Mangroves and Coral Reefs

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