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Muhammad Nur Hudha
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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 173 Documents
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Perception of environmental risk level among trainee-teachers: Investigation on effectiveness of teacher education programme Lahiri, Sudeshna; Samaddar, Biswajit
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.v4i1.166

Abstract

It is important to investigate the understanding of environmental risks among the trainee-teachers who are going to play a crucial role in shaping attitudes and behaviours among school students. The present article investigates the level of perception of environmental risk among trainee-teachers from teacher training institutions located in Kolkata, India, to examine its association with the nature of studentship. A Perception of Environmental Risk Level scale (PERLS) was administered on 150 trainee-teachers to measure three main areas of risk factors i.e., Environmental issues; Environmental pollutants, and Environmental pollutants’ effects. Thus, obtained data is subjected to Chi-Square Tests of Independence to find out the association between categorical variables (Nature of studentship x Perception of environmental risk level). To ascertain further about the associations, Phi Significance and Crammer’s V significance also been computed. Inspite of taking environmental risks seriously, a substantial proportion perceived no or low risk across the three dimensions: environmental issues (84.1%), environmental pollutants (81.0%), and effects of environmental pollutants (73.0%). Significant associations were observed between the nature of studentship and perception of environmental risk levels, with varying strengths as indicated by Phi and Cramer’s V values. The findings suggest that perception of environmental risk reflects an individual’s understanding of the urgency and importance of environment protection. The teacher education curricula should be time-appropriate to make trainee-teachers aware of environmental risks.  Incorporating the field-based and experiential learning may enhance trainee-teachers’ understanding of environmental issues, pollutants, and their effects to prepare informed and responsible future educators.
Exploring the interrelationships between critical thinking, practical skills, and summative achievement in secondary biotechnology education Nurhayati, Nurhayati; Rusyati, Lilit; Rustaman, Nuryani Y.; Sihombing, Rizky Agassy
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.v4i1.170

Abstract

Modern science education faces a persistent challenge: the disconnect between theoretical critical thinking development and hands-on practical competencies. This study investigated the relationships among critical thinking skills, practical performance, and summative achievement in ninth-grade biotechnology education within Indonesia's Merdeka Curriculum framework, which emphasizes conceptual understanding, scientific process skills, and 21st-century competencies. The research objective was to examine whether and how critical thinking abilities and practical performance independently or jointly predict summative academic achievement in biotechnology. Using a correlational design, data were collected from 113 ninth-grade students across four intact classes at a public junior high school in Bandung, West Java. Three validated assessment instruments measured the target variables: a critical thinking skills test based on Ennis indicators assessing analytical reasoning abilities, a performance rubric evaluating hands-on laboratory proficiency during practical sessions, and a standardized summative biotechnology examination measuring overall content mastery. Descriptive statistics revealed varied performance across assessment types, with mean scores of 59.7 for critical thinking skills, 86.6 for practical performance, and 70.4 for summative achievement. Pearson correlation analyses conducted in SPSS indicated a moderate positive relationship between critical thinking and summative scores, a weak positive association between practical performance and summative achievement, but critically, no significant correlation between critical thinking and practical performance. These findings suggest that while analytical reasoning contributes to theoretical academic success, procedural competencies operate largely independently from cognitive reasoning abilities in biotechnology contexts. The study suggests that science educators should implement integrated teaching methods deliberately bridging practical skills development with explicit critical thinking instruction to foster holistic scientific literacy.
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.
Project-based learning on pascal’s law: A quasi-experimental study on problem-solving skills in environmental contexts Hartini, Sri; Dewantara, Dewi; Meilani, Arina
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.v4i1.144

Abstract

This study examined the effectiveness of a project-based learning (PjBL) module on Pascal’s Law in improving students’ problem-solving skills within environmental contexts. The research employed a non-equivalent control group pretest–posttest design involving two classes of grade XI students at a senior high school in Barito Kuala district. The study groups consisted of a control class (n=21) and an experimental class (n=22). Data were obtained through learning outcome tests and analyzed using normality and homogeneity tests, Mann-Whitney U test, and effect size calculation. The findings reveal that the PjBL module significantly enhanced students’ problem-solving abilities. The most substantial improvements were observed in fact-finding and solution-finding, while moderate progress was identified in objective finding, problem finding, idea finding, and acceptance finding. The effect size reached 0.72 (medium). These findings indicate that the the PjBL module on Pascal’s Law is effective in strengthening problem-solving skill while also fostering environmental awareness and higher-order thinking. The module thus provides an alternative learning resource to support contextual and skill-oriented physics education.
Harnessing artificial intelligence for sustainable education: Integrating environmental awareness and SDG alignment in learning systems Khan, Emaan Danish; Khan, Danish Mustafa; Malik, Hira Wajahat
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.v4i1.239

Abstract

The escalating climate crisis demands urgent transformation in how societies educate future generations. Artificial Intelligence (AI) is increasingly positioned as a disruptive force in education, offering the potential to personalize learning, enhance accessibility, and strengthen environmental literacy. However, its deployment raises critical questions about sustainability, ethics, inclusivity, and alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 13 (Climate Action). This study explores how AI can be responsibly leveraged to create sustainable, climate-conscious education systems. Through a mixed-method research design, the study conducts a comprehensive literature review, examines case studies of AI-enabled sustainability education, and organizes online focus groups with educators, EdTech developers, and students. It further proposes a prototype AI-enhanced learning module designed to integrate environmental awareness into mainstream curricula. The findings are expected to highlight the dual role of AI in both advancing and potentially hindering sustainability, depending on its ethical application and energy demands. The paper argues that AI, if deployed within a framework of environmental responsibility, equity, and global collaboration, can empower learners to engage with climate challenges while equipping them with future-ready skills. It offers a practical framework for integrating sustainability education through AI tools, alongside recommendations for policymakers, educators, and technology developers. The study concludes that responsible AI adoption in education can serve as a critical lever in building climate-smart societies, thereby bridging the gap between technological advancement and global sustainability imperatives.
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

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.

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