Which Value Supports Pro-environmental Behavior? Future Direction for Pre-service Physics Teacher

Although a huge number of studies enhancing pro-environmental behavior (PEB), the environmental quality is still in poor condition. Enhancing PEB needs to consider some aspects, such as the value and location. Pre-service physics teachers have a role in shaping students’ PEB because environmental issues are part of the high school physics curriculum. This study aimed to investigate the link between the location, and values (biospheric, altruistic, egoistic, and hedonic), from two different locations in Indonesia. The modified and translated 2-MEV, and E-PVQ scales were used. This study concluded that the values in both locations are in the very high category, in which the values are correlated to PEB. The strongest correlated value is an egoistic value that is related to the self-enhancement indicating the need for self-enhance approaches in the class to promote PEB. The different locations which are in the same country didn’t show a significant difference in both values and PEB. Thus, future study could conduct their research in a larger area with a different culture to explore the relationship between PEB with location or other demographic aspects, and the development of activities to enhance PEB need to consider the strong relationship between PEB with egoistic value.

a concern for its own sake), altruistic (reflect a concern for the welfare of other human beings), hedonic (reflect comfort and pleasure), and egoistic (reflect a concern for themselves) Werff & Steg, 2016). The value aspects are typically measured with the Environmental Schwartz Value Survey (E-SVS), then suggested an alternative method of measuring values using the Environmental Portrait Value Questionnaire (E-PVQ) scale which is structured by indirect questions (Thijs Bouman et al., 2018). PEB is often measured by the New Ecological Paradigm (NEP) scale and the Two Major Environmental Value (2-MEV) scale, which the 2-MEV scales provide complete evidence of people's environmental perceptions in a variety of population groups (Manoli et al., 2019). In 2018, Bogner added appreciation items to the 2-MEV scale, to evaluate the items by participants' feedback, and indirectly promote appreciation to shift the exploitative preferences (Bogner, 2018)the Two Major Environmental Value model  Given that the link between location, values, and PEB would be useful to determine the best design of teaching and for a basic investigation of the causality between them. We aimed to investigate the link between the location, values, and PEB to determine whether the relationship holds for the two different locations in Indonesia METHOD A quantitative research design and survey method were used in this study. The quantitative research design was used to explain the causes of such relationships (Jack Fraenkel, Norman Wallen, Helen, 2012)they have to be mechanically air-conditioned to achieve the required thermal comfort for worshippers especially in harsh climatic regions. This paper describes the physical and operating characteristics typical for the intermittently occupied mosques as well as the results of the thermal optimization of a medium size mosque in the two hot-dry and hot-humid Saudi Arabian cities of Riyadh and Jeddah. The analysis utilizes a direct search optimization technique that is coupled to an hourly energy simulation program. Based on that, design guidelines are presented for the optimum thermal performance of mosques in these two cities in addition to other design and operating factors that need to be considered for mosques in general. © 2009 The Author(s, and the survey method was used to provide in-depth understanding by transforming data into usable statistical analysis (Mkumbachi et al., 2020).

INTRODUCTION
Encouraging students' environmental behavior needs a relevant approach related to some aspects. Pre-service physics teachers as the future teacher of the physics curriculum that contains environmental issues (Kemdikbud, 2020) do have a role in shaping students' pro-environmental behavior (PEB) throughout the class. Thus, the exploration research of PEB aspects in the preservice physics teacher is needed (Dinurrohmah et al., 2022).
Despite a huge number of existing research promoting PEB through the class, and the development of environmental learning instruction (Amalia, 2020;Anggraini et al., 2019;Ihlas et al., 2019;Lia, Udaibah, 2016;Prabowo et al., 2021), a specific strategy based on the correlation of location and values with PEB is still needed. However, there is limited empirical evidence for the relationship between socio-demographics and environmental values (Sargisson et al., 2020), the national culture, and PEB (Hea & Filimonau, 2020;Piwowar-Sulej, 2020).
Schools or universities as substantial educational efforts in the environmental problem (Maurer & Bogner, 2020;Sulaeman et al., 2020) can increase environmental knowledge. Environmental knowledge has a role in shaping students' PEB (Chakraborty et al., 2017;Janmaimool & Khajohnmanee, 2019) by stimulating students' values. Therefore schools should focus their environmental education to foster environmental values (Díaz et al., 2020;Djuwita & Benyamin, 2019), and environmental ethics in the curriculum (Abun & P.Racoma, 2017). Based on Value Belief Norm (VBN) theory, fostering environmental value through class is expected to increase the PEB because of their proportional relationship (Stern, 1999), thus the more students have a specific value, the more strongly student will think and behave in line with the value (Thijs Bouman et al., 2018).
In principle, value is described as a human's goal of life that guides their life , which are divided into self-enhancement values (hedonic and egoistic values) and self-transcendence values (altruistic and biospheric values) (Schwartz, 1994). The relationship between values (biospheric, altruistic, and egoistic) has been investigated in the majority of literature, but less attention was given to the role of hedonic values (Quoquab et al., 2020), even though all the values mostly affect behavior indirectly (Thijs Bouman et al., 2018).
Values consisted of biospheric (reflect The structural questionnaire was conducted by Google form in the range of June-July 2022, and the statistical tests were analyzed using Microsoft Excel and the IBM SPSS Statistical Package 26. Analysis of data included average scores of values and PEB, correlations among demographic locations, value aspects, and the total score of PEB. Participants were 86 pre-service physics teachers in two different locations (University A and University B) located on different islands. Since the purpose of the study addresses the differences in demographic location among the students, information on changed domiciles were collected.
The final questionnaire consisted of demographic items, 15 items on the values, and 21 items on PEB aspects. The values were measured using the translated and modified E-PVQ scale in the Indonesian environmental problem context (Thijs Bouman et al., 2018), and the PEB and Appreciation aspects were measured using the translated 2-MEV scale in the Indonesian context (Bogner, 2018)the Two Major Environmental Value model (2-MEV. Questionnaires were subdivided into three sections assessing demographic aspects (section 1), values (section 2), and PEB (section 3). The questionnaires are indirect statements about the environment with a 5-point Likert scale for PEB (1 = I totally disagree, 5 = I totally agree), except for utilization items, which followed a 5-point Likert scale (1 = I totally agree, 5 = I totally disagree), and 7-point Likert scale for values (1 = I totally disagree, 7 = I totally agree).

RESULT AND DISCUSSION
This study aims to explore the PEB and its aspects based on the VBN theory (Stern, 1999) of pre-service physics teachers from two different locations. To clarify the score of values and PEB, we analyzed it into four categories (low, moderate, high, and very high).
Based on the location, participants from both locations have the same average category of PEB, illustrated in Figure 1. Almost all participants have a very high score of PEB means the output of the study program in both universities is in line with the main goal of environmental education (Janmaimool & Khajohnmanee, 2019;Sánchez-Jiménez et al., 2021). The very high category of participants' PEB is similar to the findings from two studies of undergraduate students in Indonesia, in major environmental engineering, social science education, geography education, and science education (Mkumbachi et al., 2020;Yusup, 2021). However, a different result is shown from another previous study also in Indonesia, in which university students in engineering faculty and overall university students have a moderate category of PEB (Mandra et al., 2021;Sujana et al., 2018). This finding confirms that university students in the environmental science field of knowledge would positively relate to environmental behavior.
Regarding to location aspect in PEB, locations A and B are located on different islands, interestingly the category of PEB is similar, illustrated in Figure 2. The similarities of the PEB category for pre-service physics teacher in location A and B is because of the complex aspects influencing PEB (Onokala et al., 2018), the fewer differences between the two ethnic groups (the national cultural values in both universities) as the significant role in shaping PEB (Chwialkowska et al., 2020;Fu et al., 2018;Hea & Filimonau, 2020), and the phenomena that humans are moving towards the process of becoming more homogeneous (T Bouman et al., 2021;Ghazali, 2019).

Figure 2. Pre-service physics teachers' PEB category by location
Despite the location aspect, based on VBN theory, PEB itself is indirectly shaped by environmental values (Biospheric, Altruistic, Egoistic, Hedonic) and other aspects Stern, 1999). Hence, this study also measured the values of students in both locations illustrated in Figure 3.

Figure 3. Pre-service physics teachers' values category by location
The majority of pre-service physics teachers in location A and location B have very high categories of values, showing the proportional relationship between values and PEB. According to the VBN theory that included the values as one of the PEB aspects (Stern, 1999), the correlation analysis needs to confirm its relationship as shown in Table 1. The result of correlation analysis shows that all the values have a positive correlation with PEB, with each value having a different strength correlation represented in Figure 4. Egoistic values that reflect a concern for themselves, and hedonic values that reflect comfort and pleasure have a stronger correlation with PEB than altruistic and biospheric values. This finding indicates that in both locations, pre-service physics teachers have the very high category of PEB because minimizing their negative impact on the environment would make them feel pleasure and give benefit themselves. Therefore, promoting egoistic and hedonic values in the education context to obtain a high category of PEB is necessary.
Promoting egoistic values in the education context could be done by designing teaching models or developing activities based on egoistic values. Some studies tried to integrate class activities with environmental context through traditional games (Ihlas et al., 2019), modern games (Ariwibowo et al., 2018), video making (Prabowo et al., 2021, and comics (Lia, Udaibah, 2016) however, the specific objective in the design of teaching is needed to enhance PEB. Enhancing PEB in school needs to consider the strong relationship between PEB with egoistic values.
This study showed a positive correlation between values and PEB, which egoistic values having the strongest correlation. However, looking back to the previous studies, there are diverse findings on the relationship between PEB and its aspects (Janmaimool & Khajohnmanee, 2019) clarifying how complex the aspects of PEB itself are. Studies showed that PEB has a negative correlation with egoistic value (Liu et al., 2018), and PEB also decreases hedonic value (Venhoeven et al., 2013), but others clarified that there is a strong correlation between altruistic and biospheric values with PEB (Ambarfebrianti & Novianty, 2021;Gkargkavouzia et al., 2019;López-Mosquera & Sánchez, 2012).
Regarding the demographic items, this study shows that there is no correlation between the time of change of domicile with values and PEB as shown in Table 2. It is because the research was conducted in cities that are still in the same country (Indonesia), which have similar norms, values of life, and also similar cultures. Value is one of PEB's indirect aspect (Chung et al., 2019) that are relatively stable over time (T Bouman et al., 2021), thus pre-service physics teacher who lives in similar places for the same period would potentially have a similar category of values, that would influence PEB. To explore the PEB by demographic location, the research could conduct in countries that have different cultures, or characteristics, such as by comparing PEB among countries on different continents.
According to the findings, there is a no different category of pre-service physics teachers' PEB in a different location if the values are still similar. PEB itself is influenced strongest by egoistic and hedonic values, which means in both locations, the best strategy to increase students' category of PEB is to consider the benefit and pleasure of its behavior for students. These findings give the direction for the future study to conduct their research in a larger area with a different culture to explore the relationship between PEB with location or other demographic aspects, and for teachers to develop activities to enhance PEB by considering the strong relationship between PEB with egoistic value.

CONCLUSION
The result of the present study concluded that the values of pre-service physics teachers are in the very high category, which correlated to PEB and then influence the very high category of PEB. The strongest correlated value is an egoistic value that is related to self-enhancement indicating the need for self-enhance approaches in the education field to promote PEB. The differences in location in the same country didn't show a significant difference in both values and PEB, thus future study could conduct their research in a larger area to explore the relationship between PEB and demographic location, and the development of activities to enhance PEB need to consider the strong relationship between PEB with egoistic value.