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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 151 Documents
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Educators perceptions of implementing environment-based character education: Evidence from Landak Region Hermanussen, Carla; Febrianti, Dian; Hertanto, Mustika Aji
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.137

Abstract

Global crises, particularly the climate crises, highlight the urgent need for educational approaches that cultivate environmental responsibility. The aim of this study is to explore how educators in Landak Region, West Kalimantan, perceive the importance, adequacy, barriers, and success factors of Environment-Based Character Education (EBCE). A questionnaire-based survey was conducted, combining closed and open-ended items, and data were analyzed through descriptive statistics, thematic coding, t tests, chi-square tests, and Spearman correlations. The results show that concern about the climate crises is consistently high across demographic groups, yet EBCE integration into school practice remains fragmented and limited. Barriers include insufficient teacher training, lack of resources, and weak institutional support, while success factors include project-based learning, digital tools, cross-subject integration, and community collaboration. The findings imply that EBCE holds considerable potential for strengthening sustainable education if supported by coherent policies, institutional commitment, and investment in teacher capacity. The study improves existing knowledge by linking local cultural strengths with national frameworks and by offering evidence-based insights for more effective EBCE implementation.
The impact of feasibility and meaningfulness of ESD activities on sustainability awareness in Japanese community learning centers Abdellatif, Khalaf Mohamed
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.140

Abstract

Although feasibility (practical accessibility) and meaningfulness (personal relevance) are established drivers of participation in non-formal education, their direct impact on learning outcomes, specifically sustainability awareness within Japanese Community Learning Centers (CLCs), has not been empirically established. This research addresses this research gap by examining how perceived feasibility and meaningfulness of Education for Sustainable Development (ESD) activities affect sustainability awareness among participants in CLC in Japan. Using a mixed-methods case study approach, quantitative data were collected from 370 participants at Misonou Community Center in Hiroshima and analyzed through structural equation modeling (SEM), complemented by qualitative insights from 30 follow-up interviews. Results indicated that both feasibility (β = 0.32, p < .001) and meaningfulness (β = 0.48, p < .001) significantly predicted sustainability awareness, collectively explaining 56% of variance, with meaningfulness showing stronger predictive power. These findings provide an empirically validated framework for ESD program design, suggesting that practitioners should adopt a dual-focused strategy that reduces logistical barriers while collaboratively developing curricula that reflect local contexts and participant values. This evidence-based approach enables CLCs to effectively support national sustainability objectives and promote environmental consciousness.
An IoT-based smart home prototype: Enhancing energy efficiency, water conservation, and sustainability education Arasid, Wildan; Zakaria, Diky; Abdullah, Cep Ubad
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.148

Abstract

The rapid development of the Internet of Things (IoT) has driven the emergence of smart home innovations that not only provide convenience but also contribute to energy efficiency and resource conservation. This study aims to develop an IoT-based smart home prototype using the ESP8266-12e module to control lights and solenoid valves that function as water faucets. The system operates in two modes: automatic mode, utilizing light-dependent resistors (LDRs) and ultrasonic sensors, and manual mode through a web-based control interface. The method in this study uses an experimental method consisting of a literature review, hardware and software design, implementation, and testing. The results show that the system functions reliably and remains stable within a Wi-Fi connection range of up to 21 meters. Furthermore, this prototype shows potential as a project-based learning medium in science and technology education, particularly in the context of sustainability education. By integrating the concepts of electricity and water conservation, this study contributes to increasing scientific literacy while supporting sustainable household practices.
Alternative approaches to practical work in a biology classroom – meeting the needs of our students Astuti, Elisabeth Endah Kusuma; Sriyansyah, Syakti Perdana; Barrera, Jeffrey DC
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.13

Abstract

Most science teachers regard practical work as an essential requirement for science teaching. There is, however, research-based evidence suggesting that how practical work might best be assessed and carried out in high school science was still ineffective and controversial. Here, the conceptual and procedural knowledge of 110 secondary students as they carried out the practical work in science courses are explored. Regardless of the amount and details of prior instruction that the students get, the descriptive analysis method was used to investigate the extent to which students at the secondary level can both explain biological concepts and perform practical procedures after participating in practical work. A total of 30 open-ended questions were given to students after completing four practical works on the topics of cells, food testing, photosynthesis, and urine testing. Students performed slightly better in procedural knowledge (65) compared to conceptual knowledge (64), with both scores out of 100. The results thus far are consistent with findings from previous studies, which indicate that practical work lacks emphasis on the minds-on aspects. It also shows that procedural knowledge, which is not currently, summatively assessed in Indonesian school science, has not been fully mastered by students even after carrying out practical work. To address this issue, the alternative to a practical test as an indirect assessment of practical skills (IAPS) from England has been adapted to the assessment of practical work in an Indonesian classroom setting. The considerations and limitations are discussed.
Character-based physics learning module through generative learning model: Student conceptual understanding Wahyuni, Bening; Zainuddin, Zainuddin; Misbah, Misbah; Murshed, Mazlena Binti
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.15

Abstract

One of the causes of students' low conceptual understanding is the lack of instructional materials with a composition that aids students in understanding concepts independently or during classroom learning. The aim of this research is to produce a character-based learning module, particularly emphasizing the virtues of honesty, valuing others' opinions, and caring, through a valid, practical, and effective generative learning model to enhance students' conceptual understanding. This study follows a research and development approach. The development design employs the ADDIE model, tested with 29 eleventh-grade science students at SMAN 6 Banjarmasin. Data collection involved validation sheets for the learning module, observations of lesson plan implementation, student response questionnaires, and learning outcome tests. The data were then analyzed qualitatively and quantitatively. The results show: (1) the developed character-based learning module with an average score of 2.9 is declared valid, (2) the module, assessed through lesson plan implementation and student response questionnaires, is considered practical, and (3) the developed character-based learning module is effective in improving students' conceptual understanding, yielding an N-gain of 0.65 categorized as moderate, with a noticeable difference in students' character achievement before and after the learning process. In conclusion, this study affirms that the character-based learning module with a generative learning model is deemed suitable for enhancing students' conceptual understanding.
The effectiveness of the Sirius School for high school teachers Acioly, Vitor; Velloso, Marcio; Santos, Antonio
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.24

Abstract

The Sirius School for High School Teachers (ESPEM) is an in-service program for high school science teachers. It is held at the National Center for Research in Energy and Materials in Campinas, in partnership with the Brazilian Society of Physics. The program aims to enhance the skills of science teachers in high schools, facilitate the exchange of knowledge between teachers from all over Brazil, and produce updated teaching materials that promote Brazilian science and technology. To investigate how ESPEM contributes to the training of basic education teachers, and to assess the effectiveness of the program, we employed various data collection methodologies in a qualitative research study. Our objectives were: i) to identify the expectations of the participating teachers, ii) to evaluate the products generated during the program, and iii) to measure the achievement of the main goals of ESPEM. To achieve these objectives, we analyzed the letters of intent submitted by the selected participants before the program began. During the program, we conducted participant observation. After the program, we conducted semi-structured individual interviews, and a focus group, and distributed questionnaires to the participants.
Development of i-spring learning media about animal life cycle for primary schools students Amelia, Rizki; Aini, Aniswatul Lathifah; Irambona, Alfred
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.25

Abstract

The science learning process will be more meaningful if it includes facts, concepts, scientific ways of thinking, and solving problems. Meaningful learning will make it easier for students to understand science concepts. Material on animal life cycle and environmental conservation is one of the materials studied at the elementary school level. In general, students find it difficult to learn the material because the material is abstract. I-Spring learning media can help contextualize abstract material and increase learning effectiveness. This research aims to develop I-Spring-based learning media products on animal life cycle materials and environmental preservation for elementary school students. This research is a developmental research using the ADDIE development model. The research procedure consists of Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were 20 grade 4 students of SDN Tanjungrejo Malang City. The results of media validation showed a score of 91.74%, material validation was 96.18%, and learning validation was 94.04% while the attractiveness of I-Spring learning media products obtained a score of 90.55%. Thus, learning media is very feasible to use to support the effectiveness of the science learning process.
Prototype of landslide detection alarm based on IoT (Internet of Things) as a physics learning medium Anisa, Nabila Putri; Rahman, Nor Farahwahida Binti Abdul; Saehana, Sahrul
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.26

Abstract

This research aims to create a prototype device in the form of an alarm capable of detecting landslide disasters in Donggala Regency. It is expected to be utilized in the environmental physics subject at the secondary school level. The study utilizes long-range communication (LoRa) and Telegram application as an early warning notification system for landslide disasters. The research method adopts the Research and Development (R&D) design adapted from Sugiyono's development research, consisting of potential and problems, data collection, product design, design validation, product testing, analysis, and reporting. The survey was employed as a data collection instrument. The quality or feasibility of the developed prototype, based on expert validation, indicates a "Very Good" category, and students' responses to the tool testing also show a "Very Good" category. Thus, the IoT-based landslide detection alarm prototype has been well-developed and is suitable for use in physics education at the secondary school level.
Teaching environment and sustainability: Experiences of a Vietnamese educator living in Canada Tran, Thi Thuy Hang
Journal of Environment and Sustainability Education Vol. 2 No. 2 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i2.27

Abstract

This research aims to address the question of whether Environment and Sustainability Education (ESE) is sustainable or not, considering the author's experiences as a lecturer in environmental sustainability programs in Vietnam and as a researcher/educator in a teacher education program in Canada. This study employs an autobiographical narrative approach rooted in experience. This study delves into the three-dimensional narrative spaces of temporality, sociality, and place to understand personal experiences and envision future narratives for international environmental sustainability education. Through this research, it is found that integrating teaching and training programs, familial curriculum making, and the sustainability of multi-species flourishing are holistic and long-term approaches to teaching environmental sustainability. The findings of this research highlight the importance of engaging various stakeholders in a wide-ranging collaborative process to discuss, debate, and analyze past and current pedagogical practices, as well as structural, programmatic, and economic challenges faced in environmental and sustainability education. Additionally, this research emphasizes the need to broaden perspectives by including the voices of Vietnamese educators teaching and conducting research in Canadian education.
Disaster mitigation education: Efforts to improve school community disaster preparedness Rachman, Indriyani; Fumitoshi, Murae; Yayoi, Kodama
Journal of Environment and Sustainability Education Vol. 2 No. 2 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i2.28

Abstract

Indonesia is one of the countries frequently affected by natural disasters, including land, air, and sea disasters. Government efforts to socialize disaster mitigation education have been extensive across various sectors of society. However, the results have not yet met the expected targets. In Japan, a country frequently hit by numerous disasters, disaster mitigation education is integrated into the curriculum. At least twice a year, students undergo disaster preparedness drills. This aims to make students responsive when disasters strike suddenly. A trial of disaster mitigation education was conducted, focusing on understanding the surrounding environment by identifying hazardous and safe areas and interviewing residents to gather information about past disasters in their area. Subsequently, students were taught to prepare emergency kits, create eating utensils, and develop learning materials like story cards, similar to practices in Japanese elementary schools. Data was collected from 500 questionnaires distributed to elementary school teachers in Mataram. The trial materials were tested in each class, and teachers were interviewed afterward. The results showed that some teachers taught disaster mitigation to students, resulting in increased understanding among students about what to do when facing disasters. Classroom teachers stated that disaster preparedness drills were meaningful activities for students because they needed to be trained not to panic during disasters.

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