Environmental responsibility and pro-environmental behavior: Biology undergraduate students’ profile

Diana Vivanti Sigit (Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka, the Special Capital Territory of Jakarta (DKI, Jakarta) 13220)
Eka Putri Azrai (Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka, the Special Capital Territory of Jakarta (DKI, Jakarta) 13220)
Erna Heryanti (Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka, the Special Capital Territory of Jakarta (DKI, Jakarta) 13220)
Kasih Anggraeni (Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka, the Special Capital Territory of Jakarta (DKI, Jakarta) 13220)
Ilmi Zajuli Ichsan (Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jl.Rawamangun Muka, the Special Capital Territory of Jakarta (DKI, Jakarta) 13220)
Rahmat Fadrikal (Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Jl. Ciwaru Raya No.25, Serang, Banten 42117)

Jurnal Pendidikan Biologi Indonesia
Vol. 5 No. 2 (2019): JULY

Environmental responsibility is a crucial aspect which determines the environmental solving problems in term of enhancing the pro-environmental behavior. This study aimed to examine the relation between the environmental responsibility and pro-environmental behavior of the undergraduate students. The sample of this descriptive correlational study was 106 students of biology education department which was taken randomly. This study showed that the undergraduate students were in high criteria of environment responsibility (ER). This was represented by feeling guilty which was the highest percentage and followed by responsibility feeling and responsibility judgment respectively. In addition, the undergraduate students were in positive pro-environmental behavior (PEB). The regression model was y = 23.876 + 0.623x; while ER contributed as high as 22.1% to the undergraduate student’s PEB. This implied that to improve the undergraduate student’s PEB is by strengthening their ER.