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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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Kota malang,
Jawa timur
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 29 Documents
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Search results for , issue "Vol. 3 No. 3 (2025)" : 29 Documents clear
Production and composting of waste-filled biofilms as a sustainability educational experience for a secondary school setting Vicentini, Greta; Mattiello, Sara; Santulli, Carlo
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.112

Abstract

Waste upcycling is often seen as a scattered concept, difficult to be put into practice in an educational yet scientific context. The idea is to provide an educational experience able to supply the students a wider perspective over how waste can be brought back into the productive system, until at all possible not. Outsourcing and characterization of waste, production of biofilms, home composting experiments. The experimentation gives a practical view of what is meant by circular economy moreover suggesting ideas about possible options for selecting waste and starting characterising it. In particular, it offers indications about the scientific method for testing materials including waste and being aware of their end-of-life, which all have influence on sustainability of the process. Ideally, depending on the time allotted for experiments, the work can be repeated iteratively to improve the results. Also, a database about possible local waste for DIY production of bioplastics can be generated over time, including considerations about ease of outsourcing, availability, seasonality, etc.
Exploring the relationship between student engagement and academic achievement in science: A study of junior high school students Achwani, Annie Satriani; Rahman, Taufik; Rusyati, Lilit
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.116

Abstract

Academic success, especially in science education, is greatly influenced by student engagement, but its effects vary depending on socioeconomic status and past performance, leaving gaps in how each type of engagement specifically impacts junior high students. According to research, these interactions require more investigation in order to guide focused interventions, fair policies, and instructional strategies that improve student engagement and science proficiency, particularly for diverse student populations. This study investigates the relationship between junior high school scientific achievement and student involvement, with a particular emphasis on the engagement indicators that most accurately predict academic performance. This study uses a correlational research design to quantitatively examine the direction and degree of the association between junior high school students' academic achievement in science and their level of student involvement. Participants in the study were 100 eighth graders (31% male, 69% female) from a public junior high school in Bandung, West Java, Indonesia. There are two instruments used in the study, namely a questionnaire for student engagement and multiple-choice questions through online exams with the Pijar Sekolah application. Since all of the Spearman coefficients were weak and statistically insignificant (p > 0.05), the study found no significant correlation between academic achievement and student engagement (cognitive, behavioural, emotional, or social). These results suggest that engagement-focused therapies should be re-examined, and other indicators of academic performance should be investigated. In order to better understand these dynamics, future research should use longitudinal designs and include other variables (such as self-efficacy and institutional support).
Development of a Science Process Skills (SPS) test for assessing environmental chemistry concept: Salt hydrolysis in grade XI Sari, Eka Puspita Kartika; Muntholib, Muntholib; Nihayah, Umi Husnun
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.117

Abstract

Science process skills (SPS) are fundamental to inquiry-based science learning and important for linking chemistry concepts with environmental issues. However, valid instruments to assess SPS in specific topics, such as salt hydrolysis, are still limited. This study aimed to develop and validate a multiple-choice test to evaluate eleventh-grade students’ SPS in the context of salt hydrolysis, emphasizing environmental chemistry applications. A research and development (R&D) design with five stages was employed: literature review, item development, expert validation, pilot testing, and finalization. Four chemistry education specialists provided expert judgment, and a pilot study was conducted with 150 eleventh-grade students from five high schools. Item validity, difficulty, discrimination index, and reliability were analyzed. The final test contained 28 items with a high content validity index (CVI = 0.90). Item analysis indicated two easy, 25 medium, and one difficult item. Discrimination indices classified five items as very good, 20 good, two sufficient, and one poor. All items were empirically valid, and the reliability coefficient (Cronbach’s alpha = 0.891) demonstrated strong internal consistency. Compared with similar SPS instruments, this test integrated authentic environmental contexts, such as the impact of salt hydrolysis on water pH, thereby enhancing ecological validity. The instrument provides teachers with a reliable diagnostic tool to identify students’ strengths and weaknesses in SPS. Beyond assessment, the instrument supports formative and summative evaluations, integrates environmental issues into chemistry learning, and serves as a reference for developing similar instruments in other science domains.
Mapping the learning styles of pre-service enviromental science education in interaction with artificial intelligence on the topic of electric fields Amrullah, Jadnika Dwi Rakhmawan; Ahmad, Nur; Shilla, Rhischa Assabet
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.118

Abstract

The integration of Artificial Intelligence (AI) in education offers new opportunities to address complex science concepts, yet its interaction with learning styles remains underexplored. Objectives: This study aimed to identify the learning styles of pre-service environmental science teachers and examine how AI-based instruction supports their understanding of electric fields. Using a mixed-methods design, 72 undergraduate students completed the VARK questionnaire, pre- and post-tests on electric field concepts, and participated in interviews. The findings showed significant improvement in conceptual understanding after AI-based learning, with visual and kinesthetic learners benefiting most from simulations and interactive tasks, while aural and read/write learners showed limited gains. Implications: The study highlights the potential of AI to enhance learning through multimodal engagement, but also emphasises the need for inclusive designs that move beyond learning styles toward broader pedagogical frameworks.
Embodied pedagogy and ecological ethics: Internalising environmental values through the Pakarena Anida dance in South Sulawesi Pramana, Andi Dwi Resqi; Astuti, Tri Marhaeni Pudji; Malarsih, Malarsih; Sinaga, Syahrul Syah
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.122

Abstract

Global ecological crises demand sustainability education that integrates cultural and ecological values beyond formal and Western-oriented frameworks. Traditional performing arts offer holistic pedagogical resources through embodied, symbolic, and participatory practices, yet their potential remains underexplored in sustainability discourses. In Indonesia, the Pakarena Anida Dance of South Sulawesi exemplifies how ritual gestures, ornate costumes, and narrative symbolism function as cultural texts transmitting ecological ethics and community values. However, limited scholarship has examined how female dancers operate as custodians of both cultural heritage and environmental responsibility. This study employs a descriptive qualitative design, drawing on anthropology, semiotics, and cultural studies to analyse the symbolic representation of female dancers in South Sulawesi traditional performances. Multi-sited fieldwork was conducted in Makassar City, Wajo Regency, and Toraja Regency, involving 29 purposively selected informants—including cultural leaders, senior dancers, troupe members, and audiences. Data were collected through performance observation, semi-structured interviews, and documentation of manuscripts and visual records. Analysis followed Miles and Huberman’s interactive model, supported by thematic and interpretive strategies. Findings reveal three key insights. First, Pakarena Anida embodies conservation values through symbolic movements—such as bowing and circular formations—that signify humility and ecological balance. Second, the dance functions as informal education, with rehearsals and performances serving as “schools without walls” where intergenerational ecological and moral wisdom is transmitted. Third, costumes, music, and ritualised gestures operate as cultural codes that internalise local values, reinforcing identity, humility, and responsibility across generations.
The effectiveness of the TPASK-C approach practicum model in improving self-efficacy and research skills of prospective biology teachers Maknun, Djohar; Muzakki, Jajang Aisyul; Aripin, Ipin
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.135

Abstract

This study aims to investigate the effectiveness of implementing the Technological Pedagogical and Science Knowledge-Contextual (TPASK-C) practicum model in improving the self-efficacy and research skills of prospective biology teachers. This study employs a quasi-experimental design with a pretest-posttest control group. Research data were collected using tests and non-tests. Test data were used to collect research skills data. Self-efficacy data were collected using questionnaires. Research data were analyzed using qualitative and quantitative techniques, as well as effect-size analysis, to analyze the effectiveness of the treatment given to the tested variables. The results of the study found that the TPASK-C practicum model made a significant contribution to the formation of self-efficacy and research skills in prospective biology teacher students. The results of the t-test on the achievement of self-efficacy and research skills showed a sig. α <0.005, which indicated a significant difference between the two classes tested. Effect size testing showed Cohen's d values ​​(1.338 and 1.469), indicating that TPASK-C is effective in equipping students with self-efficacy and research skills. The results of this study are expected to be an alternative practicum model that can be widely applied in teacher training institutions (LPTK) to facilitate efforts to improve self-efficacy and research skills in prospective biology teacher students in Indonesia.
Educators perceptions of implementing environment-based character education: Evidence from Landak Region Hermanussen, Carla; Febrianti, Dian; Hertanto, Mustika Aji
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.137

Abstract

Global crises, particularly the climate crises, highlight the urgent need for educational approaches that cultivate environmental responsibility. The aim of this study is to explore how educators in Landak Region, West Kalimantan, perceive the importance, adequacy, barriers, and success factors of Environment-Based Character Education (EBCE). A questionnaire-based survey was conducted, combining closed and open-ended items, and data were analyzed through descriptive statistics, thematic coding, t tests, chi-square tests, and Spearman correlations. The results show that concern about the climate crises is consistently high across demographic groups, yet EBCE integration into school practice remains fragmented and limited. Barriers include insufficient teacher training, lack of resources, and weak institutional support, while success factors include project-based learning, digital tools, cross-subject integration, and community collaboration. The findings imply that EBCE holds considerable potential for strengthening sustainable education if supported by coherent policies, institutional commitment, and investment in teacher capacity. The study improves existing knowledge by linking local cultural strengths with national frameworks and by offering evidence-based insights for more effective EBCE implementation.
The impact of feasibility and meaningfulness of ESD activities on sustainability awareness in Japanese community learning centers Abdellatif, Khalaf Mohamed
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.140

Abstract

Although feasibility (practical accessibility) and meaningfulness (personal relevance) are established drivers of participation in non-formal education, their direct impact on learning outcomes, specifically sustainability awareness within Japanese Community Learning Centers (CLCs), has not been empirically established. This research addresses this research gap by examining how perceived feasibility and meaningfulness of Education for Sustainable Development (ESD) activities affect sustainability awareness among participants in CLC in Japan. Using a mixed-methods case study approach, quantitative data were collected from 370 participants at Misonou Community Center in Hiroshima and analyzed through structural equation modeling (SEM), complemented by qualitative insights from 30 follow-up interviews. Results indicated that both feasibility (β = 0.32, p < .001) and meaningfulness (β = 0.48, p < .001) significantly predicted sustainability awareness, collectively explaining 56% of variance, with meaningfulness showing stronger predictive power. These findings provide an empirically validated framework for ESD program design, suggesting that practitioners should adopt a dual-focused strategy that reduces logistical barriers while collaboratively developing curricula that reflect local contexts and participant values. This evidence-based approach enables CLCs to effectively support national sustainability objectives and promote environmental consciousness.
An IoT-based smart home prototype: Enhancing energy efficiency, water conservation, and sustainability education Arasid, Wildan; Zakaria, Diky; Abdullah, Cep Ubad
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.148

Abstract

The rapid development of the Internet of Things (IoT) has driven the emergence of smart home innovations that not only provide convenience but also contribute to energy efficiency and resource conservation. This study aims to develop an IoT-based smart home prototype using the ESP8266-12e module to control lights and solenoid valves that function as water faucets. The system operates in two modes: automatic mode, utilizing light-dependent resistors (LDRs) and ultrasonic sensors, and manual mode through a web-based control interface. The method in this study uses an experimental method consisting of a literature review, hardware and software design, implementation, and testing. The results show that the system functions reliably and remains stable within a Wi-Fi connection range of up to 21 meters. Furthermore, this prototype shows potential as a project-based learning medium in science and technology education, particularly in the context of sustainability education. By integrating the concepts of electricity and water conservation, this study contributes to increasing scientific literacy while supporting sustainable household practices.

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