Level of Environmental Literacy of Students and School Community in Green Open Space: Is There any Difference between Both of Them?

N. S. Putra, H. N. Sukma, H. Setiawan

Abstract

Environmental education aims to create people who have good environmental literacy. This study tries to explain previous studies related to how the level of students’ literacy and stakeholders’ literacy in green open space affects students' environmental literacy. This is descriptive research conducted in SMPN 2 Suayan. The purposes of this study are 1) to identify the environmental literacy of the students and the school community in the green open space 2) to identify the difference between students’ environmental literacy and school community in green open space. The sample consists of 70 students and 40 people from the school community. Measurement of environmental literacy is discussed in 3 domains, namely the domain of knowledge, attitudes towards the environment, and behavior towards the environment. The total number of instruments is 45 items. The reliability value of instruments for knowledge, attitude, and behavior domains are 0.874, 0.927, and 0.965, respectively, and are the high category. Collected data of students and school community were analyzed by using Microsoft Excel and SPSS. The difference in environmental literacy of students and school community in green open space was analyzed by using Mann-Whitney U Test. The environmental literacy value of students and school community are respectively 77.1% and 79.7% and are high category. The analysis on the achievement of environmental literacy scores shows that there are no significant differences in both groups. This concludes that the school community that has good environmental literacy will give a good influence on students’ environmental literacy and knowledge. The last, by knowing the roles of the school community and availability of green open space on achieving environmental literacy of students, all related stakeholders are suggested to upgrade the environmental literacy of the school community and support the availability of green open space in the school area.

Keywords

environmental education; green open space; environmental literacy; school community

Full Text:

PDF

References

Aarnio-Linnanvuori, E. (2019). How do teachers perceive environmental responsibility?. Environmental Education Research, 25(1), 46-61.

Afandi, R. (2013). Integrasi Pendidikan Lingkungan Hidup Melalui Pembelajaran IPS di Sekolah Dasar Sebagai Alternatif Menciptakan Sekolah Hijau. PEDAGOGIA: Jurnal Pendidikan, 2(1), 98-108.

Afrianda, R., Yolida, B., & Marpaung, R. R. T. (2019). Pengaruh Program Adiwiyata Terhadap Literasi Lingkungan dan Sikap Peduli Lingkungan. Jurnal Bioterdidik, Wahana Ekspresi Ilmiah, 7(1), 32-42.

Bonnett, M. (2010). Environmental education.In International Encyclopedia of Education(pp. 146–151). Elsevier.

Burchett, J. H. (2015). Environmental Literacy and its Implications for Effective Public Policy Formation.

Cheng, I. N. Y., & So, W. W. M. (2015). Teachers’ environmental literacy and teaching–stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education, 24(1), 58-79.

Clark, D. G., Sorensen, A. E., & Jordan, R. C. (2016). Characterization of factors influencing environmental literacy in suburban park users. Current World Environment, 11(1), 1.

Clayton, S., Bexell, S. M., Xu, P., Tang, Y. F., Li, W. J., & Chen, L. (2019). Environmental literacy and nature experience in Chengdu, China. Environmental Education Research, 25(7), 1105-1118.

Curdt-Christiansen, X. L. (2021). Environmental literacy: raising awareness through Chinese primary education textbooks. Language, Culture and Curriculum, 34(2), 147-162.

Desfandi, M. (2015). Mewujudkan Masyarakat Berkarakter Peduli Lingkungan Melalui Program Adiwiyata. SOSIO DIDAKTIKA: Social Science Education Journal, 2(1), 31–37.

Deswari, N., & Supardan, D. (2016). Upaya peningkatan environmental literacy peserta didik di sekolah adiwiyata (Studi inkuiri naturalistik di SD Negri 138 Pekanbaru). Jurnal Socius, 5(2).

Dube, T., & Lubben, F. (2011). Swazi teachers‟ views on the use of cultural knowledge for integrating education for sustainable development into science teaching. African Journal of Research in Mathematics, Science and Technology Education, 15(3), 68–83.

García-Feijoo, M., Eizaguirre, A., & Rica-Aspiunza, A. (2020). Systematic review of sustainable-development-goal deployment in business schools. Sustainability, 12(1), 440.

Gayford, C. G. (2002). Environmental literacy: Towards a shared understanding for science teachers. Research in Science and Technological Education, 20 (1), 99–110.

Goldman, D., Pe’er, S., & Yavetz, B. (2017). Environmental literacy of youth movement members–is environmentalism a component of their social activism?. Environmental Education Research, 23(4), 486-514.

Hammarsten, M., Askerlund, P., Almers, E., Avery, H., & Samuelsson, T. (2019). Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning, 19(3), 227–241.

Indrati, D. A., & Hariadi, P. P. (2016). Esd ( Education for Sustainable Development ) Melalui Pembelajaran Biologi. In Symposium on Biology Education(371–382).

Jones, P., Wynn, M., Hillier, D., & Comfort, D. (2017). The Sustainable Development Goals and Information and Communication Technologies. Indonesian Journal of Sustainability Accounting and Management, 1(1), 1-15.

Kaya, V. H., & Elster, D. (2019). A critical consideration of environmental literacy: Concepts, contexts, and competencies. Sustainability (Switzerland), 11(6).

Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2019). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 25(3), 388-410.

Kusumaningrum, D. (2018). Literasi Lingkungan Dalam Kurikulum 2013 Dan Pembelajaran Ipa Di Sd. Indonesian Journal of Natural Science Education (IJNSE), 1(2), 57–64.

Liefländer, A. K., Fröhlich, G., Bogner, F. X., & Schultz, P. W. (2013). Promoting connectedness with nature through environmental education. Environmental education research, 19(3), 370-384.

Liu, S. Y., Yeh, S. C., Liang, S. W., Fang, W. T., & Tsai, H. M. (2015). A national investigation of teachers’ environmental literacy as a reference for promoting environmental education in Taiwan. The Journal of Environmental Education, 46(2), 114-132.

Maghfur, M. (2010). Pendidikan lingkungan hidup dan masa depan ekologi manusia. In Forum tarbiyah (Vol. 8, No. 1, pp. 57-71). Fakultas Tarbiyah IAIN Pekalongan.

Mardiani, N. D., Husamah, H., Fatmawati, D., Miharja, F. J., & Fauzi, A. (2020). Literasi Lingkungan Melalui Pendidikan Lingkungan di Masa Pandemi Covid-19. In Prosiding Seminar Nasional Pendidikan Biologi.

Marliani, N. (2015). Pemanfaatan limbah rumah tangga (sampah anorganik) sebagai bentuk implementasi dari pendidikan lingkungan hidup. Formatif: Jurnal Ilmiah Pendidikan MIPA, 4(2).

Maulidya, F., Mudzakir, A., & Sanjaya, Y. (2014). Case study the environmental literacy of fast learner middle school students in Indonesia. International Journal of Science and Research, 3(1), 193-197.

McBeth, W., & Volk, T. (2009). The national environmental literacy project: A baseline study of middle grade students in the United States. The Journal of Environmental Education, 41(1), 55–67.

Mulyana, R. (2009). Penanaman Etika Lingkungan Melalui Sekolah Perduli dan Berbudaya Lingkungan. Jurnal Tabularasa, 6(2), 175–180.

Mustika, F., & Sahudra, T. M. (2018). Peranan Lingkungan Sosial terhadap Pembentukan Karakter Peduli Lingkungan Mahasiswa Pendidikan Geografi di Universitas Samudra Langsa. JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial, 10(2), 235-244.

National Environmental Literacy Assessment (NELA).(2008). Final Research Report Part 1 & 2. Washington DC: Nela Project

Perdana, N. S. (2018). Implementasi peranan ekosistem pendidikan dalam penguatan pendidikan karakter peserta didik. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 8(2).

Purwanto, N. (2013). Prinsip-Prinsip Evaluasi Pengajaran. In Bandung: PT Remaja Rosdakarya.

Rezkita, S., & Wardani, K. (2018). Pengintegrasian Pendidikan Lingkungan Hidup Membentuk Karakter Peduli Lingkungan di Sekolah Dasar. TRIHAYU: Jurnal Pendidikan Ke-SD-a,n 4(2), 327–331.

Saribas, D., Kucuk, Z. D., & Ertepinar, H. (2017). Implementation of an environmental education course to improve pre-service elementary teachers’ environmental literacy and self-efficacy beliefs. International Research in Geographical and Environmental Education, 26(4), 311-326.

Shantini, Y. (2016). Penyelenggaraan Efsd Dalam Jalur Pendidikan di Indonesia. Pedagogia Jurnal Ilmu Pendidikan, 13(1), 136-141.

Shume, T. (2016). Teachers' Perspectives on Contributions of a Prairie Restoration Project to Elementary Students' Environmental Literacy. International Journal of Environmental and Science Education, 11(12), 5331-5348.

Sudjoko, S. (2014). Perkembangan dan konsep dasar pendidikan Lingkungan Hidup. Pendidikan lingkungan hidup, 1(1), 1-4.

Sukarto, S. (2017). Pendidikan karakter peduli lingkungan: Studi Multikasus di MIN Tegalasri Wlingi Blitar dan SDN 1 Sukun Kota Malang (Doctoral dissertation, Universitas Islam Negeri Maulana Malik Ibrahim).

Susanti, N. D., & Mulyani. (2013). Memanfaatkan Lingkungan Sekitar Sebagai Sumber Belajar Dengan Tema Lingkungan Untuk Meningkatkan Hasil Belajar Siswa Kelas III Sekolah Dasar. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 1(2), 1–11.

Susilastri, S. D. (2015). Students’ environmental literacy profile in school-based nature and in school that implement the adiwiyata program. Prosiding KPSDA, 1(1).

Tamara, R. M. (2016). Peranan lingkungan sosial terhadap pembentukan sikap peduli lingkungan peserta didik di SMA Negeri Kabupaten Cianjur. Jurnal Geografi Gea, 16(1), 44-55.

Timur, S., Timur, B., & Yilmaz, S. (2013). Determining primary school candidate teachers’ levels of environmental literacy. The Anthropologist, 16(1-2), 57-67.

Tosun, E. K., & Gursakal, S. (2016). Environmental Literacy Levels of The Classroom Teachers In Turkey. The Online Journal of New Horizons In Education, 6(3), 33–59.

Tristananda, P. W. (2018). Membumikan Education for Sustainable Development (Esd) Di Indonesia Dalam Menghadapi Isu – Isu Global. Purwadita: Jurnal Agama Dan Budaya, 2(2), 42–49.

DOI: https://doi.org/10.15294/jpii.v10i4.31083

Refbacks

  • There are currently no refbacks.


Bookmark and Share