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Muhammad Nur Hudha
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Bumi Emas Residence, Pelabuhan Bakahuni Street, Malang City, East Java Postal Code: 65148, Indonesia
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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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“Waste management go to school” program and its relationship with students’ environmental information literacy Winoto, Yunus; Septian, Falih Ijlal; Shuhidan, Shamila Mohamed
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.84

Abstract

This research looks at how the “Waste Management Go to School” program impacts students’ environmental information education. The study took place in schools involved with the environmental education effort run by the Bening Saguling Foundation in West Bandung Regency, Indonesia. Through simple random sampling, 370 students were selected using a quantitative approach. Questionnaires were used to collect information which was then analyzed with the Structural Equation Modeling–Partial Least Squares (SEM-PLS) method. The researchers looked at three main parts of communication: the person speaking, the message and the channel for delivering the message. The results indicate that knowledge, awareness and attitudes, as well as skills, were all significant factors in student environmental information literacy. Having credible sources was found to be fairly important in helping students become more literate about the environment, according to the communicator variable. Media reports suggested that the right media can increase how interested and knowledgable students are about environmental matters. Also, the message part was found to matter most, pointing out that educational content should be both clear and involve the students. The results indicate that giving priority to strategic communication in schools should help enhance students’ environmental literacy. Research conducted here aids institutions in adopting better ways to teach environmental issues and serves as a reference for introducing sustainability into the curriculum at schools.
Sustainable supply chain in the cement sectors: Implications for environmental policy and education in Indonesia Sodik, Aris; Cahyadi, Eko Ruddy; Mulyati, Heti
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.86

Abstract

Implementation of Sustainable Supply Chain Management (SSCM) is crucial for cement manufacturers to enhance competitive advantage while minimizing economic, social, and environmental impacts. As a result, cement companies must assess, manage, and report the sustainability performance of their supply chains. However, there is no appropriate measurement framework to evaluate SSCM performance. This study designs a specific and relevant SSCM performance measurement framework, referring to global cement industry indicators, empirical indicators of Indonesian manufacturers, and validation of seven cement supply chain specialists. A systematic literature search was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, and the Analytical Hierarchy Process (AHP) was used to assign weights to performance indicators. This study develops an SSCM framework that integrates three aspects of sustainability: environmental, social, and economic. The framework consists of 22 performance indicators, including six environmental indicators, eight social indicators, and eight economic indicators. Testing the framework on leading cement company in Indonesia resulted in a strong performance score of 80.7. This study addresses the existing gap in research related to supply chain sustainability and, for the first time, provides locally developed SSCM performance indicators that are aligned with the context of the Indonesian cement industry. This study also discusses the implications of the developed SSCM framework for sustainability education and capacity building within the Indonesian cement industry, highlighting the importance of integrating environmental, social, and economic performance indicators into training programs and educational curricula to foster sustainable business practices.
Bridging informal and formal science learning through home gardening during COVID-19: An experiential approach to environmental education Nanda, Appaji; Janardhana, Gungurumale L.
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.87

Abstract

Formal education is curriculum-oriented with less practical exposure or time limit to practice, informal learning is life skills learning education since childhood from their parents and society. The COVID-19 pandemic and school closures indicate a loss of formal education and learning deficiency, knowledge, and skill gaps, which are the universal challenges for every teacher, parent, and student. Hence the present study explores to understand the activities of the garden activities to connect with textbook concepts. We interacted with 8923 students of Lower primary school, Higher primary school, and High school and 24,255 family members. The collected data from the semi-structured questionnaire for the students and family responses were analysed with descriptive and qualitative statistics. The findings revealed that the involvement was more with Lower primary school than Higher primary school and High school. The different classes of students, like the Lower primary school (rs = 0.85, p<0.003)involvement ratio, have a higher significance than Higher primary school (rs = 0.72, p<0.05) and High school (rs = 0.65, p<0.05). The significant involvement of parents revealed that the father gave more exposure to the skills than the mother. Whereas High school students experience and gain more skill knowledge for the textbook content concept was ideal than Higher primary school and Lower primary school. Further research can be focused on studying the impact of pedagogical links with home gardening and farming skills serve as an effective module to connect informal learning with formal education, with a modification in education curriculum and policy.
The effect of PBL-social model on creative thinking skills of pre-service physics teachers Irwandani, Irwandani; Susilowati, Nur Endah; Soeharto, Soeharto
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.96

Abstract

This study examines the effectiveness of the Socio-Based Problem-Based Learning (PBL-Socio) model in enhancing the creative thinking skills of prospective physics teachers. Rooted in constructivist pedagogy, the PBL-Socio model integrates real-world social issues into the learning process to foster deeper engagement and higher-order thinking. A quasi-experimental design was conducted involving 53 undergraduate students from a physics education program in Indonesia, divided into experimental and control groups. The experimental group engaged in PBL-Socio activities, while the control group followed conventional instruction. Students’ creative thinking abilities—measured through fluency, flexibility, and originality—were assessed using an open-ended instrument and analyzed with the Rasch measurement model. Results showed a notable improvement in the experimental group’s creative thinking performance, with a mean gain of +1.63 logits compared to +1.03 in the control group. Rasch analysis indicated more consistent performance, reduced score variability, and stronger alignment with high-difficulty items among students exposed to the PBL-Socio model. Further analysis through Differential Item Functioning (DIF) revealed meaningful differences across learning styles and educational backgrounds, emphasizing the importance of inclusive instructional design. The findings suggest that integrating socially relevant content into physics instruction can significantly enhance both the quality and equity of creative thinking development in teacher education. This study contributes to the growing body of evidence supporting socially contextualized learning as a powerful driver of 21st-century competencies in STEM education.
Inquiry based experiments to enhance sustainability literacy: A systematic literature review and bibliometric analysis Shidiq, Ari Syahidul; Huda, Zamira Zia'ul; Yamtinah, Sri; Ulfa, Maria; Masykuri, Mohammad; Saputro, Agung Nugroho Catur
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.98

Abstract

This study aims to explore inquiry-based experiments' educational aspects, levels of inquiry, and contributions to sustainability literacy. In this study, a systematic literature review and bibliometric analysis were used. A systematic literature review in this study used a PRISMA flow diagram, and the bibliometric analysis was conducted using VOS Viewer. Using systematic literature review 79 articles were analyzed, focusing on three main aspects: pedagogy/education, levels of inquiry, and sustainability literacy. A bibliometric analysis was also used in this study.  A RIS format of articles was compiled and then used for the bibliometric analysis using VOSviewer. The bibliometric analysis focused on network overlay, density visualization, and author and co-author relationships. The results of this study indicate that inquiry-based experiments significantly enhance students' understanding of scientific concepts, motivation, and essential scientific skills such as hypothesis formulation, experiment design, data collection, and analysis. This literature review also reveals a gap in integrating sustainability literacy into inquiry-based experiments. Although some studies have incorporated green chemistry principles and real-world applications, only a few explicitly promote sustainability literacy. This underscores an opportunity for future research to design inquiry-based experiments that more directly address sustainability literacy.
STEM Interest, engineering-oriented career identity, and academic self-efficacy on engineering study intention: A SEM analysis among senior high school students Saputra, Wasimudin Surya; Hamdani, Aam; Solehudin, Agus; Sucita, Tasma
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.102

Abstract

Recognizing the critical contribution of the engineering field to national human resource development and innovation, coupled with the existing challenge of low student interest in engineering careers among Indonesian high school students, this study aims to analyze the influence of STEM Interest and Academic Self-Efficacy (ASE) on Engineering Study Intention (ESI) through the mediating role of Engineering-Oriented Career Identity (EOCI).  Using a quantitative survey approach, data were collected from 695 students participating in the university entrance selection process. Instruments were adapted from prior validated studies and measured on a 1–6 Likert scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 3. Based on the processed data, the findings reveal that both STEM Interest and ASE significantly foster the development of EOCI among students (β = 0.420 and β = 0.425, p < 0.001). In turn, EOCI strongly predicts ESI (β = 0.654; p < 0.001). However, the direct effects of STEM Interest and ASE on ESI were non-significant, confirming that EOCI fully mediates the relationship. This indicates that students' motivation and confidence affect their intention to pursue engineering primarily through identity development. The model explains 45.1% of the variance in EOCI and 43.6% in ESI, with satisfactory convergent and discriminant validity and good model fit (SRMR = 0.039, NFI = 0.948). These findings affirm the importance of forming an engineering career identity in supporting students' transition to engineering education. Practical implications include strengthening motivational programs and engineering career exploration from secondary education.
Multisensor monitoring system for detecting changes in weather conditions and air quality in agricultural environments Ramadhani, Dwi; Taqwa, Ahmad; Handayani, Ade Silvia; Caesarendra, Wahyu; Husni, Nyayu Latifah; Sitompul, Carlos R
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.103

Abstract

The increasing impact of climate change and the need for precision agriculture demand reliable environmental monitoring solutions.This study aims to develop a real-time, multisensor-based environmental monitoring system that displays data via an I2C LCD and a user-friendly web interface. The system utilizes an ESP32 microcontroller connected to a range of sensors, including the DHT22 (for temperature and humidity), MQ-7 and MQ-135 (for CO and COâ‚‚), LDR (for light intensity), a rain sensor, and an anemometer (for wind speed). Testing was conducted over eight hours under various environmental conditions, both indoors and outdoors. Validation was performed by comparing the sensor readings with those from standard measuring instruments. The results showed that the DHT22 sensor had a low error rate of 0.62% for temperature and 0.38% for humidity. Other sensors demonstrated low standard deviation values, indicating stable and consistent measurements. The system also exhibited responsive and accurate performance in detecting changes in environmental parameters. Therefore, this system is effective as an environmental monitoring tool for agricultural applications and can support early decision-making based on environmental condition changes.
Trends and research patterns of blended learning in science education: A VOSviewer-based bibliometric analysis Mastuang, Mastuang; Misbah, Misbah; Arlinda, Rossy; Muhammad, Nurlaela; Harto, Muhdi; Qamariah, Qamariah; Murshed, Mazlena Binti
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.67

Abstract

Blended learning combines online and face-to-face, creating a dynamic and interactive learning environment. This article aims to provide a comprehensive bibliometric literature review on "blended learning in science learning". Articles found with the Scopus database. There are 100 out of 449 articles found in the Scopus database from 2020 to 2024 analyzed in this study. The selected references were then managed using reference management software, namely Mendeley. After managing the database, these studies classified and visualized them using VOSviewer software. The results of this study are that the distribution of authors who research topics related to blended learning in science learning is still dominated by the United States and Indonesia. The gap in this study shows the future agenda's direction: blended learning in science learning is very important to study. Overall, teaching and learning activities using blended learning in science learning tend to increase yearly. This is also needed for more inter-regional research collaborations involving researchers from Asia and other developing countries in certain areas. Overall, this review provides a good reference point for further research on "blended learning in science learning".
Measuring learners' critical thinking skills using argument-based assessment on the issue of global warming Safitri, Wahyu Inda; Jatmiko, Budi; Sunarti, Titin; Prahani, Binar Kurnia; Satriawan, Muhammad
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.97

Abstract

The low level of students' critical thinking and argumentation skills has attracted attention. This study aims to analyze the improvement of students' critical thinking skills by implementing argumentation-based assessment as an innovative learning strategy. The method used is a quantitative descriptive study involving 28 grade XI MIPA students, using essay tests and questionnaires as data collection instruments. Data were analyzed descriptively and inferentially through N-gain calculations and paired t-tests to measure the improvement of critical thinking skills. The results showed an increase in critical thinking skills from the poor and sufficient categories in the pre-test stage to good and very good categories in the post-test stage, with an average N-gain of 55% which is included in the moderate category and a paired t-test significance value <0.05 which indicates a significant difference. These findings demonstrate the effectiveness of argumentation-based assessment in developing critical thinking skills while contributing to the development of relevant contextual learning strategies to improve scientific literacy and meet the demands of 21st-century competencies.
The implementation of PJBL-STEAM model on eleven graders’ creative thinking skills through jumputan batik pattern-making project of acid-base-related material Fitriani, Aan Kartika; Mahardiani, Lina; Nugroho, Erwan
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.104

Abstract

This mixed-method research aimed to analyze the influence of the PjBL-STEAM learning model on the creative thinking skills of grade XI students through a jumputan batik pattern-making project. The main problem was the demand for creative adaptation skills in the 21st century. By collecting data through product assessment observations, questionnaires, and interviews, this study found that the PjBL-STEAM model had a positive and strong impact, particularly in the aspects of fluency and flexibility, which reached 75.50%–78.00%. However, significant challenges were found in the aspects of originality and elaboration, with lower scores (52.27%–58.20%), indicating the need for further development on the innovation and detail of students' work. Overall, the PjBL-STEAM model is effective, but it requires more specific guidance to encourage the generation of unique and detailed ideas.

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