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All Journal AL KAUNIYAH Jurnal Sains dan Teknologi Jurnal Kesehatan Masyarakat Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Journal of Tropical Biodiversity and Biotechnology Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of Biology Education Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi Jurnal SOLMA International Journal of Community Service Learning Bioma : Jurnal Biologi dan Pembelajaran Biologi Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JSMARTech : Journal of Smart Bioprospecting and Technology Jurnal Ilmiah Biologi UMA (JIBIOMA) Journal of Community Service and Empowerment Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Natural Sciences Sepakbola Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Al Jahiz: Journal of Biology Education Research Biological Environment and Pollution Research and Development in Education (RaDEn) Biocaster : Jurnal Kajian Biologi Ininnawa: Jurnal Pengabdian Masyarakat JPPG (Jurnal Pendidikan Profesi Guru) Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Sasambo: Jurnal Abdimas (Journal of Community Service) Jurnal Kesehatan Masyarakat Jurnal VARIDIKA
Tutut Indria Permana
Universitas Muhammadiyah Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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The relationship between environmental literacy, ecological literacy, and science for sustainability: A systematic literature review H. Husamah; Abdulkadir Rahardjanto; Tutut Indria Permana; Nurdiyah Lestari
Research and Development in Education (RaDEn) Vol. 5 No. 1 (2025): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i1.39957

Abstract

Global environmental changes driven by human behavior challenge sustainability, requiring environmental literacy (EL), ecological literacy (EcL), and science for sustainability (SfS) to foster awareness and evidence-based decisions, though their interconnections remain poorly understood. This study aimed to identify global research trends on EL, EcL, and SfS and explore their relationships in terms of subject areas, keyword distribution, thematic evolution, research instruments, sample populations, and materials. A systematic literature review (SLR) approach was applied, analyzing 11 articles retrieved from Scopus. Data visualization and analysis were conducted using VOSviewer, Rstudio/Biblioshiny, and the Scopus system. The findings highlight the dominance of social sciences, emphasizing the importance of social dimensions in sustainability research, followed by environmental sciences, which focus on ecological aspects. Contributions from agriculture, humanities, business, and engineering reinforce the need for a multidisciplinary approach. EL and sustainability emerge as central nodes, with key terms such as environmental education, learning, and ecology strengthening their link to education. Ecology education, domestic waste, critical theory, and action research indicate broader applications beyond formal education. Research in this domain is evolving, integrating education, technology, and behavioral sciences to develop innovative sustainability solutions.
Teaching Biology for Sustainability: Insight from Scopus AI Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2z9cbt64

Abstract

In the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land).
Mitigating teacher professionalism problem in Indonesia: What Scopus AI tell us? H. Husamah; Jazilah Azizah; Tutut Indria Permana; Yanur Setyaningrum; Iin Hindun
Jurnal Pendidikan Profesi Guru Vol. 6 No. 2 (2025): Agustus
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i2.37934

Abstract

Teacher professionalism in Indonesia remains a central concern in educational reform, impacting the overall quality of education. Despite significant efforts through government initiatives, certification programs, and professional development schemes such as PPG and the Competence Test for Teachers, challenges persist. Limited access to training, inadequate workplace culture, and political resistance hinder effective reform. This study aims to analyze the current efforts, policy initiatives, contributing factors, and best practices addressing teacher professionalism in Indonesia. A comprehensive literature review, utilizing Scopus AI’s advanced search tools, was conducted to identify prevailing themes, challenges, and emerging trends. Key findings suggest that while initiatives like "kampus mengajar" and heutagogy-informed education models show promise, the success of these programs depends heavily on improved access to training, better school infrastructure, and overcoming bureaucratic barriers. The study concludes that a holistic approach integrating training, workplace culture reform, and technological tools is essential for enhancing teacher professionalism.
Strengthening teacher professional programs: Insights from Scopus AI H. Husamah; Jalilah Azizah; Tutut Indria Permana; Yanur Setyaningrum
Jurnal Pendidikan Profesi Guru Vol. 6 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i1.40646

Abstract

The quality of education in Indonesia depends heavily on the competence and capabilities of educators. Although various initiatives have been implemented to enhance teacher professional development, significant challenges persist. This article aims to critically review the various initiatives implemented in Indonesia, assessing their strengths and weaknesses, and comparing them with best practices from other countries. Using data from Scopus AI, the study analyzes the effectiveness and potential of these programs. Through natural language and keyword searches, this article identifies key challenges faced by teacher professional programs, including the misalignment between policy and practice, low participation in online sessions, and limited technological infrastructure. Additionally, this article presents a concept map illustrating the key components of teacher professional development programs in Indonesia. In conclusion, strengthening policies, increasing teacher participation, and optimizing technology in training can strengthen professional development programs and improve the overall quality of education in Indonesia. Further research is needed to explore the long-term impacts of integrating technology into teacher professional development programs, especially in areas with limited digital infrastructure.
Teacher professionalism development in Indonesia about environmental literacy H. Husamah; Tutut Indria Permana; Yanur Setyaningrum; Abdulkadir Rahardjanto; Samsun Hadi
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43563

Abstract

The professionalism of teachers in Indonesia is being reshaped by two main agendas: strengthening Continuing Professional Development (CPD), and integrating environmental literacy to address ecological challenges. This article examines the operationalization of Teacher Professionalism Development (TPD) through certification, structured CPD, and the Guru Penggerak (Teacher Mobilizer) program, while analyzing why environmental literacy—despite being supported by policies such as the Adiwiyata Program and its successor, the School Environmental Care and Culture Movement (Gerakan Peduli dan Berbudaya Lingkungan Hidup di Sekolah/GPBLHS)—remains unevenly integrated into classroom practice. Based on a review, four critical points are synthesized: (1) the gap in translating policy into practice, (2) the need for pedagogical content knowledge on sustainability, (3) collaborative and self-directed learning models for teachers (e.g., Teacher Professional Development Tasks based on heutagogy or self-determined learning), and (4) the need for a coherent assessment and incentive system for environmental literacy outcomes. As a practical pathway, it is proposed to align CPD mechanisms with environmental literacy competencies, connect the "Sustainable Lifestyle" project in the Merdeka Curriculum with daily subject teaching, and strengthen the school ecosystem (leadership, community partnerships, resources). Thus, environmental literacy can become a routine part of teachers' professional practice, not merely an "add-on program."
Promoting environmental literacy for prospective teacher: How does Scopus AI illustrate valuable lessons from Indonesia? H. Husamah; Jalilah Azizah; Tutut Indria Permana; Yanur Setyaningrum; Iin Hindun; Roimil Latifa
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43569

Abstract

Environmental literacy is increasingly critical for prospective teachers, yet teacher-education initiatives remain fragmented. Using Scopus AI as an analytic lens, this study synthesizes Scopus-indexed evidence to identify how Indonesia promotes environmental literacy in pre-service teacher preparation. We conducted a natural-language search and a complementary keyword strategy covering environmental/eco literacy, sustainability education, teacher education, curriculum, pedagogy, and outcomes, and analyzed the retrieved summaries and visual outputs through qualitative thematic synthesis and critical policy analysis. Results highlight recurring strategies: integrating critical thinking and ecoliteracy, using validated instruments (e.g., spirituality-based environmental literacy measures), strengthening school programs such as Adiwiyata, applying EESD-oriented materials, and implementing guided inquiry, project-based/STEAM approaches, and STEM integrated with local wisdom. The derived concept map shows four reinforcing pathways—community engagement, curriculum integration, teacher development, and HEI-led educational strategies—linked by critical reflection toward responsible behavior. These insights support more coherent program design and scalable policy alignment in teacher education across contexts.
Quantifying Post-Eruption Vegetation Recovery on Mount Semeru Using UAV Time-Series Imagery Romadoni, Ludwick Satria; Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria; Shukri, Ahmad Adnan Mohd
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.4533

Abstract

The December 2021 eruption of Mount Semeru caused massive ecological damage, initiating primary succession across landscapes buried by volcanic material. While satellite monitoring provides macro-scale trends, the micro-scale spatiotemporal dynamics and specific topographic drivers of early recovery remain poorly understood. This study quantifies the rate of vegetation recovery and statistically evaluates its micro-topographic constraints. We conducted a time-series analysis using ultra-high-resolution (2.7 cm/pixel) Unmanned Aerial Vehicle (UAV) RGB imagery acquired in 2022, 2023, and 2025 across a 127.08-hectare Area of Interest within Volcanic Hazard Zone III. Vegetation cover was extracted using the Excess Green (ExG) index with dynamic Otsu thresholding, validated by rigorous accuracy assessments (Overall Accuracy: 89%–95%). A 3-bit spatial coding logic tracked pixel-level successional trajectories, while topographic controls were evaluated using a non-parametric Mann-Whitney U test based on spatial random sampling. The results revealed a net vegetation recovery rate of +1.88 hectares/year, forming concentrated succession islands. Crucially, statistical analysis confirmed that micro-topographic slope acts as the primary abiotic control (p < 0.001); pioneer vegetation preferentially colonized steeper slopes (mean 43.20°) that offer structural refuge from active lahar flows, whereas flatter depositional beds (mean 23.64°) remained largely barren. Conversely, elevation (~798 masl) showed no significant correlation (p = 0.68), indicating that secondary fluvial disturbances override broad altitudinal gradients within this active corridor. This study demonstrates a validated, reproducible UAV framework for high-precision ecological monitoring, providing fundamental insights for targeted post-eruption restoration strategies.
Learning Media for Environmental Education, What Can the Scopus Database Tell Us? A Review H. Husamah; Abdulkadir Rahardjanto; Tutut Indria Permana; Nurdiyah Lestari
Al Jahiz Vol 6 No 1 (2025): Al-Jahiz: Journal of Biology Education Research, January-June 2025
Publisher : Faculty of Tarbiyah and Teacher Training UIN Jurai Siwo, Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/al-jahiz.v6i1.10401

Abstract

Environmental education plays a pivotal role in fostering sustainability awareness and behavioral change, especially when supported by effective pedagogical tools. In recent years, the integration of digital technologies—including mobile applications, augmented reality, videos, and interactive platforms—has increasingly reshaped traditional teaching strategies to enhance cognitive development and environmental literacy. However, persistent challenges such as limited resources, technological infrastructure, and teacher preparedness continue to hinder widespread adoption. This study contributes by mapping how digital learning media have evolved within environmental education research, highlighting conceptual shifts and emerging interdisciplinary intersections. Unlike prior reviews, this article offers a combined bibliometric and qualitative analysis of 17 Scopus-indexed articles published 2018-2023, using Scopus AI and VOSviewer tools. Results show that digital media—such as gamification and social platforms—appear to be more promising than conventional methods in promoting environmental understanding and engagement. The most prominent research themes include environmental education, sustainable development, and learning media, with increasing attention to mobile learning, augmented reality, and interdisciplinary strategies. Five key conceptual clusters emerged: (1) sustainability integration in higher education, (2) innovative pedagogies, (3) links between environmental literacy and behavior, (4) cross-disciplinary approaches (e.g., through language learning), and (5) utilization of digital media. These findings underscore the transformative potential of technology while advocating for adaptive and inclusive learning designs. Nevertheless, the results should be interpreted in light of limitations related to database scope and publication context. Future research should investigate long-term behavioral outcomes, culturally adaptive media design, applications of AI, and strategies to bridge equity gaps across diverse educational settings.
Addressing of Global Environmental Problems and the Solutions: A Bibliometric Analysis H. Husamah; Vivi Indriani; Hanik Fitrotul Azizah; Abdulkadir Rahardjanto; Tutut Indria Permana; Ahmad Adnan Mohd Shukri
Al Jahiz Vol 6 No 2 (2025): Al-Jahiz: Journal of Biology Education Research, July-December 2025
Publisher : Faculty of Tarbiyah and Teacher Training UIN Jurai Siwo, Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/al-jahiz.v6i2.11714

Abstract

Environmental problems and their solutions demand a holistic approach to address key challenges effectively. Previous studies have included reviews but lacked bibliometric analysis. This study bridges the gap by conducting a bibliometric analysis of research on "environmental problems and their solutions" using data from the Scopus database. Applying the PRISMA method, 39 articles were selected from an initial 353 documents. Analytical tools like Scopus, VOSviewer, and RStudio were utilized to visualize bibliometric relationships, temporal trends, collaboration patterns, and key themes. Research distribution from 1990 to 2023 fluctuated, with notable peaks in certain years. The United States leads global contributions, followed by Russia, Germany, and Turkey. Strategic themes such as "environmental problems" and "water treatment" were prominent, while "energy resources" remained a developing theme. This study offers a strategic map for understanding environmental research landscapes, fostering global collaboration, and shaping future multidisciplinary research strategies focusing on energy transitions and sustainable innovations.
Integration of Digital Technologies in Environmental Education: A Systematic Review of Trends, Impacts, and Future Directions H. Husamah; Abdulkadir Rahardjanto; Tutut Indria Permana; Ahmad Adnan Mohd Shukri
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.9908

Abstract

The integration of digital technologies in environmental education (EE) has emerged as an important research area. However, a comprehensive synthesis of international research remains scarce. This systematic literature review (SLR), adhering to the PRISMA guidelines, aims to fill this gap by synthesizing peer-reviewed articles published in the past decade, specifically from the Scopus database. While the Scopus database was prioritized due to its comprehensive collection of high-quality, peer-reviewed journals in the field, future research should consider incorporating studies from other databases to ensure broader coverage of the topic. The primary objectives of this review are to analyze: (1) the predominant research approaches and instruments used in digital technology research in EE; (2) key findings regarding the application of digital technologies in EE; (3) thematic categories that explain the role of digital tools in environmental learning; and (4) the impact of digital technologies on promoting pro-environmental behavior through pedagogical integration. This review synthesizes current research practices and outlines how technologies such as augmented reality (AR), virtual reality (VR), and mobile applications enhance student engagement, environmental knowledge, and pro-environmental behavior. Additionally, the review explores the potential risks associated with the adoption of digital technologies, including the phenomenon of "techno-solutionism." It emphasizes the importance of culturally and ethically responsive pedagogies to mitigate these risks. Methodologically, the review adopts a critical approach, evaluating how different studies have addressed these challenges and suggesting strategies for responsible and context-aware implementation of digital tools in EE. The findings of this review underscore the need for critical thinking in the use of digital technologies in EE. The future of digital EE research should focus on long-term impact assessments and the integration of indigenous knowledge into digital pedagogies, ensuring a more inclusive and effective approach to environmental education.
Co-Authors Abdulkadir Rahardjanto Abdulkadir Rahardjanto Abdulkadir Rahardjanto, Abdulkadir Agustin, Jihan Ully Ahmad Adnan Mohd Shukri Ahmad Adnan Mohd Shukri Ahmad Fauzi Ainur Rofieq Ainur Rofieq Aldina, Siti Nur Alia Zaskia Alimatul, Zada Amaliyah Dina Anggraeni Andini, Tri Eka Anka Mohammad Dinindra Ardiani Samti Nur Azizah Ardiani Samti Nur Azizah Artha Ayu Mei Shinta Artha Ayu Mei Shinta Asmah Hidayati Aulia Savitri Ayu, Putri Azizah, Jalilah Cahyono, Shafa Rimbi Riskia Dalifah, Umrohatul Dhiga Agung Sasongkojati Dian Ika Kusumaningtyas Diani Fatmawati Diani Fatmawati Diani Fatmawati Dina Ria Pramesti Dina Ria Pramesti Dinindra, Anka Muhammad Diva Aulia Salsabila Dwi Listyorini Dwi Setyawan Elly Purwanti Etty Nurmala Fadillah Fadli, Rahman Farida Rachmawati, Farida Fatchur Rohman Fauzi Ahmad Muda Ganes, Tegar Gunarta Gunarta Hadi Suwono Hajriani Hi.Padu Hajriani Hi.Padu Hanik Fitrotul Azizah Hasan, Aso Hameed Hasmiati Hasmiati Hermanto, Feri Eko Hidajah Rachmawati Hidayat, Nur Hadi Husamah Husamah I Gusti Ngurah Agung Wiwekananda I Ketut Suada Iin Hindun Iin Hindun Ikmal Reza Fahlevy Indrawan Prasetyo Ivan Ardiansyah Jalilah Azizah Janufian, Fairus Athar Jazilah Azizah Jihan Ully Agustin Juliana, Imelda Khilma Vita Nurmayasari Khilma Vita Nurmayasari Khoiriyah, Zakiyatul Kiky Martha Ariesaka Kiky Martha Arieska Kurnia Ayu Miranti Kurnia Ayu Miranti Lestari, Novi Puji Levina Levina, Levina Lutfi, Muhammad Ahman Maghfiroh, Adinda Zahwatun Marina Nur Fitriyaningsih Marina Nur Fitriyaningsih Mimien Henie Irawati Miza Nina Adlini Moh Irfan Nurhamdani Moh Mirza Nuryady, Moh Mirza Moh. Mirza Nuryady Moh. Mirzha Nuryady Muhammad Ahman Luthfi Setiawan Muhammad Dheo Refaldo Wahyudi Muliana GH Munica Dwi Febriyanti Munica Dwi Febriyanti Nazila, Farah Ndzani Latifatur Rofi’ah Ndzani Latifatur Rofi’ah Nomleni, Fransina Thersiana Norizhati Nur Ilmi Dwi Sasmitasari Nurdiyah Lestari Nurrohman, Endrik Nuryady, Mohamad Mirza Putri Ayu Irrodah Qibtiyah, Siti Mariyatul Rahmawati, Hanifa Rizky Ramadhan, Rizki Sabilul Alif Rochani, Aning Rofi'ah, Ndzani Latifatur Rohmah, Ladysyah Fitri Roimil Latifa Roimil Latifa Romadoni, Ludwick Satria Rr. Eko Susetyarini Rr. Eko Susetyarini Saleh Hidayat Saleh Hidayat Samsun Hadi Samsun hadi Sanjaya, Andika Wahyu Bagus Sasmitasari, Nur Ilmi Dwi Savitri, Aulia Shukri, Ahmad Adnan Mohd Siti Mariyatul Qibtiyah Siti Nur Aldina Siti Zaenab Sri Wahyuni Sri Wahyuni Sukarsono Sukarsono Tri Eka Andini Vivi Indriani Wahyu Prihanta Wahyu Prihanta Warkoyo, W. Y. Oikawa Yanur Setyaningrum Yasmine Salsabila Muninda Yeni Setyaningsih Yuni Pantiwati Yuni Pantiwati Zada Alimatul Mu’azah Zafira, Aulia Mahdiyatul Dwi Zahidah, Ashfa Zakiyatul Khoiriyah Zaskia, Alia