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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 183 Documents
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Primary teacher backgrounds and ESD competencies: An exploratory study Mulyadi, Dadi; Hidayani, Ridha; Ikanubun, Lucia Ekawati
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.v4i1.128

Abstract

Education for Sustainable Development (ESD) emphasizes the crucial role of teachers in cultivating students' sustainability competencies. However, studies on how teachers’ background characteristics relate to their ESD competencies remain limited, particularly at the primary school level. This study examined whether widely assumed demographic and administrative differences among teachers including gender, years of teaching experience, and employment status are associated with their ESD competence. A quantitative correlational design was employed using the Chi-Square test to analyze the association between gender and competence, and the Kruskal-Wallis test to assess the relationship between teaching experience and employment status to examine group-based differences and associations among demographic variables. The findings indicate no statistically significant differences across all variables. Gender was not associated with teachers’ ESD competence (p = 0.102), and competence levels did not differ significantly by teaching duration (p = 0.740) or employment status (p = 0.443). These results suggest that demographic and administrative characteristics are not decisive in shaping teachers’ ESD competencies, providing a broadly inclusive teacher training and curriculum initiatives. The study contributes to the conceptual insights for framing inclusive ESD primary teacher competencies. This implies that strengthening ESD implementation at the primary level requires sustained training programs, practical teaching materials, and a supportive school culture that empowers teachers to embed sustainability concepts into early learning. Future studies are recommended to investigate systemic and school-level factors such as curriculum design, leadership practices, and community engagement that may better explain variations in ESD competence among primary school teachers.
Implementation of Air Expansion Simulation (AES) in physics education to increase student interest in environmental issues Puspita, Febiana Dinda; Jauhari, Afif; Rizki, Iqbal Ainur; Sujito, Sujito; Lestari, Nurita Apridiana
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.v4i1.158

Abstract

Increased pollution on Earth will cause environmental imbalance, which in turn will cause environmental damage. In addition, sustainable education is implemented to help address the problem by teaching students through direct experience. Therefore, a simple air expansion simulation is applied in sustainable physics learning as a simple demonstration of air velocity. With the implementation of sustainable physics education, it is hoped that students can understand air pressure and apply it in the environment to increase their interest in learning physics through environmental issues. Simple simulations are used to increase students' interest in learning physics. Based on the results obtained, the application of air expansion simulation (AES) as physics education increases students' interest and understanding, as shown by the results of responses that indicate strong agreement. Students can easily understand the material through simple air expansion simulations because during the learning process, students feel more interested. Students find it easier to understand because learning is done contextually, but learning is also done by involving students directly. Therefore, students find it easier to understand and master the material based on direct experience.
Examining the implementation of disaster risk reduction education for students with visual impairments Samsiyah, Ike Fitri; Muryani, Chatarina; Prihadi, Singgih
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.v4i1.227

Abstract

Disaster Risk Reduction (DRR) education is an important component in building school resilience, especially for students with disabilities who are more vulnerable in disaster situations. The purpose of this study is to analyze the implementation, inclusivity, and accessibility of DRR education for visually impaired students within the framework of SPAB in Kulon Progo Regency. This study employs a qualitative approach, with data collected through in-depth interviews, observations, and document analysis based on the SPAB Pillar 3 framework. The research involved school principals, teachers, and school staff from three special schools: State Special School 1 of Kulon Progo, Bhakti Wiyata Special School, and Zafa Hargorejo Special School. The findings show that DRR education for students with visual impairments in Kulon Progo Regency has been implemented quite well with the integration of education into learning, extracurricular, and disaster simulation activities in collaboration with related institutions. However, the level of inclusivity in its implementation is still not optimal and is largely influenced by the limited learning resources that are accessible for visually impaired students. This study underscores the need to strengthen inclusive DRR educational practices to ensure that students with visual impairments have equitable access to knowledge, skills, and disaster resilience development through collaboration among school communities and relevant stakeholders. This research has several limitations, so future research is expected to be conducted within a wider scope and research focus.
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.
Trends and hotspots in environmental education research: Insights from a comparison of Indonesia and USA Prayogo, Wisnu; Putra, Riansyah; Atika, Liana; Trimailuzi, Trimailuzi; Fitria, Laili; Fatahillah, Al; Estim, Abentin; Sarwa, Sarwa; Darwin, Darwin; Zubir, Moondra; Awfa, Dion; Siregar, Januar Parlaungan; Anggamulia, Muh. Ilham; Azizah, Rifka Noor
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 Harirah, Zulfa; 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) Sihidi, Iradhad Taqwa; Salahudin, Salahudin; Romadhan, Ach. Apriyanto; Kamelia, Warda; Hardini, Hevi Kurnia
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.

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