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All Journal JIPTEK : Jurnal Ilmiah Pendidikan Teknik dan Kejuruan JOLLT Journal of Languages and Language Teaching
Tamrin, Agusti
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Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mechanical Engineering

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Ecological Education in ELT; How Could It Promote Students’ Critical Thinking Skill and Sustainable Behaviour? Maghfiroh, Ana; Harmanto, Bambang; Prayitno, Harun Joko; Tamrin, Agusti; Lathifah, Lathifah
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14330

Abstract

Education has been recognised as a fundamental part of local, national and international efforts to bring about environmental sustainability. However, some schools are confused to integrate it in school program and to raise students awareness towards the environmental issues. The purpose of this study is to explore the integration of ecological education (Eco-Edu) in English Language Teaching (ELT) materials and its role in promoting students’ critical thinking and sustainable behaviour. This research employed a descriptive qualitative method. For triangulation data, the researchers combined qualitative data from interviews and quantitative data from questionnaires. The respondents of this study were teachers from five different schools which have integrated the ecological theme in ELT materials. Five informants from five schools were interviewed extensively to collect qualitative data. The interviews were analyzed through thematic analysis using ChatGPT application tools. The findings of this study indicated that teachers were able to integrate the environmental education by applying various ecological themes in ELT materials which could promote the students’ critical thinking and raise their sustainable behavior. Teachers noted that students became more proactive in environmental initiatives, such as waste management and tree planting, reflecting a greater awareness of ecological concerns. Moreover, the study highlighted the importance of institutional support and teacher preparedness in successfully implementing Eco-Edu. Ultimately, the integration of Eco-Edu in ELT not only improved language skills but also cultivated a sense of responsibility toward the environment, equipping students with the knowledge and motivation to address global ecological challenges.
Ecological Education in ELT; How Could It Promote Students’ Critical Thinking Skill and Sustainable Behaviour? Maghfiroh, Ana; Harmanto, Bambang; Prayitno, Harun Joko; Tamrin, Agusti; Lathifah, Lathifah
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14330

Abstract

Education has been recognised as a fundamental part of local, national and international efforts to bring about environmental sustainability. However, some schools are confused to integrate it in school program and to raise students awareness towards the environmental issues. The purpose of this study is to explore the integration of ecological education (Eco-Edu) in English Language Teaching (ELT) materials and its role in promoting students’ critical thinking and sustainable behaviour. This research employed a descriptive qualitative method. For triangulation data, the researchers combined qualitative data from interviews and quantitative data from questionnaires. The respondents of this study were teachers from five different schools which have integrated the ecological theme in ELT materials. Five informants from five schools were interviewed extensively to collect qualitative data. The interviews were analyzed through thematic analysis using ChatGPT application tools. The findings of this study indicated that teachers were able to integrate the environmental education by applying various ecological themes in ELT materials which could promote the students’ critical thinking and raise their sustainable behavior. Teachers noted that students became more proactive in environmental initiatives, such as waste management and tree planting, reflecting a greater awareness of ecological concerns. Moreover, the study highlighted the importance of institutional support and teacher preparedness in successfully implementing Eco-Edu. Ultimately, the integration of Eco-Edu in ELT not only improved language skills but also cultivated a sense of responsibility toward the environment, equipping students with the knowledge and motivation to address global ecological challenges.
Analisis Pengembangan Sintak Model Pembelajaran Project-based Learning pada Mata Pelajaran Dasar Listrik dan Eelektronika di Sekolah Vokasional Purwanto, Purwanto; Tamrin, Agusti; Suharno, Suharno
JIPTEK: Jurnal Ilmiah Pendidikan Teknik dan Kejuruan Vol 16, No 1 (2023): January
Publisher : Faculty of Teacher Training and Education Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jiptek.v16i1.68064

Abstract

This study aims to analyze the results of developing project-based learning methods for solving problems. Development is carried out by adding Project Based Learning syntax to the Learning Implementation Plan. This research method uses a Research and Development approach. The steps taken in this study include 1) needs analysis, 2) model development, 3) model validation, 4) limited trials, and 5) extended trials. The population and sample studied were vocational school students, with a total sample of 32 students. Sample selection using simple random sampling (simple random) and purposive random sampling. The analytical tools used are the normality test, homogeneity test and difference test. Based on the analysis results, it is known that the data on learning outcomes before the PjBL action averaged 79.66 with a deviation of 3.2. The lowest score is 77, and the highest score is 89. The average learning outcome data after the PjBL action is 87.58, with a deviation of 4.2. The lowest score is 77, and the highest score is 99. Based on the analysis results, it is known that the average learning outcome data before the PjBL action is 77.19, with a deviation of 1.5. The lowest score is 75, and the highest score is 80. The average learning outcome data after the PjBL action is 82.18, with a deviation of 3.7. The lowest score was 77, and the highest score was 97. The Wilcoxon Test analysis results showed differences in the score before project-based learning and the score after project-based learning. There is an influence of project-based learning on student learning values. Based on the analysis of learning development trials outlined in the lesson plan, project-based learning is feasible to use in improving student learning outcomes.
Co-Authors Anis Rahmawati Bambang Harmanto, Bambang Harun Joko Prayitno Kaffa, Arini Silmi Lathifah, Lathifah Noviansyah, Wahyu Purwanto Purwanto Suharno Suharno Taufiq Lilo Adi Sucipto