cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Nur Hudha
Contact Email
joease.indonesia@gmail.com
Phone
+6285649736651
Journal Mail Official
joease.indonesia@gmail.com
Editorial Address
Bumi Emas Residence, Pelabuhan Bakahuni Street, Malang City, East Java Postal Code: 65148, Indonesia
Location
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 15 Documents
 1   2 
Search results for , issue "Vol. 4 No. 1 (2026)" : 15 Documents clear
Exploring the strengths and limitations of AIs, using the socratic method, in solving physics problems Ramos de Faria, André da Silva; Velloso da Silveira, Márcio; Fontes dos Santos, Antonio Carlos
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.v4i1.174

Abstract

The research is designed as a qualitative-analytical case study, employing the Socratic method as an analytical tool to probe reasoning consistency, contradiction recognition, and conceptual stability. Three AI systems: ChatGPT, Gemini, and Copilot, were examined while analyzing a non-standard equilibrium problem involving a pen attached to a vertical wall. The findings indicate that, although the AIs correctly articulate isolated physics concepts, they struggle to integrate these concepts coherently in unfamiliar contexts, exhibiting contradictions, diagrammatic inconsistencies, and an inability to revise reasoning when challenged. These results demonstrate that the principal limitation of current AI systems lies not merely in language generation, but in conceptual reasoning and meaning construction in physics. The study highlights important implications for physics education, emphasizing the need for critical mediation by educators and caution against treating AI-generated explanations as epistemically authoritative.
Innovating biology education: Development a notion as project-based learning e-module in the plant structure and function course to facilitate digital literacy Sumiati, Ika Dewi; Prasetya, Ferry Budi; Pamungkas, Zakaria Sandy; Amrullah, Jadnika Dwi Rakhmawan; Yusmar, Firdha; Tyas, Intan Lestari Mulyaning; Hsiu-Chen, Liu
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.v4i1.176

Abstract

The rapid shift toward digital learning in higher education demands learning resources that not only present content but also facilitate project organization and digital literacy. In response to this need, this study developed a Notion-based e-module integrated with the Project-Based Learning (PjBL) model for the Plant Structure and Function course to support students’ digital literacy. The research employed a Research and Development (R&D) design using the ADDIE model, involving analysis, design, development, implementation, and evaluation stages. Fifty fifth-semester students from the Science Education Program at Universitas Jember participated. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest–posttest instruments. The product obtained validity scores of 91.875% from material experts and 93.33% from media experts. The practicality score from students reached 90.36%. These findings indicate that the Notion-based PjBL e-module is feasible and practical to support meaningful learning and foster digital literacy. The novelty of this research lies in the integration of a productivity and project-management platform (Notion) as a learning medium in higher education, enabling structured project workflows, collaborative workspaces, and digital documentation for PjBL activities. The developed module offers an alternative digital resource to facilitate technology integration in science education.
Development and testing of the effectiveness of the guided discovery learning model: A strategy for accelerating student learning outcomes in science and biology Djunaid, Ulfiana; Hilamuhu, Fendrawaty; Bannang, Aswan
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.v4i1.121

Abstract

This study aimed to develop and evaluate the effectiveness of a Guided Discovery Learning (GDL) model for teaching Protista material in junior high school biology. The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), with the Develop phase integrating a quasi-experimental pretest–posttest control group design. A total of 60 eighth-grade students were selected through purposive random sampling and assigned to an experimental group (GDL) and a control group (conventional instruction). Data were collected using achievement tests, motivation questionnaires, and classroom observation sheets. Quantitative data were analyzed using t-tests, while effect sizes were calculated using Cohen’s d to determine the magnitude of instructional impact. The results showed that both groups demonstrated significant learning gains; however, the experimental group achieved substantially higher posttest scores (M = 78.4) and learning gains (ΔM = 32.8) compared to the control group (M = 55.3; ΔM = 11.1). Effect size analysis revealed a very large effect for the GDL model (d = 2.81), indicating strong educational significance. In addition, 85% of students in the experimental group reported high learning motivation, and 75% demonstrated active engagement during learning activities, exceeding those in the control group. These findings indicate that the Guided Discovery Learning model is highly effective in improving cognitive learning outcomes, motivation, and student engagement in biology learning. The study provides empirical support for constructivist and discovery-based instructional approaches and highlights the potential of GDL as a high impact pedagogical model for teaching complex biological concepts at the junior high school level.
Designing an inclusive chemistry learning environment for intellectual disabilities through Universal Design for Learning (UDL) in periodic properties elements Virani, Hana Salsabila; Santoso, Teguh Bedjo; Sari, Rahmania Fitrah; Asih, Findiyani Ernawati; Novita, Dian
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.v4i1.198

Abstract

Inclusive education is a learning approach that accommodate the diverse abilities of students, including students with intellectual disabilities. However, implementation in chemistry learning which has abstract concepts, presents challenges for students with intellectual disabilities. Conventional chemistry learning tends to be limited to fulfilling cognitive needs. This research aims to examine the implementation Universal Design for Learning (UDL) principles in building an inclusive learning environment and support conceptual understanding of periodic properties This research employed a mixed-method embedded design, with qualitative data serving as the primary data and quantitative data supporting it. The subjects were three eleventh-grade students with intellectual disabilities at Senior High School 10 Surabaya. Qualitative data were gathered by means of observation, interviews, and video documentation, that processed using NVivo 11 software, quantitative data were obtained through pretests and posttests, analyzed use N-gain values. The results from this research demonstrate that implementation of UDL through the principles of representation, engagement, and action and expression was able to build an inclusive learning environment by providing flexible learning access and tailored to students' needs. In addition, the results of N-gain analysis reveal an improvement in conceptual understanding with a high category (average N-gain = 0.93). These findings confirm highlight that the application of UDL as an approach to more inclusive in chemistry learning environments for students with intellectual disabilities.
How is environmental education addressed in Colombia? Between regulation and transformation: The case of the city of Tunja Uscategui-Gómez, Alejandra; Molano-Malaver, Javier; Igua-Muñoz, Jonathan
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.v4i1.229

Abstract

This study evaluates the structure and level of development of School Environmental Projects (by their Spanish acronym, PRAE) in fourteen public institutions in the city of Tunja, Colombia. The aim was to determine whether these projects primarily operate as instruments of regulatory compliance or as educational initiatives oriented towards sustainable development. A documentary analysis was performed using an evaluative matrix comprising eight categories and 23 sub-categories. Development levels were estimated using a weighted qualitative scale, and multivariate and inferential analyses (principal component analysis -PCA and analysis of variance -ANOVA) were conducted to identify structural patterns and significant differences between categories. PCA explained 83.1% of the total variance of the collected information, confirming a structural dissociation between the conceptual formulation and operational implementation of the PRAEs. Additionally, statistically significant differences (p < 0.001) were demonstrated among the conceptual, pedagogical, projective, and intra-institutional categories. This indicates an urgent need to strengthen structured pedagogical aspects, applied research, and effective articulation with school governance. These findings have direct implications for public policy and school management in the field of environmental education in Colombia. Firstly, they emphasize the importance of transitioning from a regulatory approach to an institutionalised pedagogical model that incorporates PRAEs into the curriculum and school planning instruments. Secondly, there is an urgent need to strengthen teacher training in interdisciplinary approaches, research-based methodologies and situated learning to transform PRAEs into genuine learning territories.

Page 2 of 2 | Total Record : 15

 1   2 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026) Vol. 3 No. 4 (2025) Vol. 3 No. 3 (2025) Vol. 3 No. 2 (2025) Vol. 3 No. 1 (2025) Vol. 2 No. 2 (2024) Vol. 2 No. 1 (2024) Vol. 1 No. 2 (2023) Vol. 1 No. 1 (2023)