Spirituality-based environmental literacy among prospective biology teacher in Indonesia: Analysis based on gender, accreditation, and semester-level aspects

Abstract

Spirituality-based environmental literacy (SEL) influences ecological knowledge, environmental expectations, cognitive abilities, and environmental-related behavior. In this regard, this research aims to determine SEL among prospective biology teacher throughout Indonesia. This study included a cross-sectional survey. The target respondents are students of education study programs in the field of biology who come from various institutions in Indonesia. Gender aspects, study program accreditation status, and semester-level are positioned as respondent characteristics whose impact on environmental literacy is analyzed. The sample size is 632 students. The data collection instrument used was the ELIS. The data collection process is carried out online. Data was analyzed using SPSS. We discuss the results of different tests based on gender, different tests based on accreditation, and different tests based on semester-level. This research provides unique results. Women have higher levels of SEL than men. There are significant differences between men and women in terms of environmental literacy, although references do not always support this. Accreditation status does not support differences in SEL levels. Furthermore, the semester-level (final semester) has a higher SEL, but that is only in the knowledge aspect. On that basis, we suggest several aspects to consider in future research.

Spirituality-based action competence for sustainability among prospective biology teacher in Indonesia

“…(Karyadi, 2016), including religious values (Parker, 2017). Two previous studies have been carried out regarding the abilities of prospective biology teachers in universities in Indonesia, namely environmental attitude (Rahardjanto et al, 2022) and spirituality-based environmental literacy (Husamah, Rahardjanto, et al, 2023). Based on these studies, we conclude that research focused on student teachers is still rarely conducted, especially in Indonesia (as a whole).…”

“…Developing ACS focuses on various approaches such as training programs (Schröder et al, 2022), educational initiatives (Sass et al, 2021b), and research (Husamah et al, 2022a). However, ACS should not be separated from the spiritual aspect, especially in a country that believes in spirituality and religiosity as a way of life (Husamah, Rahardjanto, et al, 2023;Husamah, Suwono, et al, 2023) Mainstreaming and enriching aspects of spiritual or religious values in relation to environmental problems is very necessary considering that currently there is a "search" and "awareness" effort to re-study aspects of spirituality in modern society (including students (Hidayaturrahman et al, 2021;Husamah et al, 2022c) in responding to the complexity of the problems faced (Kibert et al, 2012;Nambiar et al, 2019;UNESCO, 2018;Westerink, 2013), including how religion responds to environmental problems (Altmeyer, 2021;Husamah et al, 2022b). Environmental education must be accommodating to religious values (Kurniawan & Syifauddin, 2021;Ramírez & Fernández, 2018;Robina-Ramírez et al, 2020).…”