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Muhammad Nur Hudha
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joease.indonesia@gmail.com
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+6285649736651
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joease.indonesia@gmail.com
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Bumi Emas Residence, Pelabuhan Bakahuni Street, Malang City, East Java Postal Code: 65148, Indonesia
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INDONESIA
Journal of Environment and Sustainability Education
Published by PT. Education and Development Research
ISSN : -     EISSN : 30250714     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Physics Other
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
 1   2 
Search results for , issue "Vol. 2 No. 1 (2024)" : 14 Documents clear
Alternative approaches to practical work in a biology classroom – meeting the needs of our students Astuti, Elisabeth Endah Kusuma; Sriyansyah, Syakti Perdana; Barrera, Jeffrey DC
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.13

Abstract

Most science teachers regard practical work as an essential requirement for science teaching. There is, however, research-based evidence suggesting that how practical work might best be assessed and carried out in high school science was still ineffective and controversial. Here, the conceptual and procedural knowledge of 110 secondary students as they carried out the practical work in science courses are explored. Regardless of the amount and details of prior instruction that the students get, the descriptive analysis method was used to investigate the extent to which students at the secondary level can both explain biological concepts and perform practical procedures after participating in practical work. A total of 30 open-ended questions were given to students after completing four practical works on the topics of cells, food testing, photosynthesis, and urine testing. Students performed slightly better in procedural knowledge (65) compared to conceptual knowledge (64), with both scores out of 100. The results thus far are consistent with findings from previous studies, which indicate that practical work lacks emphasis on the minds-on aspects. It also shows that procedural knowledge, which is not currently, summatively assessed in Indonesian school science, has not been fully mastered by students even after carrying out practical work. To address this issue, the alternative to a practical test as an indirect assessment of practical skills (IAPS) from England has been adapted to the assessment of practical work in an Indonesian classroom setting. The considerations and limitations are discussed.
Character-based physics learning module through generative learning model: Student conceptual understanding Wahyuni, Bening; Zainuddin, Zainuddin; Misbah, Misbah; Murshed, Mazlena Binti
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.15

Abstract

One of the causes of students' low conceptual understanding is the lack of instructional materials with a composition that aids students in understanding concepts independently or during classroom learning. The aim of this research is to produce a character-based learning module, particularly emphasizing the virtues of honesty, valuing others' opinions, and caring, through a valid, practical, and effective generative learning model to enhance students' conceptual understanding. This study follows a research and development approach. The development design employs the ADDIE model, tested with 29 eleventh-grade science students at SMAN 6 Banjarmasin. Data collection involved validation sheets for the learning module, observations of lesson plan implementation, student response questionnaires, and learning outcome tests. The data were then analyzed qualitatively and quantitatively. The results show: (1) the developed character-based learning module with an average score of 2.9 is declared valid, (2) the module, assessed through lesson plan implementation and student response questionnaires, is considered practical, and (3) the developed character-based learning module is effective in improving students' conceptual understanding, yielding an N-gain of 0.65 categorized as moderate, with a noticeable difference in students' character achievement before and after the learning process. In conclusion, this study affirms that the character-based learning module with a generative learning model is deemed suitable for enhancing students' conceptual understanding.
The effectiveness of the Sirius School for high school teachers Acioly, Vitor; Velloso, Marcio; Santos, Antonio
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.24

Abstract

The Sirius School for High School Teachers (ESPEM) is an in-service program for high school science teachers. It is held at the National Center for Research in Energy and Materials in Campinas, in partnership with the Brazilian Society of Physics. The program aims to enhance the skills of science teachers in high schools, facilitate the exchange of knowledge between teachers from all over Brazil, and produce updated teaching materials that promote Brazilian science and technology. To investigate how ESPEM contributes to the training of basic education teachers, and to assess the effectiveness of the program, we employed various data collection methodologies in a qualitative research study. Our objectives were: i) to identify the expectations of the participating teachers, ii) to evaluate the products generated during the program, and iii) to measure the achievement of the main goals of ESPEM. To achieve these objectives, we analyzed the letters of intent submitted by the selected participants before the program began. During the program, we conducted participant observation. After the program, we conducted semi-structured individual interviews, and a focus group, and distributed questionnaires to the participants.
Development of i-spring learning media about animal life cycle for primary schools students Amelia, Rizki; Aini, Aniswatul Lathifah; Irambona, Alfred
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.25

Abstract

The science learning process will be more meaningful if it includes facts, concepts, scientific ways of thinking, and solving problems. Meaningful learning will make it easier for students to understand science concepts. Material on animal life cycle and environmental conservation is one of the materials studied at the elementary school level. In general, students find it difficult to learn the material because the material is abstract. I-Spring learning media can help contextualize abstract material and increase learning effectiveness. This research aims to develop I-Spring-based learning media products on animal life cycle materials and environmental preservation for elementary school students. This research is a developmental research using the ADDIE development model. The research procedure consists of Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were 20 grade 4 students of SDN Tanjungrejo Malang City. The results of media validation showed a score of 91.74%, material validation was 96.18%, and learning validation was 94.04% while the attractiveness of I-Spring learning media products obtained a score of 90.55%. Thus, learning media is very feasible to use to support the effectiveness of the science learning process.
Prototype of landslide detection alarm based on IoT (Internet of Things) as a physics learning medium Anisa, Nabila Putri; Rahman, Nor Farahwahida Binti Abdul; Saehana, Sahrul
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.26

Abstract

This research aims to create a prototype device in the form of an alarm capable of detecting landslide disasters in Donggala Regency. It is expected to be utilized in the environmental physics subject at the secondary school level. The study utilizes long-range communication (LoRa) and Telegram application as an early warning notification system for landslide disasters. The research method adopts the Research and Development (R&D) design adapted from Sugiyono's development research, consisting of potential and problems, data collection, product design, design validation, product testing, analysis, and reporting. The survey was employed as a data collection instrument. The quality or feasibility of the developed prototype, based on expert validation, indicates a "Very Good" category, and students' responses to the tool testing also show a "Very Good" category. Thus, the IoT-based landslide detection alarm prototype has been well-developed and is suitable for use in physics education at the secondary school level.
Student's perspective: Mathematical reasoning ability and correlations between mathematics and physics Hamdi, Muhammad Najih; Handayani, Rif’ati Dina; Supriadi, Bambang
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.31

Abstract

The purpose of this study is to understand students' perspectives on the process of solving physics problems using the mathematical reasoning approach during physics learning that has been passed. This study used qualitative methods with data condensation analysis, data collection through semi-structured interviews. Participants were 36 students from a high school in Jember, East Java. Obtained themes and sub-themes in accordance with the research objectives and the list of questions that have been made, namely: (1) mathematical reasoning ability-presenting conjectures, predicting answers and the solution process, mathematical manipulation, drawing conclusions, and (2) the correlations between mathematics and physics-mathematics and physics, examples of mathematical applications in physics. Students need to develop mathematical reasoning skills and an understanding of the relationship between mathematics and physics.
Electromotive Forces on Multitier Instruments (EFoMI): Development to measure student misconception with Rasch Eliya, Meisy; Purwianingsih, Widi; Supriatna, Asep; Samsudin, Achmad; Aminudin, Adam Hadiana; Mardiana, Mardiana
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.32

Abstract

This research aims to develop Electromotive Forces on Multitier Instruments (EFoMI) in measuring student misconceptions. Method: This development research uses 4D design. Participants in this research were 19 students (10 Females and 9 Males) in one of the Bandung junior high schools. The instruments used are those developed in this research. The Rasch analysis was used to identify the feasibility of EFoMI using WINSTEPS 4.4.5 software which had previously been included in the conceptual categories of Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), No Understanding (NU), Misconception (MC), and No Coding (NC). Meanwhile, VOSviewer analysis was carried out to look for research trends related to misconceptions. Results: The results show the construct validity and fit statistics which meet all criteria. the reliability of EFoMI, namely 0.82, is in the Very Good category. The difficulty level of EFoMI is evenly distributed, the discrimination in the Very Good category, and no gender bias was detected from EFoMI. The distribution of students' conceptions includes SU= 12%, PP= 4%, PN= 45%, NU= 7%, MC= 27%, and NC=4%. These results have several implications in the field of education. An example is EFoMI's success in identifying student misconceptions, thus it can be an alternative for teachers in developing or identifying student misconceptions. Then, by knowing students' initial conceptions, teachers can develop learning tools that are more focused on student misconceptions and based on data. Likewise, to develop or use teaching materials more effectively by knowing the areas where students often experience misconceptions.
Alternative approaches to practical work in a biology classroom – meeting the needs of our students Astuti, Elisabeth Endah Kusuma; Sriyansyah, Syakti Perdana; Barrera, Jeffrey DC
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.13

Abstract

Most science teachers regard practical work as an essential requirement for science teaching. There is, however, research-based evidence suggesting that how practical work might best be assessed and carried out in high school science was still ineffective and controversial. Here, the conceptual and procedural knowledge of 110 secondary students as they carried out the practical work in science courses are explored. Regardless of the amount and details of prior instruction that the students get, the descriptive analysis method was used to investigate the extent to which students at the secondary level can both explain biological concepts and perform practical procedures after participating in practical work. A total of 30 open-ended questions were given to students after completing four practical works on the topics of cells, food testing, photosynthesis, and urine testing. Students performed slightly better in procedural knowledge (65) compared to conceptual knowledge (64), with both scores out of 100. The results thus far are consistent with findings from previous studies, which indicate that practical work lacks emphasis on the minds-on aspects. It also shows that procedural knowledge, which is not currently, summatively assessed in Indonesian school science, has not been fully mastered by students even after carrying out practical work. To address this issue, the alternative to a practical test as an indirect assessment of practical skills (IAPS) from England has been adapted to the assessment of practical work in an Indonesian classroom setting. The considerations and limitations are discussed.
Character-based physics learning module through generative learning model: Student conceptual understanding Wahyuni, Bening; Zainuddin, Zainuddin; Misbah, Misbah; Murshed, Mazlena Binti
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.15

Abstract

One of the causes of students' low conceptual understanding is the lack of instructional materials with a composition that aids students in understanding concepts independently or during classroom learning. The aim of this research is to produce a character-based learning module, particularly emphasizing the virtues of honesty, valuing others' opinions, and caring, through a valid, practical, and effective generative learning model to enhance students' conceptual understanding. This study follows a research and development approach. The development design employs the ADDIE model, tested with 29 eleventh-grade science students at SMAN 6 Banjarmasin. Data collection involved validation sheets for the learning module, observations of lesson plan implementation, student response questionnaires, and learning outcome tests. The data were then analyzed qualitatively and quantitatively. The results show: (1) the developed character-based learning module with an average score of 2.9 is declared valid, (2) the module, assessed through lesson plan implementation and student response questionnaires, is considered practical, and (3) the developed character-based learning module is effective in improving students' conceptual understanding, yielding an N-gain of 0.65 categorized as moderate, with a noticeable difference in students' character achievement before and after the learning process. In conclusion, this study affirms that the character-based learning module with a generative learning model is deemed suitable for enhancing students' conceptual understanding.
The effectiveness of the Sirius School for high school teachers Acioly, Vitor; Velloso, Marcio; Santos, Antonio
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.24

Abstract

The Sirius School for High School Teachers (ESPEM) is an in-service program for high school science teachers. It is held at the National Center for Research in Energy and Materials in Campinas, in partnership with the Brazilian Society of Physics. The program aims to enhance the skills of science teachers in high schools, facilitate the exchange of knowledge between teachers from all over Brazil, and produce updated teaching materials that promote Brazilian science and technology. To investigate how ESPEM contributes to the training of basic education teachers, and to assess the effectiveness of the program, we employed various data collection methodologies in a qualitative research study. Our objectives were: i) to identify the expectations of the participating teachers, ii) to evaluate the products generated during the program, and iii) to measure the achievement of the main goals of ESPEM. To achieve these objectives, we analyzed the letters of intent submitted by the selected participants before the program began. During the program, we conducted participant observation. After the program, we conducted semi-structured individual interviews, and a focus group, and distributed questionnaires to the participants.

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