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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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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 15 Documents
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Search results for , issue "Vol. 3 No. 4 (2025)" : 15 Documents clear
Needs analysis of a RELIEVE-based STEM-PjBL e-module for applied science education Heryensi, Elza; Yanti, Fitri April; Wardana, Rendy Wikrama; Firdaus, Mochamad Lutfi
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.150

Abstract

This research aims to analyze the needs and specifications of the Renewable Energy Literacy through the Exploration of Various Natural Materials (RELIEVE) e-module, which is integrated with STEM-PjBL to support applied science learning in universities. This qualitative research involved five lecturers who were selected purposively, with data collected through semi-structured interviews, then transcribed, verified, and analyzed using a thematic approach. The results of the study show three main findings. First, students need learning that is applicable, contextual, interactive, and problem-solving based to develop critical and creative thinking skills. Second, the STEM-PjBL approach is considered appropriate because it is able to integrate science, technology, engineering, and mathematics concepts through contextual projects that increase student learning engagement. Third, the required e-modules must be digital, easily accessible through devices, structured, project-based, and provide authentic assessments to measure high-level thinking skills (HOTS), especially critical and creative thinking skills. These findings confirm that the development of the RELIEVE e-module has the potential to be a strategic pedagogical innovation to strengthen renewable energy literacy and support the sustainable energy transition while contributing to curriculum development and further research on the effectiveness of STEM-PjBL-based learning in higher education.
E-SAS liveworksheet with individualized learning for intellectual disabilities in chemistry law: Analysis of profiles and learning outcomes Trisiawati, Amelia Aura; Sartika, Yulina Dewi; Sari, Rahmania Fitrah; Muchlis, Muchlis; Novita, Dian
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.160

Abstract

This research aims to fill the research gap by combining in-depth analysis of learning profiles and measurement of learning outcomes for students with intellectual disabilities through E-SAS Liveworksheet with individualized learning on chemical law materials, especially Lavoisier's law and Dalton's law. This research involved 3 students with mild intellectual disabilities at Senior High School 10 Surabaya. This study used an embedded mixed-method design. Observations and interviews were used to collect qualitative data. Learning outcomes were used for collecting quantitative data. Qualitative data were analyzed using thematic analysis and matrix coding query with NVivo 11. Quantitative data were analyzed through the N-gain test on pretest and posttest scores. The study's findings indicate that when analyzing learning profiles, each student with intellectual disabilities has unique and diverse learning skills and styles. Learning skills include self-regulation, technology interaction, and information processing skills. Students' learning styles show the preferences of each student in the visual, auditory, and kinesthetic. The improvement in learning outcomes is indicated by the acquisition of an average N-gain score of 0.9 with high criteria. These research results demonstrate the importance of understanding the diversity of student learning profiles when creating learning processes and media, thereby creating effective learning impacting their learning outcomes.
Effectiveness of digital storytelling comics based on a deep learning approach in enhancing environmental awareness among elementary school students Tjakrawerdaja, Wirastusrini; Wibowo, Firmanul Catur; Kustandi, Cecep; Arymbekov, Beken
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.169

Abstract

Environmental awareness in elementary school students generally still focuses on cognitive knowledge, without being followed by reflective understanding or real behavior in daily life. This condition highlights a gap in environmental education practices, particularly the lack of integration between affective and behavioral aspects, indicating a need for a learning strategy that fosters a meaningful attitude of environmental care. This study examined the effectiveness of immersive digital storytelling comics developed based on a deep learning approach in enhancing environmental awareness among elementary school students. The method used is quasi-experimental with a pretest-posttest design model. The research subjects consisted of 34 grade V students at one of the East Jakarta public elementary schools in the even semester of the 2024/2025 school year. The instrument is in the form of an environmental awareness questionnaire compiled based on indicators of environmental care attitudes, supported by observations and interviews. Data were analyzed descriptively, using paired t-tests, and N-Gain calculations. The results revealed a significant increase in environmental awareness, with the average score increasing from 42.06 (pretest) to 83.09 (posttest), and p<0.001. The N-Gain analysis of 71.40% indicates a high level of improvement. These findings demonstrate that integrating digital storytelling comics with a deep learning pedagogical approach effectively fosters environmental understanding, empathy, and pro-environmental behavior among elementary school students.
The ThinkFeels Diary for exploring junior high school students' mental health in science class Rusyati, Lilit; Agustin, Rika Rafikah; Rusmana, Ai Nurlaelasari; Melati, Putri Sekar; Erza, Nola Putri; Pujirana, Andi Isni; Rahmah, Siti Auliya; Maulidah, Shopi Setiawati; Nurlaeli, Kamilah Kurnia; Ibrahim, Achmad; Fauziah, Nisa; Azizah, Dyantie Nur; Qorina, Azizah; Setiawan, Ade; Anggraeni, Isty; Nufuz, Salma Hayatun
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.180

Abstract

This study investigated the effectiveness of ThinkFeels Diary as a meta-affective and meta-cognitive assessment tool in supporting students' mental health in science classrooms. The study used a mixed-method approach and included 205 students.  The ThinkFeels Diary, which allowed students to record both cognitive learning components and affective responses (emotions and feelings) during science courses, was the main component of the intervention. The MENTAL-Q questionnaire was used in pre-test and post-test designs to quantify the influence on mental health. Qualitative data from 3,840 student reflections were analyzed using NVivo 12. Results showed varied outcomes across classrooms. Two topics demonstrated significant changes: "The Nature of Science & Scientific Method" (p = 0.037, mean difference = -0.16) and "Measurement" (p = 0.018, mean difference = -1.41), both showing decreased mental health scores, possibly due to increased metacognitive demands. Analysis of sub-dimensions revealed complex patterns: the "Human Digestive System" topic showed notable improvements in empathy (+0.39) and adaptability (+0.37), though accompanied by increased depression (+0.38) and stress (+0.26).  According to the qualitative analysis, students’ emotional awareness (meta-affective) interacts dynamically with strategic thinking (meta-cognitive) before, during and after the learning. Reflection acts as a crucial link that turns experience into growth. This findings revealed the need of considering cognitive-emotional demands of different science topics to effectively support student mental health.
Effectiveness of ADI-based student worksheets on students’ argumentation skills in chemical equilibrium: A pre-experimental study Kinanthi, Adinda Nuriska Ragil; Azizah, Utiya
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.177

Abstract

This study aims to describe the profile of students' argumentation skills on chemical equilibrium material through the use of student worksheets based on the Argument Driven Inquiry (ADI) learning model. The method used is a Pre-Experimental One Group Pretest-Posttest Design. This research method was applied to 29 grade XI students. The data collection method used is a test method with a pretest-posttest sheet instrument for argumentation skills. The results of the study showed an increase in students' argumentation skills on chemical equilibrium material after using student worksheets based on the ADI learning model. This was reviewed based on the n-gain score obtained in argumentation skills for the claim indicator of 1.00, the data indicator of 0.75, the warrant indicator of 0.77, and the backing indicator of 0.81, all n-gain scores on the four indicators were classified as high. In addition, this was also supported by an increase in the percentage of pretest-posttest argumentation skills and the results of the Wilcoxon test which showed an Asymp. Sig. (2-tailed) value of 0.000 <0.05 which indicated a significant difference between the pretest and posttest scores of students' argumentation skills. Based on these results, it can be concluded that there are significant differences and improvements in students' argumentation skills after using student worksheets based on the ADI learning model.

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