The development and validation of environmental literacy instrument based on spirituality for prospective science teachers

Abstract

The spiritual (S) aspect needs to be integrated with the environmental literacy instrument (ELI) so that it becomes ELIS. This study was designed to develop and validate an instrument for prospective science teacher in the form of environmental literacy instrument based on literacy (ELIS). The instrument was developed based on previous research findings and focus group discussions involving eleven experts. The factors and internal consistency were examined by involving 634 students/prospective science teachers from various universities in Indonesia. Validity and reliability were tested using exploratory factor analysis and confirmatory factor analysis. This study proposes a 26-item ELIS with acceptable internal validity and consistency. It is composed of four dimensions: ecological knowledge (five items), environmental hope (seven items), cognitive skills (eight items), and behavior (six items). The ELIS is recommended as a measure of the development of environmental literacy based on spirituality for prospective science teachers.

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

“…This research also revealed interesting results regarding the relationship between teachers' EL levels and their educational areas, accompanying learning area engagement, and environmental education training in general (An et al, 2022;Cincera et al, 2021). In this regard, an Environmental Literacy Instrument based on Spirituality (ELIS) has been developed (Husamah et al, 2022), in the Indonesian context. Therefore, this instrument has potency to be used.…”

“…The analysis results of internal consistency reveal that the value of CR is 0.73-0.94 and Cronbach's alpha is 0.72-0.94 or ≥0.7 (meets the criteria). The AVE value of 0.52-0.65 or ≥0.5 (meets the criteria) (Husamah et al, 2022). The target respondents were very large and broad, covering all of Indonesia, so based on these conditions, the survey process was carried out online.…”

“…EL is primarily defined as awareness, sensitivity, and concern for the environment and its various problems, as well as cognitive/knowledge, psychomotor/skills, and affective/attitudes in finding various solutions to current problems and preventing the emergence of new problems (McBride et al, 2013). EL was measured with the ELI-A instrument (Szczytko et al, 2019), which in this research adds the spirituality aspect to the dimension being assessed because it is the effect of implementing a learning model that is in line with spiritual values (Husamah et al, 2022). EL is the main goal of environmental education (Szczytko et al, 2019), where this aspect needs to be improved among prospective science/biology teachers (Mashfufah et al, 2018;Pe'er et al, 2007).…”

Analisis Faktor Pengembangan Instrumen Pengukuran Keterampilan Abad 21 Siswa Sekolah Menengah Atas

“…Seiring perubahan masyarakat, keterampilan yang dibutuhkan warga untuk merundingkan kompleksitas kehidupan juga berubah (Kryukova et al, 2022). Pada awal 1900-an, seseorang yang telah memperoleh keterampilan membaca, menulis, dan juga berhitung sederhana dianggap melek huruf (Husamah et al, 2022). Beberapa tahun belakangan ini sistem pendidikan mengharapkan semua siswa untuk belajar membaca dan berfikir secara kritis (Fan & Wang, 2022), menulis dengan persuasif, berpikir dan bernalar secara logis (Dorner & Ableitinger, 2022;Mafarja et al, 2022), dan memecahkan masalah kompleks dalam matematika dan sains (He & Qi, 2022) Di Indonesia saat ini telah mengalami perubahan yang sangat cepat dalam perkembangan teknologi, dan sebagian besar pekerjaan harus beroperasi secara global untuk bertahan dalam persaingan yang ada di dunia saat ini.…”

“…Domain yang kelima norma dan nilai spiritual (norms and spiritual values) yang memiliki tiga aspek yang saling berhubungan yaitu aspek mampu menerima agama sebagai cara hidup, mampu mengaitkan nilai spiritual dengan pengetahuan, dan wujud syukur mempelajari sains (Husamah et al, 2022). Domain keenam yaitu nilai keberagaman (multicultural values), domain ini memiliki empat aspek yang saling berhubungan yaitu 1) aspek kesadaran bahwa nilai keberagaman dapat mempengaruhi cara bertindak, 2) menghargai, menerima persamaan dan perbedaan keyakinan, penampilan, dan gaya hidup, 3) peduli dan peka terhadap informasi, dan 4) mengerti pentingnya norma budaya, lingkungan dan mampu untuk berinteraksi di dalamnya.…”