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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 30 Documents
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Search results for , issue "Vol. 3 No. 2 (2025)" : 30 Documents clear
Bridging informal and formal science learning through home gardening during COVID-19: An experiential approach to environmental education Nanda, Appaji; Janardhana, Gungurumale L.
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.87

Abstract

Formal education is curriculum-oriented with less practical exposure or time limit to practice, informal learning is life skills learning education since childhood from their parents and society. The COVID-19 pandemic and school closures indicate a loss of formal education and learning deficiency, knowledge, and skill gaps, which are the universal challenges for every teacher, parent, and student. Hence the present study explores to understand the activities of the garden activities to connect with textbook concepts. We interacted with 8923 students of Lower primary school, Higher primary school, and High school and 24,255 family members. The collected data from the semi-structured questionnaire for the students and family responses were analysed with descriptive and qualitative statistics. The findings revealed that the involvement was more with Lower primary school than Higher primary school and High school. The different classes of students, like the Lower primary school (rs = 0.85, p<0.003)involvement ratio, have a higher significance than Higher primary school (rs = 0.72, p<0.05) and High school (rs = 0.65, p<0.05). The significant involvement of parents revealed that the father gave more exposure to the skills than the mother. Whereas High school students experience and gain more skill knowledge for the textbook content concept was ideal than Higher primary school and Lower primary school. Further research can be focused on studying the impact of pedagogical links with home gardening and farming skills serve as an effective module to connect informal learning with formal education, with a modification in education curriculum and policy.
The effect of PBL-social model on creative thinking skills of pre-service physics teachers Irwandani, Irwandani; Susilowati, Nur Endah; Soeharto, Soeharto
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.96

Abstract

This study examines the effectiveness of the Socio-Based Problem-Based Learning (PBL-Socio) model in enhancing the creative thinking skills of prospective physics teachers. Rooted in constructivist pedagogy, the PBL-Socio model integrates real-world social issues into the learning process to foster deeper engagement and higher-order thinking. A quasi-experimental design was conducted involving 53 undergraduate students from a physics education program in Indonesia, divided into experimental and control groups. The experimental group engaged in PBL-Socio activities, while the control group followed conventional instruction. Students’ creative thinking abilities—measured through fluency, flexibility, and originality—were assessed using an open-ended instrument and analyzed with the Rasch measurement model. Results showed a notable improvement in the experimental group’s creative thinking performance, with a mean gain of +1.63 logits compared to +1.03 in the control group. Rasch analysis indicated more consistent performance, reduced score variability, and stronger alignment with high-difficulty items among students exposed to the PBL-Socio model. Further analysis through Differential Item Functioning (DIF) revealed meaningful differences across learning styles and educational backgrounds, emphasizing the importance of inclusive instructional design. The findings suggest that integrating socially relevant content into physics instruction can significantly enhance both the quality and equity of creative thinking development in teacher education. This study contributes to the growing body of evidence supporting socially contextualized learning as a powerful driver of 21st-century competencies in STEM education.
Multisensor monitoring system for detecting changes in weather conditions and air quality in agricultural environments Ramadhani, Dwi; Taqwa, Ahmad; Handayani, Ade Silvia; Caesarendra, Wahyu; Husni, Nyayu Latifah; Sitompul, Carlos R
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.103

Abstract

The increasing impact of climate change and the need for precision agriculture demand reliable environmental monitoring solutions.This study aims to develop a real-time, multisensor-based environmental monitoring system that displays data via an I2C LCD and a user-friendly web interface. The system utilizes an ESP32 microcontroller connected to a range of sensors, including the DHT22 (for temperature and humidity), MQ-7 and MQ-135 (for CO and CO₂), LDR (for light intensity), a rain sensor, and an anemometer (for wind speed). Testing was conducted over eight hours under various environmental conditions, both indoors and outdoors. Validation was performed by comparing the sensor readings with those from standard measuring instruments. The results showed that the DHT22 sensor had a low error rate of 0.62% for temperature and 0.38% for humidity. Other sensors demonstrated low standard deviation values, indicating stable and consistent measurements. The system also exhibited responsive and accurate performance in detecting changes in environmental parameters. Therefore, this system is effective as an environmental monitoring tool for agricultural applications and can support early decision-making based on environmental condition changes.
Inquiry based experiments to enhance sustainability literacy: A systematic literature review and bibliometric analysis Shidiq, Ari Syahidul; Huda, Zamira Zia'ul; Yamtinah, Sri; Ulfa, Maria; Masykuri, Mohammad; Saputro, Agung Nugroho Catur
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.98

Abstract

This study aims to explore inquiry-based experiments' educational aspects, levels of inquiry, and contributions to sustainability literacy. In this study, a systematic literature review and bibliometric analysis were used. A systematic literature review in this study used a PRISMA flow diagram, and the bibliometric analysis was conducted using VOS Viewer. Using systematic literature review 79 articles were analyzed, focusing on three main aspects: pedagogy/education, levels of inquiry, and sustainability literacy. A bibliometric analysis was also used in this study.  A RIS format of articles was compiled and then used for the bibliometric analysis using VOSviewer. The bibliometric analysis focused on network overlay, density visualization, and author and co-author relationships. The results of this study indicate that inquiry-based experiments significantly enhance students' understanding of scientific concepts, motivation, and essential scientific skills such as hypothesis formulation, experiment design, data collection, and analysis. This literature review also reveals a gap in integrating sustainability literacy into inquiry-based experiments. Although some studies have incorporated green chemistry principles and real-world applications, only a few explicitly promote sustainability literacy. This underscores an opportunity for future research to design inquiry-based experiments that more directly address sustainability literacy.
STEM Interest, engineering-oriented career identity, and academic self-efficacy on engineering study intention: A SEM analysis among senior high school students Saputra, Wasimudin Surya; Hamdani, Aam; Solehudin, Agus; Sucita, Tasma
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.102

Abstract

Recognizing the critical contribution of the engineering field to national human resource development and innovation, coupled with the existing challenge of low student interest in engineering careers among Indonesian high school students, this study aims to analyze the influence of STEM Interest and Academic Self-Efficacy (ASE) on Engineering Study Intention (ESI) through the mediating role of Engineering-Oriented Career Identity (EOCI).  Using a quantitative survey approach, data were collected from 695 students participating in the university entrance selection process. Instruments were adapted from prior validated studies and measured on a 1–6 Likert scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 3. Based on the processed data, the findings reveal that both STEM Interest and ASE significantly foster the development of EOCI among students (β = 0.420 and β = 0.425, p < 0.001). In turn, EOCI strongly predicts ESI (β = 0.654; p < 0.001). However, the direct effects of STEM Interest and ASE on ESI were non-significant, confirming that EOCI fully mediates the relationship. This indicates that students' motivation and confidence affect their intention to pursue engineering primarily through identity development. The model explains 45.1% of the variance in EOCI and 43.6% in ESI, with satisfactory convergent and discriminant validity and good model fit (SRMR = 0.039, NFI = 0.948). These findings affirm the importance of forming an engineering career identity in supporting students' transition to engineering education. Practical implications include strengthening motivational programs and engineering career exploration from secondary education.
Legal protection of the environment: A comparative law study Hamouti, Nadia; El bakouhi, Safae
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.49

Abstract

The environment is one of the values that the legislator seeks to protect and preserve, as it has granted it protection that is one of the most striking manifestations of the legal protection of the environment. This is due to the injunctive effect of sanctions through the extension of the rule of law via the judiciary. Each country, within the framework of its territorial sovereignty, has enacted laws and regulations to protect the environment and combat pollution, while accompanying this legislation with sanctions that force offenders to comply, because there is no point in enacting legislation designed to protect the environment if it is not accompanied by a sanction that deters the offender and restores the situation to what it was before. The results achieved include the strengthening of legal frameworks, progress in international law, varying degrees of effectiveness in the application of laws and the involvement of citizens in environmental justice.
A bibliometric analysis on the notion of sustainable business models and its relationship with the creation of territorial value for the environment Mansri, Sara; Lahrach, Rahhal
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.52

Abstract

In a context where sustainability has become a central issue for companies and territories, this study aims to identify the importance of new sustainable business models (NBMS) and their interactions with territorial creation value. This study is one of the first to use bibliometric methods to describe and analyze the evolution of the literature published on the subject. The bibliometric analysis method was based on a 25-year study on a data set (1999-2024), collected by analyzing 115 articles via Zotero in a reliable way and randomly by analyzing 1,648 via Web Of Science. Using the VOSviewer software, the visualization of bibliometric data offers a glance at the articles, authors, journals, countries and fields that have the most effect on territorial value creation and the emergence of new sustainable business models. The analysis summarizes the most influential papers, authors, journals, and research topics. The results show the occurrence of three study themes: sustainable business models, territorial creating value, and innovation. In summary, this publication highlights the key findings of the study analysis and makes recommendations for future research areas in the subject.
The role of science communication in popularizing ethnoastronomy Michelini, Fernanda; Queiroz, Marina; Acioly, Vitor
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.53

Abstract

Ethnoastronomy is a scientific field that explores the astronomical knowledge of different cultures through their traditions, offering perspectives distinct from conventional Western astronomy. This study examines the interplay between Science Communication and Ethnoastronomy, using Vygotsky's sociocultural theory as a foundation. A literature review was conducted to identify concepts that validate the interrelation of these areas, highlighting how Science Communication can foster fresh understandings. Moreover, this research delves into indigenous astronomical perspectives, specifically those of the Karajá Xambioá and Tupi-Guarani peoples, and presents an educational game designed for a diverse age group in an informal learning setting. The objective is to investigate how Science Communication, particularly through Cultural Communication, can effectively facilitate the dissemination of astronomical knowledge from various cultural backgrounds, with a focus on Brazil's indigenous peoples, thereby broadening perspectives and understanding. With this, materials were developed that brought indigenous culture closer to science teaching immersed in traditional and Western culture, with the aim of reducing the distances between different cultures.
Validation of an AI-based automatic assessment system for scientific literacy instruments on green chemistry integrated with ethnochemistry Rahmawati, Dian; Yamtinah, Sri; Shidiq, Ari Syahidul; Widiarti, Hayuni Retno; Wiyarsi, Antuni
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.70

Abstract

This study aims to measure the content validity of an AI-based automatic assessment system for scientific literacy instruments on green chemistry integrated with ethnochemistry using Aiken’s V index. The research design adopts the R&D model with the ADDIE approach, limited to the analysis, design, and development stages. A combination of quantitative and qualitative descriptive methods was utilized through purposive sampling, engaging 10 experts—chemistry education lecturers from UNS, UNY, UM, and high school chemistry teachers in Surakarta. Data were obtained through Focus Group Discussions (FGD), focusing on three aspects: context, language, and construct. Essay-based instrument items were rated using four relevance categories: irrelevant, less relevant, quite relevant, and relevant. Items with an Aiken index ≥ 0.73 were considered valid. The results showed that 1 question item had moderate validity and 14 question items had high validity, making them suitable for further testing. The questions were designed to assess students’ understanding of green chemistry principles and their ability to relate these to ethnochemistry practices—local cultural knowledge that supports sustainability. The formulation of the questions also demonstrated how the application of local culture can be interpreted through green chemistry to enhance scientific awareness and environmental responsibility. Based on the content validation results and subsequent revisions, the instrument is deemed ready to move forward to the limited trial stage.
Analysis of the integration of the hot-lab method in resistor practical work using incandescent lamps on the topic of conductor resistance with PhET virtual lab Mulhayatiah, Diah; Rachman, Muhammad Ziddan; Malik, Adam; Agustina, Rena Denya; Chusni, Muhammad Minan; Yuningsih, Endah Kurnia
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.74

Abstract

In the digital era, students still face difficulties in understanding abstract physics concepts such as Ohm's Law and resistance, primarily due to conventional, teacher-centered instructional methods. This study aims to investigate the integration of the Higher-Order Thinking Laboratory (HOT-Lab) method with PhET virtual simulations to improve students’ higher-order thinking skills (HOTS) in learning about conductor resistance. Using an experimental method, students conducted virtual practicum activities via the PhET Interactive Simulations platform, specifically utilizing the "DC Circuit Construction Kit." The learning process followed structured HOT-Lab phases: identifying problems, hypothesis formulation, experimentation, data analysis, and result communication. Results showed a strong linear correlation (R² = 0.9999) between voltage and electric current, indicating that incandescent lamps can function as resistors under certain conditions, consistent with Ohm’s Law. Regression analysis further validated this with a model  ????=0.0554????+0.0021, and students demonstrated improved conceptual understanding and analytical reasoning. The integration of HOT-Lab with virtual labs is applicable in remote or resource-limited learning environments, promoting active, reflective, and student-centered learning aligned with 21st-century skills.

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