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Teguh Wibowo
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Journal of Educational Chemistry (JEC)
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27153029     EISSN : 26854880     DOI : http://dx.doi.org/10.21580/jec.2020.2.1.5512
Core Subject : Science, Education,
Chemistry Education
Journal of Educational Chemistry (JEC) is a journal managed by Program Studi Pendidikan Kimia Fakultas Sains dan Teknologi Universitas Islam Negeri Walisongo Semarang (the Chemistry Education Department of Science and Technology Faculty, Walisongo State Islamic University). This Journal aims to accommodate all the writings of theoretical studies and research in the field of chemical education. This journal is published twice a year. Researchers and educational practitioners are welcome to disseminate their writings through this journal. Scope of writings published in this journal include: Learning chemistry Evaluation of chemistry education Chemistry education policy Integrating islamic value in chemistry education
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
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Search results for , issue "Vol. 7 No. 2 (2025)" : 1 Documents clear
The Application of Ethno-ESD as a Strategy to Strengthen Sustainable Environmental Attitudes in Chemistry Education Students Ariyatun; Sudarmin; Sri Wardani; , Woro Sumarni; Maria Paristiowati
Journal of Educational Chemistry (JEC) Vol. 7 No. 2 (2025)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

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Abstract

This study aims to analyze the effectiveness of the Engineering Design Project learning model based on Ethno-ESD in actualizing sustainable environmental literacy in Chemistry Education students. The method used was a quasi-experiment with the design of the One-Shot Case Study involving 46 fifth-semester students. The environmental literacy measurement instrument which includes the aspects of Sustainability Environmental, Sustainability Social, and Sustainability Economic was validated using Aiken's V analysis. After Ethno-ESD learning was applied, the test result data was analyzed through normality, homogeneity, and one-way ANOVA tests to determine the effectiveness of the treatment. The results show that all data are distributed normally and homogeneously, thus qualifying parametric analysis. The ANOVA test produced a value of F = 20.365 with a significance of 0.000, which indicates that the Ethno-ESD learning model has a significant effect on improving students' sustainable environmental literacy. This finding confirms that the integration of local wisdom with the principles of Education for Sustainable Development is able to improve students' knowledge, attitudes, and sustainable behaviors in the context of environmental chemistry learning. The Ethno-ESD model is recommended as an innovative approach to strengthen sustainable environmental literacy in higher education.

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