Students’ pro-environmental behavior and environmental learning outcomes based on green consumerism

Abstract

Green consumerism has been considered as one of promising movement in maintaining the environmental quality. This research aimed to describe the students’ pro-environmental behavior (PEB) as considerable as there learning outcome based on green consumerism. This survey research was conducted in State Junior High School 1 of South Tambun, Bekasi, West Java on July-August 2018. The sampling technique used was simple random sampling with 256 students. The subject was divided into two groups: 128 students from seventh grade who had not received environmental learning materials and 128 students from eighth grade who had received environmental learning materials. The data analysis used in this study was an independent t-test. The results of the t-test showed that there was no significant difference of PEB achievement between the two groups. In addition, notwithstanding that the average of the students’ environmental learning outcomes was 72.76, but there was as high as 78.60% of students’ achievement was classified below the standard value. Thus, teachers should evaluate the environmental materials used. It is expected that Biology subjects on environmental material can accommodate green consumerism concepts.

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

“…Various environmental problems have arisen, such as declining levels of green structures (Roy, Shemdoe, Hulme, Mwageni, & Gough, 2018;Lee et al, 2019), environmental pollution (Dudani, Lakhmapurkar, Gavali, & Patel, 2017;S. Ray & Ray, 2011), decreased food supply (D. K. Ray et al, 2019), and decreasing the land carrying capacity (Roshayanti, Ghofar, Wicaksono, & Budi, 2019;Ichsan, Sigit, Miarsyah, Azrai, & Heryanti, 2019). Then, the current global environmental crisis is also causing damage to forests, soil, the ozone layer (Andrady et al, 2017), until climate change.…”

Profiling students’ environmental care attitudes taught using Sasak Tribe local wisdom-integrated model

“…To realize this goal, not only their teachers but also several related parties must be involved. The school need to make a certain regulation as well as provides sufficient facilities to support the learning program (Ichsan et al, 2019), including environmental education program. Muhaimin (2015) stated that school need to cultivate ecological competition by creating habit formation, role model, and the movement to generate attitude and school culture which in line with green curriculum and green living.…”

“…The attitude of caring for the environment becomes an important value to be developed within the framework of Character Building. Ichsan, Sigit, Miarsyah, Azrai, and Heryanti (2019) stated that the environmental carness behavior is important to be owned by every individual as it will keep the environment in a good condition; thus, it can be passed for next generations. As the consequences, humans are habituated to pay their attention to the environmental sustainability so that the environmental functions can optimally support sustainable life.…”

Students’ Higher Order Thinking Skills in Environmental Learning: Develop Assessment Based on Green Consumerism

“…Learning by using developmental assessment has several advantages such as in accordance with the actual situation, the language used can be adjusted to the characteristics of students, and most importantly can measure something you want to measure in more detail in this case related to the concept of green consumerism in environmental learning. The most important thing in the assessment is that the assessment must be authentic so that the learning outcomes can be truly measurable (Aziz & Yusoff, 2016;Barber, King, & Buchanan, 2015;Ichsan, Sigit, Miarsyah, Azrai, & Heryanti, 2019;Kinay & Bagceci, 2016;van der Veen & van Oers, 2017).…”