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p-Index From 2021 - 2026
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All Journal Journal of Environment and Sustainability Education
Afif Jauhari
Universitas Negeri Surabaya, Indonesia
Chemistry Education Environmental Science Physics Other

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Implementation of Air Expansion Simulation (AES) in physics education to increase student interest in environmental issues Febiana Dinda Puspita; Afif Jauhari; Iqbal Ainur Rizki; Sujito Sujito; Nurita Apridiana Lestari
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.158

Abstract

Increased pollution on Earth will cause environmental imbalance, which in turn will cause environmental damage. In addition, sustainable education is implemented to help address the problem by teaching students through direct experience. Therefore, a simple air expansion simulation is applied in sustainable physics learning as a simple demonstration of air velocity. With the implementation of sustainable physics education, it is hoped that students can understand air pressure and apply it in the environment to increase their interest in learning physics through environmental issues. Simple simulations are used to increase students' interest in learning physics. Based on the results obtained, the application of air expansion simulation (AES) as physics education increases students' interest and understanding, as shown by the results of responses that indicate strong agreement. Students can easily understand the material through simple air expansion simulations because during the learning process, students feel more interested. Students find it easier to understand because learning is done contextually, but learning is also done by involving students directly. Therefore, students find it easier to understand and master the material based on direct experience.
Interactive Physics Modular (IPM): The development of website-based learning media using a problem-based learning model and a STEM-ESD approach to enhance environmental literacy in temperature and heat topics Afif Jauhari; Febiana Dinda Puspita; Iqbal Ainur Rizki; Sujito Sujito; Nurita Apridiana Lestari
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.206

Abstract

Environmental literacy is a key 21st-century competency that should be fostered through contextual and sustainability-oriented physics education. However, studies integrating Problem-Based Learning (PBL) and STEM-ESD into web-based learning platforms, while also mapping students’ initial environmental literacy through Rasch analysis on temperature and heat topics in Indonesia, remain limited. This study aimed to: (1) identify students’ initial environmental literacy profiles as a basis for needs analysis, and (2) develop and evaluate the initial readability of the Interactive Physics Modular (IPM). This research adopted a research and development approach using the ADDIE model and involved 78 students who had studied temperature and heat without using IPM. Data were collected through an environmental literacy essay test covering four indicators: cognitive skills, environmentally responsible behaviors, ecological knowledge, and environmental care affect. The data were analyzed descriptively and using the Rasch model. The results showed that environmental care affect achieved the highest mean score (3.85; 77%), followed by cognitive skills (3.47; 69.4%), environmentally responsible behaviors (2.60; 52%), and ecological knowledge (2.19; 43.8%). Rasch person–item analysis indicated that items requiring the integration of temperature and heat concepts with complex environmental contexts and the formulation of realistic solutions were the most difficult. Readability results showed that IPM was clear, engaging, and effective in linking physics concepts with environmental issues. This study contributes by proposing a contextual essay-based framework for assessing environmental literacy through Rasch analysis and by offering a model for integrating PBL and STEM-ESD into a website-based physics learning platform.
Co-Authors Febiana Dinda Puspita Iqbal Ainur Rizki Joumil Aidil Saifuddin Nurita Apridiana Lestari