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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 5 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2026)" : 5 Documents clear
IoT-based mobile data acquisition for pH and temperature monitoring as an enrichment material for high school energy transformation book Hidayah, Amalia; Firmansyah, Maulana; Rahardjo, Dwi Teguh; Jamaluddin, Anif
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 Pratama, Andhika Aditiya; Nuryadin, Atin; Efwinda, Shelly; Subagiyo, Lambang
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 Wanjara, Amos Otieno; Ogembo, Paul Okeyo
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 Masruri, Achmad Faisal; Rusdianto, Rusdianto; Iffah, Fauziyatul; Amrullah, Jadnika Dwi Rakhmawan; Shilla, Rhischa Assabet
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 Nisa, Tri Amelia Khoirun; Muchlis, Muchlis; Adam, Alif Syaiful
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.

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