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Muhammad Nur Hudha
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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 20 Documents
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Search results for , issue "vol. 4 no. 2 (2026)" : 20 Documents clear
IoT-based mobile data acquisition for pH and temperature monitoring as an enrichment material for high school energy transformation book Amalia Hidayah; Maulana Firmansyah; Dwi Teguh Rahardjo; Anif Jamaluddin
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.123

Abstract

Monitoring pH and temperature is critical in various fields, yet integrating such technical concepts into high school education remains a challenge. This study aims to develop and validate an IoT-based mobile data acquisition system as a practical case study for an enrichment book on the topic of energy transformation for high school students. Using a Research and Development (R&D) approach, an IoT device consisting of a pH sensor, a K-type thermocouple, and a NodeMCU ESP8266 was built. An accompanying enrichment book was developed using Canva and Heyzine Flipbook. The IoT system demonstrated good accuracy, achieving R² values for pH measurement of 0.9526 (acidic) and 0.8843 (basic). The enrichment book was validated by experts and practitioners, receiving high feasibility ratings of 92.58% and 83.01%, respectively. These findings indicate that the developed enrichment book is a highly feasible supplementary teaching resource. This study demonstrates the significant potential of integrating hands-on IoT projects into science curricula to enhance students' understanding of abstract concepts like energy transformation.
Integration of ESD-based EDP model to improve students' ability to apply physics concepts to sustainable energy Andhika Aditiya Pratama; Atin Nuryadin; Shelly Efwinda; Lambang Subagiyo
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.101

Abstract

This study aims to determine the effect of the Engineering Design Process (EDP) learning model based on Education for Sustainable Development (ESD) in improving students' ability to apply physics concepts to sustainable energy, particularly in the topics of energy transformation and renewable energy at the senior high school level. This research used a pre-experimental method with a one-group pretest-posttest design. The research subjects were 33 students of class X at senior high school 1 Muara Bengkal, Indonesia. The instrument used was an essay test based on the context of sustainable energy to measure the ability of students before and after learning. The results showed an increase in the ability of students, with an average pre-test score of 20.61 to 81.67 in the post-test. The N-Gain value obtained was 0.76, including in the high category. In addition, the results of non-parametric statistical tests using the Wilcoxon Signed Rank Test showed a significant difference between the pre-test and post-test scores (p < 0.05), which indicated that the ESD-based EDP model had a significant effect on improving students' abilities. The one-group pretest-posttest design without a control group limits the generalizability of the findings and the extent to which learning gains can be attributed solely to the implemented model. This model encourages learners not only to understand physics concepts but also to relate these concepts to real contexts and design creative solutions that support the Sustainable Development Goals (SDGs). The learning approach also promotes responsible decision-making and environmental awareness, which are essential components of sustainable development education. Therefore, the ESD-based EDP model is effectively applied in physics learning to improve the ability to apply physics concepts to sustainable energy.
Impact of climate change on food production in Kenya Amos Otieno Wanjara; Paul Okeyo Ogembo
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.207

Abstract

Climate Change Phenomena has posed a serious threat toward food production with ramifications on; food security, human and livestock lives.  This has led to dozens of Global Climate Summits to address the subject. The objectives of the study were to establish effects of climate change on grain crop production and livestock production in Kenya. Methodology was anchored on the work of Ferrer (1998), through which a meta-analysis of 39 empirical studies were done. The findings indicated that Climate Change occasioned by extreme weather events like La Nino (prolonged droughts) and El Nino (Rains Above normal annual average) have negative impacts on food and livestock production in Kenya.  High incidence of human and livestock diseases also occurs. Weather extremes, with serious repercussions on crop and livestock production have been reported in Kenya during the 2021/2022, 2023/2024 calendar years. Climate change make the naturally drier areas suffer flash floods and other associated challenges. It negatively impacts livestock rearing and food crop production especially in the Argo-Ecological zones of medium to low rainfall amounts of Arid and Semi-Arid lands. The findings have implications for essential mitigation/adaptation strategies including; crop diversification, planting of drought resistant food crops, improved seeds and diversified socio-economic livelihoods, towards improving food and livestock production in Kenya and possible remedies and resilience towards coping with the phenomenon.
The effect of metacognitive scaffolding-based student worksheets on junior high school students' argumentation skills in science learning Achmad Faisal Masruri; Rusdianto Rusdianto; Fauziyatul Iffah; Jadnika Dwi Rakhmawan Amrullah; Rhischa Assabet Shilla
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.218

Abstract

Argumentation skills are a vital competence in 21st-century learning, playing a crucial role in developing students' critical thinking and communication abilities. However, preliminary observations indicate that students' argumentation skills at the junior high school level, specifically at senior high school 2 Panti, remain low. Although active student engagement during the learning process is critical, empirical studies on the use of metacognitive scaffolding-based worksheets to address this issue in science learning are still limited. This study aims to investigate the effect of metacognitive scaffolding–based student worksheets on students' argumentation skills to contribute to effective science teaching practices. This study employed a quasi-experimental method with a one-group pretest-posttest design. The research subjects consisted of 28 seventh-grade students (Class VII E) at senior high school 2 Panti during the odd semester of the 2025/2026 academic year. The research instrument utilized an argumentation skills essay test administered during the pretest and posttest phases, assessing three specific indicators: claim, evidence, and reasoning. Data were analyzed using descriptive statistics and a paired sample t-test. The results showed a significant increase in the mean argumentation score from 30.68 (pretest) to 76.64 (posttest). which was statistically supported by a paired sample t-test (p < 0.001). Based on these findings, it is concluded that student worksheets based on metacognitive scaffolding have a significant effect on students' argumentation skills. Consequently, this approach offers a specific contribution to the design of metacognition-based science teaching materials.
Assessment for learning in chemistry learning: One of the best ways to improve learning outcomes Tri Amelia Khoirun Nisa; Muchlis Muchlis; Alif Syaiful Adam
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.243

Abstract

The integration of macroscopic, submicroscopic, and symbolic representations remains a major challenge in chemistry education, particularly when teaching abstract concepts such as electrolyte and nonelectrolyte solutions. This study aimed to investigate the implementation of the Assessment for Learning (AfL) approach and examine its effectiveness in improving students’ conceptual understanding of this topic. A pre-experimental study with a one-group pretest–posttest design was conducted involving 36 eleventh-grade students from a public senior high school in Surabaya. Data were collected using a validated 12-item conceptual understanding test and analyzed using the Wilcoxon signed-rank test and N-gain analysis. The results showed a significant improvement in students’ learning outcomes, with the mean score increasing from 43.26 in the pretest to 89.72 in the posttest. The Wilcoxon test produced an Asymp. Sig. (2-tailed) value of 0.000 (<0.05), indicating a statistically significant difference between the pretest and posttest scores. Furthermore, the N-gain analysis revealed that 91.67% of students achieved a high category of improvement in conceptual understanding. These findings demonstrate that the systematic implementation of AfL strategies clarifying learning objectives, facilitating productive classroom discussions supported by student activity sheets, providing continuous formative feedback, and activating students as owners of their learning effectively supports students in connecting different levels of chemical representation. This study suggests that integrating formative assessment into classroom instruction can help teachers identify and address students’ misconceptions during the learning process, thereby promoting deeper conceptual understanding in chemistry education.
Trends and hotspots in environmental education research: Insights from a comparison of Indonesia and USA Wisnu Prayogo; Riansyah Putra; Liana Atika; Trimailuzi Trimailuzi; Laili Fitria; Al Fatahillah; Abentin Estim; Sarwa Sarwa; Darwin Darwin; Moondra Zubir; Dion Awfa; Januar Parlaungan Siregar; Muh. Ilham Anggamulia; Rifka Noor Azizah
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.120

Abstract

Environmental education plays a critical role in shaping awareness, sustainable behavior, and civic responsibility. Despite the global growth of environmental education research, comparative analyses between countries with different socio-political and academic contexts remain limited. This study aims to examine the research landscape and thematic evolution of environmental education in Indonesia and the USA. A systematic bibliometric and thematic analysis was conducted on WoS publications from 1975–2025. The study integrates PRISMA-based systematic screening with bibliometric mapping using VOSviewer, enabling transparent article selection while revealing structural relationships among keywords, institutions, and research themes. A total of 812 articles were included after screening and eligibility assessment. The results reveal clear contrasts in research focus and collaboration structures. In the USA, dominant themes include pro-environmental behavior, science education, and urban green spaces, supported by dense institutional collaboration networks led by the University of Florida, Stanford, and Cornell. In contrast, Indonesian environmental education research emphasizes health, sanitation, education, and slum communities, with relatively limited inter-institutional collaboration. Keyword co-occurrence analysis indicates that while global clusters center on “environmental education” and “students,” Indonesian studies integrate context-specific topics such as “COVID-19,” “slums,” and “coastal communities.” This study contributes to environmental education knowledge mapping by providing a systematic cross-national bibliometric comparison that clarifies thematic priorities, collaboration patterns, and emerging research directions. The findings also support SDG-aligned research and policy development, particularly SDG 4.7 (education for sustainable development) and SDG 13 (climate action), by identifying opportunities to strengthen international collaboration and diversify thematic research agendas in environmental education.
Digitized but disconnected: CSR platform governance and environmental exclusion in oil-producing villages of Indonesia Zulfa Harirah; Gusmansyah Gusmansyah
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.163

Abstract

This study examines why digitally mediated corporate social responsibility (CSR) governance has failed to address structural and ecological problems in oil- and gas-producing villages in Riau Province, Indonesia. Oil and gas corporations formally articulate commitments to social and environmental responsibility in official policy documents; however, their corporate social responsibility (CSR) initiatives are predominantly symbolic in nature and tend to be constrained to short-term, project-based interventions such as vocational training, food assistance, and basic road infrastructure development. These interventions do not engage with the structural drivers of environmental degradation, persistent poverty, and the absence of a locally grounded green transition. Methodologically, the research employs a qualitative design, drawing on semi-structured interviews with village authorities, residents, and officials from the Riau Provincial Government. The analysis further incorporates a documentary review of policy texts, CSR implementation reports, and digital CSR governance platforms. The data were analyzed to identify exclusionary mechanisms and disjuncture between formal governance architectures and actual CSR practices. The findings demonstrate that although digital CSR systems formally enhance transparency and open channels for participation, villagers’ engagement is largely confined to the submission of administrative proposals, with no meaningful avenues for deliberation, co-decision-making, or inclusive oversight. Decision-making authority remains concentrated in the hands of corporate actors and local elites, frequently mediated through political recommendations issued by local government leaders. In response to these dynamics, the study advocates a reconfiguration toward “participatory digital governance,” in which digital CSR platforms are mandated to incorporate community-led monitoring, binding feedback loops, and direct accountability mechanisms.
Mapping political ecology in Indonesia: A bibliometric analysis of trends, themes, and research gaps (1962–2025) Iradhad Taqwa Sihidi; Salahudin Salahudin; Ach. Apriyanto Romadhan; Warda Kamelia; Hevi Kurnia Hardini
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.110

Abstract

The environmental crisis in Indonesia has developed into a complex structural problem involving power relations between the state, corporations, and communities in the management of natural resources. The political ecology approach provides a critical perspective that examines the social, political, and economic dimensions of these dynamics. Although political ecology studies on Indonesia are growing, bibliometric studies that map the knowledge structure, research networks, and thematic evolution in international literature are still limited. This gap means that there is no comprehensive picture of the direction of research and dominant themes in political ecology studies on Indonesia. This study aims to map the development of the literature on political ecology in Indonesia through a bibliometric approach based on the Scopus database for the period 1962–2025. The analysis uses VOSviewer and Bibliometrix (R Studio) software to reveal publication trends, knowledge structures, collaboration networks, and thematic evolution. The results show a significant increase in publications since 2010, with more than 60% of documents published in the period 2015–2025. The dominant keywords include governance, sustainability, and climate change, as well as issues of environmental justice and indigenous peoples. Thematic visualizations show a shift in studies from natural resource governance to progressive issues such as urban political ecology and feminist political ecology. These findings provide insight into the direction of political ecology research in Indonesia and can serve as a basis for determining research priorities on issues of environmental justice, resource conflicts, and the transformation of environmental governance towards greater inclusivity and sustainability.
Does gender matter? A moderation analysis of renewable energy and sustainability performance in Indonesian higher education institutions Dwi Sulistiani; Yona Octiani Lestari; Yuanda Kusuma
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.165

Abstract

This study aims to provide empirical evidence on the influence of renewable energy (RE) on sustainability performance (SP), while also examining the role of gender in this relationship. A quantitative research method employing a survey technique was used with university lecturers in Indonesia as respondents. 232 samples were measured using random sampling which was processed using the SmartPLS 4.0 application. The results found a significant influence of renewable energy on sustainability performance. However, gender was not found to moderate the effect of renewable energy on sustainability performance. This study confirms that the success of renewable energy strategies in improving sustainability performance in universities depends not only on technology and investment, but also on gender diversity. In the context of sustainability research, gender socialization theory provides a robust theoretical foundation to support the argument that gender equality is a vital prerequisite for achieving equitable, inclusive, and sustainable development for all. Thus, this study makes a significant contribution to the literature on renewable energy, sustainability, and gender, offering new insights into the development of more inclusive and sustainable higher education policies. The results also confirm the relevance of public policies that link the sustainability agenda to gender equality in the higher education sector.
Earthquake mitigation in a high-risk zone: A mixed-methods analysis of knowledge, attitudes, and preparedness in East Kolaka, Indonesia Ristiani Ristiani; Andi Ilmadana Manggabarani; Komang Opie Oktavia
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.178

Abstract

This study was motivated by the high earthquake hazard potential in East Kolaka Regency, Indonesia, associated with the activity of the Kolaka Fault, while community preparedness remains limited. The research aims to analyze community knowledge, attitudes, and preparedness toward earthquake disaster mitigation and to identify key factors influencing preparedness in high-risk areas. A sequential explanatory mixed-methods design was employed, consisting of a quantitative survey of 159 respondents in Lalolae District followed by qualitative interviews to deepen the interpretation of quantitative findings. Quantitative data were analyzed using validity and reliability tests, Pearson correlation, and multiple linear regression with IBM SPSS 25, while qualitative data were used to complement and explain statistical results. The findings indicate that community knowledge is at a moderate level, attitudes toward earthquake mitigation are generally positive, and preparedness remains moderate. Correlation analysis reveals a positive relationship between knowledge and attitudes. However, regression analysis shows that neither knowledge nor attitudes significantly predict preparedness, although knowledge demonstrates a relatively stronger association compared with attitudes. Qualitative findings suggest that direct disaster experience, institutional support, and participation in disaster training play a more substantial role in shaping community preparedness. These results highlight the importance of strengthening community-based disaster education, institutional engagement, and practical preparedness training to enhance disaster risk reduction (DRR) in earthquake-prone regions.

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