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All Journal Jurnal Pendidikan Biologi Indonesia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Fenny Roshayanti
Master of Science Education, Faculty of Science Education, Universitas PGRI Semarang, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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The utilization of mangrove forests in ESD-oriented science learning to improve environmental literacy and science literacy: A meta-analysis Triyanti Marfiana; Fenny Roshayanti; Intan Indiati; Siti Patonah
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 2 (2025): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i2.40528

Abstract

The lack of utilization of the local environment in science learning causes low environmental and science literacy among students. In fact, integrating the surrounding environment, such as mangrove forests in Education for Sustainable Development (ESD) based learning is very important to foster scientific awareness and understanding from an early age. The aim of this research is to determine the use of mangrove forests in ESD-oriented science learning to improve environmental literacy and scientific literacy. This research is meta-analysis research with PRISMA methods. Data collection in research was carried out using documentation techniques through article search efforts using the Google Scholar search engine. The data sources in the research were 10 research journals from national journals with general criteria both in terms of educational level and research methods used. The data obtained was analyzed using quantitative data analysis with percentage results and qualitative data analysis in the form of descriptions of the studies studied. The results of the research show that utilizing mangrove forests in ESD-oriented science learning can increase environmental literacy and scientific literacy. Mangrove forests can be used as a learning resource for students at various levels of education starting from elementary/MI, middle/MTs, and high school. The use of mangrove forests in ESD-oriented science learning is able to answer learning problems experienced by teachers in integrating the local environment such as mangrove forests as a resource in science learning. By visiting the mangrove forest, students can make direct observations to learn about local ecosystems and research about biodiversity to increase environmental literacy and scientific literacy.
ESD-Oriented Project-Based Differentiated Learning Model to Develop Critical Thinking Skills and Biodiversity Literacy Hetty Pratiwi; Endah Rita; Fenny Roshayanti; Siti Patonah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15111

Abstract

The 21st-century learning must integrate learning models that are appropriate to students' needs in facing the challenges of the times. This study aims to develop a project-based differentiated learning model oriented to Education for Sustainable Development (ESD) to improve students' critical thinking skills and biodiversity literacy. This model was designed by integrating a differentiation approach, project-based learning, and sustainability values. Validation by experts showed that this model has a high level of relevance and integration, with an average score of 4.7 on a scale of 5. Implementation of the model on high school students showed a significant increase in critical thinking skills (18.5 points) and biodiversity literacy (17.7 points) based on the results of the pre-test and post-test. The success factors of this model include contextualization of materials, differentiation approaches, and integration of sustainability values. These results indicate that this model is effective and relevant to be applied in biodiversity learning in high schools. This study recommends further development with a wider population to ensure the sustainability of its impact. The implementation of this model should be accompanied by comprehensive training for teachers to ensure a deep understanding of the principles of differentiation, project-based learning, and ESD values.
Co-Authors Endah Rita Hetty Pratiwi Intan Indiati Siti Patonah Triyanti Marfiana