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

Abstract

Environmental conservation understanding is one of the crucial factors which determines student attitudes and behavior towards the environment. This study aimed to investigate the effects of problem-based learning and naturalist intelligence on the students' understanding of environmental conservation. This experimental research was conducted at Madrasah Aliyah Negeri (MAN) 1 Praya which employed factorial design. The first factor was the levels of naturalist intelligence (high and low) and the second factor was learning forms (problem-based and expository learning). Two groups were randomly selected from X-MIPA graders of MAN 1 Praya. The data were collected through tests which then were analyzed using ANOVA at 0.05 significance level. The results of the study indicated that problem-based learning affected the students' understanding of environmental conservation, while naturalist intelligence did not affect it. Furthermore, there were no interaction between these two factors.

Environmental behavior of university students

“…They also maintain that ambient intelligence has a strong relationship with the environmental behavior of students because this intelligence enhances the ability to understand natural conditions. However, these results are different from those of Suhirman and Yusuf (2019), as they indicated that ambient intelligence had no significant relationship with the environmental behavior of university students. Verifying this relationship may be due to using a robust structural model considering all the antecedents of environmental behavior.…”

“…However, this relationship is still controversial in the literature. For example, Suhirman and Yusuf (2019) indicated that environmental intelligence did not have a direct relationship with the environmental behavior of university students.…”

“…Istiana et al (2020) also argue that students who develop environmental intelligence through their education have better environmental behavior because this intelligence improves the ability to understand natural conditions, recognize the impacts of the deteriorated environment and remain sensitive to weather conditions. Other studies indicate that the factors that influence the environmental behavior of students are related to their knowledge and attitude toward sustainability (Chomaini, 2021; Istiana et al , 2020; Suhirman and Yusuf, 2019). However, the models used in these studies have evaluated some of the antecedents of the environmental behavior of students in isolation, and the previous literature requires more robust models capable of analyzing the environmental behavior of students with greater precision (Istiana et al , 2020; Schmitz and Rocha, 2018; Rajapaksa et al , 2018; Tanu and Parker, 2018).…”

Improving Student's Logical Thinking Abilities And Learning Outcomes Through Guided Inquiry Model

“…Students' ability to find and solve problems is influenced by their thinking ability (Zubaidah, 2018). Thinking ability is a process by which students develop ideas, finding knowledge, and solving the problems in their lives (Irwansyah & Lubis, 2016;Suhirman & Yusuf, 2019). Concerning science learning, students need thinking skills to understand the problems encountered in the environment, understand the processes that occur, and try to solve problems that arise.…”

“…Implementation of various models of learning that enhance students' logical thinking skills and learning outcomes can be an alternative. Based on the previous study, the learning models that are reported can play this aim are Guided Inquiry Learning (Artayasa et al, 2017;Dewi et al, 2013;and Zubaidah et al, 2017), Discovery Learning (Nuroso et al, 2016), Problem-Based Learning ( Suhirman & Yusuf, 2019;Sulastri et al, 2015), Direct Instruction (Sidik NH. & Winata, 2016), and Active Learning (Maisaroh & Rostrieningsih, 2010) The inquiry learning model is a model of learning that accommodates the essence of natural science as knowledge and process.…”