Journal of Environment and Sustainability Education
Journal of Environment and Sustainability Education (JOEASE) publishes original, double-blind peer-reviewed articles from throughout the world in the fields of science education and environmental education. The main aim is to give experts in these fields the opportunity to publishing and disseminating their original scholarly works and ideas for the benefit of academics, researchers, institutions, educators, and learners. It is hoped that the journal will establish a strong basis for disseminating high-quality research that will lead to more effective practices. Primarily literature reviews (systematic, meta-analysis), empirical and theoretical studies are welcomed. JOEASE also accepts essays, critical commentary, case studies, and reviews of various publications which can advance scholarly understandings of environmental and science education. The scope of JOEASE covers the primary subject areas of Science and Environmental Education. JOEASE more specifically, accept papers mostly on the subjects listed below Environmental Education Biology Education Chemistry Education Physics Education Earth Science Education Outdoor Education Sustainability Education Low Carbon Education Disaster Education Science Teacher Education Science Education Science education policy Science learning in everyday life Issues in science and environmental education learning Learning of science New trends in science and environmental learning
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<![CDATA[The importance of green education in primary, secondary and higher education: A review ]]>
<![CDATA[Adnyana, I Made Dwi Mertha]]>;
<![CDATA[Mahendra, Kadek Adi]]>;
<![CDATA[Raza, Syed Meesam]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
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DOI: 10.62672/joease.v1i2.14
<![CDATA[This review aimed to provide an understanding of the importance of implementing green education in primary, secondary, and higher education. Green education is important in primary, secondary, and higher education because it promotes environmental conservation and sustainability. It integrates various disciplines and fosters ecological awareness, responsible citizenship, and sustainable practices. Green education in primary education introduces basic environmental concepts, whereas secondary education delves deeper into environmental issues and emphasizes critical thinking. Higher education provides specialized programs and courses in environmental studies, sustainability science, and green technology, equipping students with the expertise necessary to address global environmental challenges. Green education facilitates evidence-based learning, enabling individuals to make informed decisions and take action toward a more sustainable world.]]>
<![CDATA[Developing teaching materials on elasticity and hooke's law oriented towards learner autonomy to train science process skills ]]>
<![CDATA[Risda, Gusti]]>;
<![CDATA[Arifuddin, Muhammad]]>;
<![CDATA[Misbah, Misbah]]>;
<![CDATA[Saukani, Muhammad]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
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DOI: 10.62672/joease.v1i2.16
<![CDATA[Low science process skills contribute to a lack of learner autonomy among students. This research aims to develop teaching materials on elasticity and Hooke's law oriented towards learner autonomy to enhance science process skills suitable for the learning process. The study follows the ADDIE development model (analyze, design, develop, implement, and evaluate). The research subjects were 32 students from class XI MPA 1 at SMA Negeri 6 Banjarmasin. Data were collected through validation sheets, observation sheets on the implementation of lesson plans, observation sheets on science process skills, and learning outcome tests. Quantitative data analysis methods were employed. The results indicate that: 1) the teaching materials are highly valid according to validator assessments, 2) the materials are highly practical based on lesson plan implementation, 3) the effectiveness of the teaching materials is moderate, and 4) students' science process skills are categorized as good based on student activity sheets. In conclusion, learner-autonomy-oriented teaching materials are suitable for training science process skills in the topics of elasticity and Hooke's law.]]>
<![CDATA[The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy ]]>
<![CDATA[Nuraeni, Ayuni]]>;
<![CDATA[Rosana, Dadan]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
Show Abstract
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DOI: 10.62672/joease.v1i2.17
<![CDATA[The accelerating development of digital technology has shaped a rapidly evolving information landscape, significantly impacting the realm of education. The integration of digital technology in education necessitates a positive outlook and a strong digital literacy. The research adopts a Research and Development (R&D) approach and employs the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model for development. Data collection tools in this study include observation sheets, expert validation sheets, student response questionnaires, and digital literacy tests. The data analysis combines qualitative and quantitative techniques, including a t-test. The findings of this research indicate that the utilization of e-modules based on CPS only succeeded in enhancing the indicators of communication skills through digital media and the responsible and positive use of digital media, among all the digital literacy indicators.]]>
<![CDATA[Climate-change literacy of first year prospective physics teacher about long dry season phenomenon in Indonesia ]]>
<![CDATA[Deta, Utama Alan]]>;
<![CDATA[Arisanti, Aini]]>;
<![CDATA[Laila, Luthfiyaul]]>;
<![CDATA[Sasmi, Rinda Rahmanisa]]>;
<![CDATA[Lestari, Nurita Apridiana]]>;
<![CDATA[Saregar, Antomi]]>;
<![CDATA[Mubarok, Husni]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
Show Abstract
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DOI: 10.62672/joease.v1i2.18
<![CDATA[Indonesia has characteristics of increasing temperatures that have yet to be widely known. Sudden temperature changes have brought many losses to Indonesians. The study was intended to analyze the level of scientific literacy on the climate-change material for prospective physics teachers in Indonesia. The study employs a qualitative methodology. The study also utilized descriptive analysis techniques by administering surveys to gather participant data. This study uses descriptive analysis techniques through the administration of surveys to collect data from participants. Increased emissions of greenhouse gases are a contributing factor to changes in temperature and climate. The escalation of greenhouse gas emissions in Indonesia leads to climate change as these gases envelop the Earth and trap the sun's heat, intensifying the greenhouse effect. The outcome entails elevated mean temperatures, alterations in precipitation patterns, and occurrences of severe weather events such as floods and droughts. Evaluating climate or temperature changes necessitates education. Education imparts knowledge about the significance of safeguarding the planet to maintain its well-being. Education plays a crucial role in addressing the challenge of climate change, particularly the Sustainable Development Goals (SDGs).]]>
<![CDATA[Improvement of elementary science learning outcomes using guided experimentation method ]]>
<![CDATA[Putri, Nur Lailia Swadika]]>;
<![CDATA[Susanti, Romia Hari]]>;
<![CDATA[Purnama, Martini Dwi]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
Show Abstract
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DOI: 10.62672/joease.v1i2.19
<![CDATA[This research aimed to increase students’ conceptual understanding of photosynthesis in science subject through the stages of initial experimentation, observation, hypothesis preparation, verification, and application of the concept in experimental methods. The researchers investigated how science learning on photosynthesis using experimental methods could improve student learning outcomes. This research employed a classroom action research as a type of research. The research design followed the Kemmis and Mc Taggart model that was composed of four stages in each cycle: planning, implementation, observation, and reflection. Data collection instruments included observation sheets, learning outcome tests, and documentation. The research began with the pre-cycle and followed by cycles I and II. The research findings showed that student learning outcomes could be improved through the use of experimental methods in photosynthesis and science subject. This was supported by an increase in percentage results from pre-cycle (18%), cycle I (56%), and cycle II (78%). Therefore, it could be concluded that the experimental method was able to improve the learning outcomes of grade IV students at SDN Gadang 1 Malang City in the science subject of photosynthesis.]]>
<![CDATA[The importance of green education in primary, secondary and higher education: A review ]]>
<![CDATA[Adnyana, I Made Dwi Mertha]]>;
<![CDATA[Mahendra, Kadek Adi]]>;
<![CDATA[Raza, Syed Meesam]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.62672/joease.v1i2.14
<![CDATA[This review aimed to provide an understanding of the importance of implementing green education in primary, secondary, and higher education. Green education is important in primary, secondary, and higher education because it promotes environmental conservation and sustainability. It integrates various disciplines and fosters ecological awareness, responsible citizenship, and sustainable practices. Green education in primary education introduces basic environmental concepts, whereas secondary education delves deeper into environmental issues and emphasizes critical thinking. Higher education provides specialized programs and courses in environmental studies, sustainability science, and green technology, equipping students with the expertise necessary to address global environmental challenges. Green education facilitates evidence-based learning, enabling individuals to make informed decisions and take action toward a more sustainable world.]]>
<![CDATA[Developing teaching materials on elasticity and hooke's law oriented towards learner autonomy to train science process skills ]]>
<![CDATA[Risda, Gusti]]>;
<![CDATA[Arifuddin, Muhammad]]>;
<![CDATA[Misbah, Misbah]]>;
<![CDATA[Saukani, Muhammad]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.62672/joease.v1i2.16
<![CDATA[Low science process skills contribute to a lack of learner autonomy among students. This research aims to develop teaching materials on elasticity and Hooke's law oriented towards learner autonomy to enhance science process skills suitable for the learning process. The study follows the ADDIE development model (analyze, design, develop, implement, and evaluate). The research subjects were 32 students from class XI MPA 1 at SMA Negeri 6 Banjarmasin. Data were collected through validation sheets, observation sheets on the implementation of lesson plans, observation sheets on science process skills, and learning outcome tests. Quantitative data analysis methods were employed. The results indicate that: 1) the teaching materials are highly valid according to validator assessments, 2) the materials are highly practical based on lesson plan implementation, 3) the effectiveness of the teaching materials is moderate, and 4) students' science process skills are categorized as good based on student activity sheets. In conclusion, learner-autonomy-oriented teaching materials are suitable for training science process skills in the topics of elasticity and Hooke's law.]]>
<![CDATA[The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy ]]>
<![CDATA[Nuraeni, Ayuni]]>;
<![CDATA[Rosana, Dadan]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.62672/joease.v1i2.17
<![CDATA[The accelerating development of digital technology has shaped a rapidly evolving information landscape, significantly impacting the realm of education. The integration of digital technology in education necessitates a positive outlook and a strong digital literacy. The research adopts a Research and Development (R&D) approach and employs the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model for development. Data collection tools in this study include observation sheets, expert validation sheets, student response questionnaires, and digital literacy tests. The data analysis combines qualitative and quantitative techniques, including a t-test. The findings of this research indicate that the utilization of e-modules based on CPS only succeeded in enhancing the indicators of communication skills through digital media and the responsible and positive use of digital media, among all the digital literacy indicators.]]>
<![CDATA[Climate-change literacy of first year prospective physics teacher about long dry season phenomenon in Indonesia ]]>
<![CDATA[Deta, Utama Alan]]>;
<![CDATA[Arisanti, Aini]]>;
<![CDATA[Laila, Luthfiyaul]]>;
<![CDATA[Sasmi, Rinda Rahmanisa]]>;
<![CDATA[Lestari, Nurita Apridiana]]>;
<![CDATA[Saregar, Antomi]]>;
<![CDATA[Mubarok, Husni]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.62672/joease.v1i2.18
<![CDATA[Indonesia has characteristics of increasing temperatures that have yet to be widely known. Sudden temperature changes have brought many losses to Indonesians. The study was intended to analyze the level of scientific literacy on the climate-change material for prospective physics teachers in Indonesia. The study employs a qualitative methodology. The study also utilized descriptive analysis techniques by administering surveys to gather participant data. This study uses descriptive analysis techniques through the administration of surveys to collect data from participants. Increased emissions of greenhouse gases are a contributing factor to changes in temperature and climate. The escalation of greenhouse gas emissions in Indonesia leads to climate change as these gases envelop the Earth and trap the sun's heat, intensifying the greenhouse effect. The outcome entails elevated mean temperatures, alterations in precipitation patterns, and occurrences of severe weather events such as floods and droughts. Evaluating climate or temperature changes necessitates education. Education imparts knowledge about the significance of safeguarding the planet to maintain its well-being. Education plays a crucial role in addressing the challenge of climate change, particularly the Sustainable Development Goals (SDGs).]]>
<![CDATA[Improvement of elementary science learning outcomes using guided experimentation method ]]>
<![CDATA[Putri, Nur Lailia Swadika]]>;
<![CDATA[Susanti, Romia Hari]]>;
<![CDATA[Purnama, Martini Dwi]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.62672/joease.v1i2.19
<![CDATA[This research aimed to increase students’ conceptual understanding of photosynthesis in science subject through the stages of initial experimentation, observation, hypothesis preparation, verification, and application of the concept in experimental methods. The researchers investigated how science learning on photosynthesis using experimental methods could improve student learning outcomes. This research employed a classroom action research as a type of research. The research design followed the Kemmis and Mc Taggart model that was composed of four stages in each cycle: planning, implementation, observation, and reflection. Data collection instruments included observation sheets, learning outcome tests, and documentation. The research began with the pre-cycle and followed by cycles I and II. The research findings showed that student learning outcomes could be improved through the use of experimental methods in photosynthesis and science subject. This was supported by an increase in percentage results from pre-cycle (18%), cycle I (56%), and cycle II (78%). Therefore, it could be concluded that the experimental method was able to improve the learning outcomes of grade IV students at SDN Gadang 1 Malang City in the science subject of photosynthesis.]]>
