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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 15 Documents
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Search results for , issue "Vol. 4 No. 1 (2026)" : 15 Documents clear
Development of a systems-thinking-based assessment instrument for environmental literacy and problem-solving skills in SDG 6 contexts Taufik, Leo Muhammad; Widodo, Ari; Surtikanti, Hertien Koosbandiah; Rahman, Taufik
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.173

Abstract

This study aims to develop an integrated assessment instrument that measures environmental literacy and problem-solving skills based on system thinking in the context of Sustainable Development Goal (SDG) 6: Clean Water and Sanitation. Using the Borg and Gall R&D framework, the instrument was constructed in five phases involving preliminary analysis, planning, item development, field testing, and revision. The instrument consisted of five contextual essay questions with fourteen sub-indicators aligned to environmental literacy dimensions, systems-thinking components, and Polya’s problem-solving stages. The subjects were 132 tenth-grade high school students enrolled in Biology classes on the topic of Environmental Change from four different schools in Cirebon. The developed instrument consisted of five contextual essay questions with fourteen sub-questions. Content validity was analyzed using Aiken’s V, construct validity using Exploratory Factor Analysis (EFA), and reliability using Cronbach’s Alpha. The results showed an Aiken’s V value of 0.86 (highly valid), KMO value of 0.60, and significant Bartlett’s Test (p < 0.05). Four main factors were identified, consistent with Polya’s problem-solving stages, with a Cronbach’s Alpha of 0.83. The average student score was 61.4, with 2% in the high category, 35% moderate, and 63% low. These results indicate that the developed instrument is feasible to assess students’ environmental literacy and problem-solving skills in the context of tenth-grade Biology learning on Environmental Change related to SDG 6. The overall low student performance suggests that learners have not yet developed a deep understanding of environmental concepts, system interactions, and structured problem-solving processes. This also reveals an instructional gap, particularly in providing opportunities for inquiry-based learning, systems thinking, and contextualized environmental analysis. Therefore, the instrument is valuable for teachers as it not only diagnoses specific weaknesses in students’ competencies but also guides the refinement of instructional strategies to better integrate SDG 6 issues into biology learning.
The The influence of environmental certification and waste management practices on tourist preferences at green hotels in Bandung Sihombing, Jimmy Ruben; Saefullah, Kurniawan; Rizal, Edwin
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.129

Abstract

Tourism sector growth in Bandung City has shown significant improvement in the post-pandemic period, accompanied by increasing tourist awareness of sustainability issues. Despite this trend, environmentally friendly practices are not yet consistently implemented across all hotels. This study aims to analyze the influence of environmental certification and waste management practices on tourists’ preferences for green hotels in Bandung City. A mixed-methods approach was employed using surveys of 25 tourists who had stayed at green hotels. Quantitative data were analyzed using multiple linear regression, and qualitative data through thematic analysis. The results indicate that both environmental certification and waste management practices positively influence tourists’ preferences. Certifications such as CHSE, Green Globe, and ISO 14001 enhance tourists’ trust in a hotel’s commitment to sustainability, while concrete practices, including recycling programs, reduction of single-use plastics, and food donation initiatives, strengthen perceptions of environmental responsibility. However, the limited sample size (N = 25) reduces the statistical power and external validity of the quantitative findings, positioning the results as exploratory rather than conclusive. Nonetheless, the qualitative findings provide valuable insights, revealing that tourists are willing to pay a premium, demonstrate loyalty, and recommend green hotels that align with their environmentally conscious lifestyles. These findings emphasize the importance for hotels not only to obtain environmental certification but also to implement tangible ecological practices that deliver measurable environmental benefits. Overall, this study contributes empirical evidence on how environmental initiatives can simultaneously enhance tourist engagement and support sustainable tourism development, reinforcing the role of hotels as both economic actors and agents of environmental stewardship.
Bridging STEM gaps in island education: Empowering teachers through contextual training in Indonesia Marthinu, Eva; Pasongli, Hernita; Maryani, Enok; Ruhimat, Mamat; Waluya, Bagja; Saminan, Nurul Fajri
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.131

Abstract

This study investigates the impact of contextual STEM training designed for Subject Teacher Forum Subject Teacher Forum Geography teachers in Ternate, Indonesia, an island region facing geographical and educational challenges, where empirical evidence on localized and contextualized STEM professional development remains limited.  The research employed a quantitative approach using a pre-experimental one-group pretest–posttest design with 20 participating teachers. Data were collected through a 20-item multiple-choice test validated by experts and analyzed using gain scores, inferential statistics, and effect size estimation. The results demonstrated a substantial improvement in teachers’ STEM knowledge, with the mean pretest score increasing from 8.90 to 13.20 (N-Gain = 0.59, moderate-to-high). Inferential analysis confirmed a significant improvement (p < 0.001) with a very large effect size (Cohen’s d = 2.44). Interestingly, teachers from non-education backgrounds achieved slightly higher learning gains compared to education majors, suggesting that contextual STEM concepts can be effectively acquired regardless of prior specialization. The findings confirm that short-term, localized, and context-based training is effective in enhancing teachers’ pedagogical knowledge, reducing initial disparities, and empowering educators to design relevant STEM-based geography learning. This model contributes to the growing body of research on STEM professional development, advances geography education through context-based pedagogy, and offers a replicable framework for teacher capacity building in island and under-resourced regions.
Instrument for resonance accuracy and misconception analysis (IRAMA): Development to identify sound wave conceptions with rasch Aminudin, Adam Hadiana; Syamsiah, Endah Nur; Taufani, Muhammad Rizka; Prasetia, Yuda; Samsudin, Achmad; Zahran, Muhammad
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.139

Abstract

The Instrument for Resonance Accuracy and Misconception Analysis (IRAMA) was developed to identify college students’ sound wave resonance conceptions with Rasch. The Identify, Design, Development, Evaluation (IDDE) was used with 30 participants (9 females and 21 males) from one of the universities in Bandung, and four experts (2 in physics and 2 in education) served as IRAMA validators. Rasch analysis used Minifac 4.4.0 (MF-RM) with the rater reliability of 0.75, Infit-MnSq values of 0.77–1.38, and Outfit-MnSq values are outside the ideal limits on item 5 (3.72) (the rest is ideal).  With Jamovi 2.7.2, we confirmed the presence of bias in one of the raters for item 5. The Ministep 5.10.1, based on conceptual categories, Full Understanding (FU), Partial Plus (PP), Partial Minus (PM), Don't Understand (DU), Misconception (MC), and Not Defined (ND). Meanwhile, identification for confidence is based on Full Confidence (FC), Partial Confidence (PC), Not Confidence (NC), and Not Defined (ND). The Cronbach Alpha reliability for conception (0.84), with the highest being in the PM category (27%), and the lowest is in the DU and ND categories (10%). For confidence, the Cronbach Alpha reliability (0.91), with the highest category is in FC (77%), and the lowest is in the ND category (6%). IRAMA is also free from bias towards gender for conception and confident answers (PROB>5% and meet the threshold DIF Contras). Thus, the IRAMA can be an instrument to identify resonance conceptions and, in the future, will be an tool in resonance Augmented Reality (AR) application.
From inquiry learning innovation: The impact of maggot BSF (Black Soldier Fly) on school organic waste mitigation and sustainability awareness Dewi, Pramita Sylvia; Azizah, Alif Luthvi; Muhisom, Muhisom; Maulina, Dina; Darwis, Rahmiati
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.143

Abstract

The purpose of this study is to develop a learning model that not only improves students' understanding of inquiry innovation on the concept of recycling and organic waste management but also builds environmental awareness and responsibility. This study uses a descriptive method with a quantitative approach. The research sample used purposive sampling; junior high school students at this school were selected because they have a vegetable garden, in accordance with the needs of the investigation activities. Data were collected through an inquiry sheet, then analyzed descriptively, and environmental actions were reviewed for gender differences through a questionnaire tested with MANOVA, with the results of Sig. 0.023 < 0.05 for student attitudes and Sig. 0.083 > 0.05 for knowledge, which means that only gender influences students' environmental actions. In the context of ESD, which demands social action and environmental responsibility, it turns out that female students can be more prominent in attitudes. This explains why gender can influence attitudes. Furthermore, this study is a reflection on the relationship between environmental awareness and real actions. The implications of research activities that involve students in observing, researching, and analyzing the life cycle of BSF maggots and their role in decomposing organic waste create a learning experience oriented towards sustainability awareness.
The ASTA model: Integrating lontar taru pramana in environmental learning at elementary schools Sedana, I Made; Ayu, Putu Eka Sastrika
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.149

Abstract

This study develops and evaluates the ASTA Model an integrative approach combining religious values, science, and Lontar Taru Pramana to strengthen environmental education in elementary schools, addressing the limited use of local wisdom, the absence of holistic pedagogical models, and low environmental awareness among students. This study employed a Research and Development (R&D) design using the 4-D model (Define, Design, Develop, and Disseminate), involving education experts, subject matter experts, teachers, and elementary students as participants in the model development process. The findings indicate that the ASTA Model is conceptually sound, practical for classroom use, and contributes meaningfully to strengthening students’ environmental attitudes. Expert reviews confirmed the model’s content relevance, while classroom implementation showed that both teachers and students could engage with it effectively. The model fostered greater ecological awareness, a stronger sense of responsibility, and more active participation in environmental activities. Integrating the spiritual and ecological values of the Lontar Taru Pramana enriched science learning by strengthening not only students’ cognitive understanding but also their moral and emotional commitment to sustainability. Overall, the ASTA Model provides a novel contribution to both educational theory and practice by integrating spiritual values, scientific concepts, and local wisdom into environmental learning in primary schools. This approach strengthens sustainability education and supports the achievement of SDG 4 (Quality Education) and SDG 13 (Climate Action).
The influence of environmental knowledge on green supply chain management in achieving business performance and sustainability performance of culinary MSMEs in Indonesia Hidayati, Nurul; Nugraha, Agung; Wijaya, Nur Hadi; Mulyati, Heti
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.155

Abstract

This study aimed to examine the impact of environmental knowledge (EK) and green supply chain management (GSCM) on business performance (BP) and sustainability performance (SP) in the context of MSMEs in the culinary sector in Bogor City, Indonesia. In the context of culinary MSMEs in Bogor City, research addressing the integration of EK–GSCM–BP–SP and the mediating effect of GSCM is still scarce, particularly within this specific sector and regional setting. The research was conducted over six months, with the research location being in Bogor City in February-July 2025. This study employed a multistage sampling method with cluster sampling and purposive sampling. Data was collected from 210 MSME practitioners and analyzed using Structural Equation Modeling – Partial Least Square (SEM-PLS) with SmartPLS 4. This sample number was an appropriate sample size for the application of SEM-PLS analysis. The results of the study show that EK has a positive and significant effect on GSCM, BP, and SP. The study also indicates that GSCM positively and significantly affects BP and SP, and BP also positively and significantly influences SP. Furthermore, GSCM was found to positively and significantly mediate the relationship between BP and SP. The implementation of GSCM among MSMEs can be improved through capacity-building efforts such as training, mentoring, and collaboration with suppliers and green communities, supported by government policies, incentives, continuous education, and enabling facilities.
Blood mercury levels and PCR-based GSTP1 and GSTT1 gene profiles in artisanal gold miners: A cross-sectional study Wimpy, Wimpy; Silviani, Yusianti; Hidayati, Nur; Aribowo, Daffina Ramadhani Putri; Septiani, Erni Dwi; Masykuri, Mohammad
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.159

Abstract

Mercury (Hg) exposure from artisanal and small-scale gold mining (ASGM) remains a major public health concern, particularly in communities where mercury amalgamation is still widely practiced. Chronic mercury exposure is known to induce oxidative stress and may interfere with detoxification pathways involving glutathione S-transferase enzymes, including GSTP1 and GSTT1. This study aimed to assess blood mercury levels and PCR-based GSTP1 and GSTT1 gene profiles among artisanal gold miners in Central Java. A cross-sectional descriptive study was conducted using whole blood samples from 10 adult males, consisting of 5 artisanal gold miners and 5 non-miner controls. Blood mercury concentrations were measured spectrophotometrically, while GSTP1 and GSTT1 gene profiles were evaluated using polymerase chain reaction (PCR). Blood mercury levels in miners ranged from 20.244 to 67.987 µg/L, exceeding the recommended reference value of <20 µg/L, whereas control subjects showed levels below the threshold. PCR analysis demonstrated expected GSTP1 and GSTT1 bands in all control samples. In contrast, miner samples showed variations in PCR band patterns, including larger than expected amplicons for GSTP1 and absence of GSTT1 amplification in two samples, which may indicate altered gene profiles associated with mercury exposure. In conclusion, artisanal gold miners exhibited elevated blood mercury levels alongside variations in GSTP1 and GSTT1 PCR profiles. Although the small sample size limits definitive genetic interpretation, these findings suggest that combined biomonitoring of mercury burden and detoxification-related gene profiles may provide useful preliminary indicators for assessing susceptibility to mercury exposure in ASGM settings.
Perception of environmental risk level among trainee-teachers: Investigation on effectiveness of teacher education programme Lahiri, Sudeshna; Samaddar, Biswajit
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.166

Abstract

It is important to investigate the understanding of environmental risks among the trainee-teachers who are going to play a crucial role in shaping attitudes and behaviours among school students. The present article investigates the level of perception of environmental risk among trainee-teachers from teacher training institutions located in Kolkata, India, to examine its association with the nature of studentship. A Perception of Environmental Risk Level scale (PERLS) was administered on 150 trainee-teachers to measure three main areas of risk factors i.e., Environmental issues; Environmental pollutants, and Environmental pollutants’ effects. Thus, obtained data is subjected to Chi-Square Tests of Independence to find out the association between categorical variables (Nature of studentship x Perception of environmental risk level). To ascertain further about the associations, Phi Significance and Crammer’s V significance also been computed. Inspite of taking environmental risks seriously, a substantial proportion perceived no or low risk across the three dimensions: environmental issues (84.1%), environmental pollutants (81.0%), and effects of environmental pollutants (73.0%). Significant associations were observed between the nature of studentship and perception of environmental risk levels, with varying strengths as indicated by Phi and Cramer’s V values. The findings suggest that perception of environmental risk reflects an individual’s understanding of the urgency and importance of environment protection. The teacher education curricula should be time-appropriate to make trainee-teachers aware of environmental risks.  Incorporating the field-based and experiential learning may enhance trainee-teachers’ understanding of environmental issues, pollutants, and their effects to prepare informed and responsible future educators.
Exploring the interrelationships between critical thinking, practical skills, and summative achievement in secondary biotechnology education Nurhayati, Nurhayati; Rusyati, Lilit; Rustaman, Nuryani Y.; Sihombing, Rizky Agassy
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.170

Abstract

Modern science education faces a persistent challenge: the disconnect between theoretical critical thinking development and hands-on practical competencies. This study investigated the relationships among critical thinking skills, practical performance, and summative achievement in ninth-grade biotechnology education within Indonesia's Merdeka Curriculum framework, which emphasizes conceptual understanding, scientific process skills, and 21st-century competencies. The research objective was to examine whether and how critical thinking abilities and practical performance independently or jointly predict summative academic achievement in biotechnology. Using a correlational design, data were collected from 113 ninth-grade students across four intact classes at a public junior high school in Bandung, West Java. Three validated assessment instruments measured the target variables: a critical thinking skills test based on Ennis indicators assessing analytical reasoning abilities, a performance rubric evaluating hands-on laboratory proficiency during practical sessions, and a standardized summative biotechnology examination measuring overall content mastery. Descriptive statistics revealed varied performance across assessment types, with mean scores of 59.7 for critical thinking skills, 86.6 for practical performance, and 70.4 for summative achievement. Pearson correlation analyses conducted in SPSS indicated a moderate positive relationship between critical thinking and summative scores, a weak positive association between practical performance and summative achievement, but critically, no significant correlation between critical thinking and practical performance. These findings suggest that while analytical reasoning contributes to theoretical academic success, procedural competencies operate largely independently from cognitive reasoning abilities in biotechnology contexts. The study suggests that science educators should implement integrated teaching methods deliberately bridging practical skills development with explicit critical thinking instruction to foster holistic scientific literacy.

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