Students’ Environmental Literacy: Environment Education Assisted E-Booklet on Biodiversity Gegas Dam Indonesia Context

Indonesia is one of the world's mega biodiversity needs to be preserved, due to estimated the extinction rate of one species is estimated at 10,000 times per year caused by human activity. Various efforts have been made by various sectors to preserve the environment, including in education through Environmental Education (EE). This research aim to implement Environmental Literacy (EL) domain in Biodiversity learning assisted validated e-booklet (CVR0,67) to enhance student knowledge, cognitive skills (identification of issues, analysis of issues, and action plans), attitude (verbal commitment, environmental sensitivity, and feelings towards the environment), and responsible behavior towards the environment. The EL domains related to real context of biodiversity in Gegas Dam is implemented in order to avoid the availability of disconnecting youth generation with their native biodiversity. Data analysis and identification of diversity- diversity index, homogeneity, dominance and correlation among chemical-physical environmental factors- are presented in an e-booklet to strengthen students' knowledge and cognitive skills, while attitude and responsibility behavior are strengthened by presenting local, national and global environmental issues. Through one group pre-posttest design, 30 high school students in South Sumatra as youth generation were involved in this research. Students’ EL is measured by 66 questions EL domain. The results showed that students' verbal commitment got the highest n-gain score (0.62 medium), while environmental sensitivity was the smallest (0.2 low). These results indicate that verbally students or youth generation already know how to conserve the environment. Cultivation of environmental conservation habits could be continuously improved by realizing their verbal ideas.

Environmental Literacy Research: Global Scientometric Mapping of Five Decades

To date, there is no scientometric study conducted on Environmental Literacy (EL) literature. Hence, this paper aims to bridge this gap.We aimed fora holistic scientometric analysis of scientific literature available on EL, whichresulted in finding global research trends in EL research. We operatedthe following scientometric tools: VOSviewer and Bibliometrix R Package-Biblioshiny for complete science mapping analysis of the collected bibliographic data retrieved from Scopus database. We analysed the Scopus scientific research outcomes during the last 50 years. The outcome included438 total documents published and among them 354 were articles and 84 were conference papers published by1112 authors from 50 countries. The findings of this study arevital for policy makers, researchers and other working in environmental education and literacy development to understand the potential gaps and strength in the current EL research in Scopus literature.

Farmers Markets and Single-Use Plastic: Why Environmentally Conscious Consumers Don’t Bring Reusable Bags

This study looks at the role of Extension in helping local officials reduce plastic bag use at farmers markets in three Lake County, OH communities. We distributed free reusable bags to shoppers and conducted an education and outreach program. We then took observations to determine if the free reusable bags were being used. We also invited shoppers to take a voluntary survey about their environmental attitudes, why or why not they use the reusable bags, and how best to reduce plastic bag use moving forward. Results from the study suggest that supplying free reusable bags at farmer markets is not an effective strategy for Extension professionals attempting to reduce plastic bag use. Instead, we recommend working with local officials to develop financial incentives and disincentives tied to the type of bag option shoppers use, implement plastic bag bans at markets, and conduct locally-focused education and outreach. Although shoppers’ environmental literacy and desire for sustainability is high, it is shown that behavior change is unlikely to occur without financial or policy incentives.

Ecological Knowledge of Pre-Service Science Teachers: Conceptual Interrelationships and Association with Senior High School Strand

Ecological knowledge is one of the components of environmental literacy that refers to the ability of people to understand and apply acquired knowledge about ecology to achieve a grasp of how nature works and their interactions with the social system. This study aimed to determine pre-service science teachers’ level of ecological knowledge in Cebu City, Central Visayas, Philippines, and their relationship to their senior high school (SHS) strand. A validated 40-item multiple-choice Ecological Knowledge Test (Cronbach's α = 0.759) was administered to 66 pre-service science teachers selected through convenience sampling. The results were analyzed through descriptive statistics, one-sample t-test, analysis of variance, path analysis, and non-parametric correlation tested at a 95% confidence level. The study results revealed that the pre-service teachers had ‘Above Average’ knowledge of ecology and its major, related, and other concepts. These concepts did not have significant differences among them but showed a significant effect on ecological knowledge. SHS strand did not show significant association with the said knowledge. Therefore, the pre-service science teachers were ecologically and environmentally literate. To increase ecological knowledge continually, they should be exposed to ecological and environmental immersion to gain awareness and knowledge and develop an in-depth appreciation for the ecosystems.

Formation of environmental literacy in an educational organization

Educating ecological literacy and a conscious attitude to the world around us is a long and purposeful process, which is based on the didactic principles of pedagogy and the laws of nature. The problem of the formation of an ecologically cultured and competent personality is now becoming one of the central and significant ones. Environmental literacy consists of such components as environmental knowledge, assessment of the surrounding reality, foreseeing the consequences of human activity in nature, studying all methods of competent nature management and striving for environmental protection. Thus, environmental literacy is a product of environmental education and upbringing. The direct formation of environmental literacy occurs in the process of the purposeful influence of the teacher. An ecologically developing environment in an educational organization should contribute to the development of the student’s cognitive activity, broadening his horizons, ecological and aesthetic development, and the formation of a holistic picture of the world.

Construction of learning tools based on the sets approach to empower students' environmental literacy on ecological materials

The development of learning tools with a SETS approach is considered important to foster student interest in learning and critical thinking as well as to instill and improve the level of environmental literacy of Indonesian students which is still relatively low. This study aims to determine the analysis of the needs of SETS-based learning tools, to know the process of developing SETS-based learning tools, and to determine the validity and reliability of SETS-based learning tools. The development in this study uses a 4-D model development with stages, namely define, design, develop, and disseminate. Then it is reduced to 3-D with the stages of define (defining), design (design), develop (development). This research produces a product in the form of learning tools, namely RPP (Learning Implementation Plan) and SETS-based modules. The lesson plans and modules that have been developed are then validated by five validators, namely three lecturers of Biology Education FKIP Untan, one teacher from MA Darul Ulum, and one teacher at SMAN 1 Rasau Jaya. The results of the validation of the learning tools were obtained and declared valid with the average acquisition of Aiken's V calculation of 0.84 with a minimum value of 0.80. The reliability of this learning device was tested using the ICC (Interclass Correlation Coefficient) technique with the help of the SPSS program. The reliability of the RPP obtained a result of 0.520 with a moderate category and there was an agreement between raters, while the reliability of the module obtained a result of 0.536 with moderate reliability and agreement between raters.

Analisis Kebutuhan Pengembangan Instrumen Literasi Lingkungan Untuk Mahasiswa Pendidikan Biologi FKIP Universitas Ahmad Dahlan

The decline in environmental quality is a severe problem that occurs in various countries in the world. The decline in environmental quality can occur due to several factors, including habitat degradation (pollution), ecosystem damage, and global climate change. Instilling an attitude of caring for the environment in higher education can be done through Environmental Education materials integrated into several courses or stand as a separate subject. The ultimate goal of Environmental Education is to make students have environmental literacy (environmental literacy). This study aimed to analyze the need for the development of environmental literacy instruments and to develop prototypes of literacy instruments. This research is a type of survey research. The research carries out in May – September 2019 at the Biology Education Study Program, FKIP UAD. Data collection techniques using questionnaires and unstructured interviews with questionnaire data collection instruments. Descriptive data analysis technique. Environmental science courses provide information on current environmental issues that students urgently need. After taking environmental science courses, students feel that environmental literacy has increased, but the level of environmental literacy is not yet known. Students and lecturers feel the need to see the level of environmental literacy, so it is necessary to develop an instrument to measure environmental literacy. The literacy instrument that will develop refers to the NAAEE consisting of four components, namely Competence (identification, analysis, investigation, and solution of environmental problems; knowledge (ecological concepts, environmental concepts, and environmental components); disposition (ideas/ideas, concern), sensitivity. ). , solutions to environmental problems); behavior (commitment to care for the environment and concrete actions to care for the environment).

Using Documentary to Make the Teaching of Environmental Literacy Engaging among Market Communities in the Three Senatorial Districts of Ogun State

This study aimed at assessing the deplorable state of environmental degradation and waste disposal compliance in markets across the three senatorial districts in Ogun State. This study investigated the literacy level of waste disposal among the traders in the markets in relation to the principles of sustainable development. In doing so, this work considered the use of documentary mode of teaching in making environmental literacy more engaging and realistic through environmental education. This will help in formulating guidelines on how positive attitude towards waste disposal can be achieved through environmental literacy as a vehicle to realize the educational agenda of sustainable development which cannot be over-emphasized. The research employed a mixed-method research. Focus groups were selected from the markets within the sampled three districts of the state. 270 traders of different groups of interest were selected into the focus groups and 16 market heads were also interviewed. Result showed that the market users have to be educated of the various possible dangers of the degradations they engage in unconsciously. Government is therefore expected to partner market communities, cooperate bodies and non-governmental agencies with interest in healthy and safe environment to raise the awareness level of the market communities in environmental management.