Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Hutkemri Zulnaidi
Universiti Malaya, Malaysia

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Principles of the GETHIKA Approach (Green School, Tri Hita Karana, and Adiwiyata) as a Glocalization Model for Environmental Education in Schools Nurul Mahruzah Yulia; Ganes Gunansyah; Neni Mariana; Hutkemri Zulnaidi; Rafika Putri; Muhammad Rusli; Suttrisno
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.114

Abstract

The core issue in environmental education at the elementary level is the strong emphasis on cognitive and technical aspects, leaving ecological awareness, spiritual values, and sustainable culture underdeveloped. This condition shows the urgency of an approach that links global sustainability values with local wisdom and institutional reinforcement. The global Green School movement promotes ecological culture through a whole-school approach, while the national Adiwiyata Program provides a policy framework for integrating environmental responsibility into Indonesian schools. At the local level, Tri Hita Karana from Penglipuran Village, Bali demonstrates how indigenous communities successfully maintain harmony between humans and nature. This research analyzes and formulates principles of glocalization-based environmental education by integrating global concepts (Green School), local values (Tri Hita Karana), and national policies (Adiwiyata). Using a literature study method, relevant sources from Scopus, SpringerLink, Sinta, ScienceDirect, and Google Scholar were reviewed. Thematic analysis and conceptual synthesis were conducted to understand the interconnectedness of Green School theory, Tri Hita Karana, Adiwiyata, and Roland Robertson’s glocalization framework. The study results in the GETHIKA model, which consists of seven principles: loving to learn from nature, educating and habituating green behavior, developing spiritual–ecological harmony, fostering cooperation among school communities, strengthening institutional governance, cultivating student leadership, and ensuring continuous real action.Overall, the GETHIKA model demonstrates how global ideas can be adapted through local wisdom and strengthened by national policies to shape a religious, participatory, and sustainable environmental education ecosystem in primary schools.
Science, Technology, Engineering, Arts, and Mathematics Project-Based Learning in Environmental Education: A Systematic Review Arif Widiyatmoko; Rahina Nugrahani; Hutkemri Zulnaidi; Rizki Nor Amelia; Trida Ridho Fariz; Nadia Eka Ardhani; Tiara Dwi Wulandari
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 3: SEPTEMBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i3.2353

Abstract

Environmental education requires a contextual and active learning approach that connects environmental issues to students’ learning experiences. This study aims to systematically review the implementation of science, technology, engineering, arts, and mathematics into project-based learning (STEAM-PjBL) in environmental education. Articles were collected from the scopus, web of science, eric, and google scholar databases for the period 2016-2026, following the PRISMA guidelines. A total of 19 articles met the inclusion criteria and were analyzed using a narrative-thematic approach. The review results indicate that STEAM-PjBL is widely implemented across various educational levels through contextual projects, such as plastic recycling, waste management, eco-enzymes, ecobricks, waste-to-energy, sustainable cities, SDG-based projects, and ethno-STEM. The findings indicate that STEAM-PjBL contributes positively to environmental literacy, particularly in terms of environmental knowledge, cognitive skills, attitudes, and behavior. However, climate change-related attitudes still tend to emerge more indirectly through environmental concern, awareness, sustainability, responsibility, and intention to act, rather than through explicit measures of climate change beliefs and intentions. This review supports educators, researchers, and curriculum developers in designing more contextual, practical, and sustainability-oriented STEAM-PjBL learning.
Co-Authors Arif Widiyatmoko, Arif Ganes Gunansyah Muhammad Rusli Nadia Eka Ardhani Neni Mariana Nurul Mahruzah Yulia Rafika Putri Rahina Nugrahani Rizki Nor Amelia Suttrisno Tiara Dwi Wulandari Trida Ridho Fariz