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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 192 Documents
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Does gender matter? A moderation analysis of renewable energy and sustainability performance in Indonesian higher education institutions Dwi Sulistiani; Yona Octiani Lestari; Yuanda Kusuma
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.v4i2.165

Abstract

This study aims to provide empirical evidence on the influence of renewable energy (RE) on sustainability performance (SP), while also examining the role of gender in this relationship. A quantitative research method employing a survey technique was used with university lecturers in Indonesia as respondents. 232 samples were measured using random sampling which was processed using the SmartPLS 4.0 application. The results found a significant influence of renewable energy on sustainability performance. However, gender was not found to moderate the effect of renewable energy on sustainability performance. This study confirms that the success of renewable energy strategies in improving sustainability performance in universities depends not only on technology and investment, but also on gender diversity. In the context of sustainability research, gender socialization theory provides a robust theoretical foundation to support the argument that gender equality is a vital prerequisite for achieving equitable, inclusive, and sustainable development for all. Thus, this study makes a significant contribution to the literature on renewable energy, sustainability, and gender, offering new insights into the development of more inclusive and sustainable higher education policies. The results also confirm the relevance of public policies that link the sustainability agenda to gender equality in the higher education sector.
Earthquake mitigation in a high-risk zone: A mixed-methods analysis of knowledge, attitudes, and preparedness in East Kolaka, Indonesia Ristiani Ristiani; Andi Ilmadana Manggabarani; Komang Opie Oktavia
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.v4i2.178

Abstract

This study was motivated by the high earthquake hazard potential in East Kolaka Regency, Indonesia, associated with the activity of the Kolaka Fault, while community preparedness remains limited. The research aims to analyze community knowledge, attitudes, and preparedness toward earthquake disaster mitigation and to identify key factors influencing preparedness in high-risk areas. A sequential explanatory mixed-methods design was employed, consisting of a quantitative survey of 159 respondents in Lalolae District followed by qualitative interviews to deepen the interpretation of quantitative findings. Quantitative data were analyzed using validity and reliability tests, Pearson correlation, and multiple linear regression with IBM SPSS 25, while qualitative data were used to complement and explain statistical results. The findings indicate that community knowledge is at a moderate level, attitudes toward earthquake mitigation are generally positive, and preparedness remains moderate. Correlation analysis reveals a positive relationship between knowledge and attitudes. However, regression analysis shows that neither knowledge nor attitudes significantly predict preparedness, although knowledge demonstrates a relatively stronger association compared with attitudes. Qualitative findings suggest that direct disaster experience, institutional support, and participation in disaster training play a more substantial role in shaping community preparedness. These results highlight the importance of strengthening community-based disaster education, institutional engagement, and practical preparedness training to enhance disaster risk reduction (DRR) in earthquake-prone regions.
Contextual interactive animated video media development to promote environmentally relevant chemical equilibrium learning and improve students’ motivation Galuh Clarisa; Rusly Hidayah
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.v4i2.234

Abstract

The study was conducted to generate and validate an animated video that will impact students' understanding of chemical equilibrium and its context. They hoped not only that students would grasp the concepts but also that they would show some interest in the material. The researchers designed the research and evaluated the video using the ADDIE model. They selected thirty-four students from the grade and then followed this up with some questions to answer before and after watching the video. The video is not just valid; it is quite good at explaining chemical equilibrium to students. They scored the video 4.57, which means it is valid and has good content. The video was practical when the students viewed it; sixty-two-point nine seven percent of students reported the video as easy to use, and ninety-point eight eight percent considered it very helpful. The video works well because students are interacting with pictures of the environment for information about chemical equilibrium. This encourages students to relate what they are learning to the real world. By researching chemistry concepts, the findings of this research further inform more general strategies to inform students about principles to follow in other areas. Chemical equilibrium is one of the subjects it teaches, but this video uses environmental examples for easy understanding. Students are educated on chemical equilibrium and how important it is, tied to the environment around them.
Development and content validation of STIL.sg instrument for measuring system thinking and generic science skills in socio-technical contexts Meiry Akmara Dhina; Ida Kaniawati; Ade Gafar Abdullah; Lilik Hasanah; Sugeng Rifqi Mubaroq
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.v4i2.145

Abstract

This research presents the systematic development of the STIL.sg instrument for measuring System Thinking and Generic Science Skills in Socio-Technical Inquiry Learning contexts, followed by rigorous content validation through structured expert judgment. Using Evidence-Centered Design approach, a 27-item multiple-choice instrument was first developed based on established theoretical frameworks; the instrument was subsequently subjected to content validation by a panel of domain experts. Content validation involved five experts from science education, learning evaluation, and pharmacy fields. The Content Validity Ratio (CVR) values ranged from 0.68 to 0.94, with an overall Content Validity Index (CVI) of 0.784, indicating excellent content validity. Modified Kappa coefficients (κ) ranged from 0.65 to 0.89, confirming inter-rater reliability. Physical pharmacy was chosen as the application context due to its interdisciplinary nature requiring both systematic thinking and fundamental scientific skills. The developed instrument demonstrates strong theoretical foundation and expert consensus, providing a tool with strong evidence of content validity for measuring complex cognitive skills in applied science education.
Analysis of vegetation and ecosystem components of Mount Ciremai National Park (MCNP) with key indicators of species, density, frequency, dominance, and calculation of Important Value Index (IVI) Aden Arif Gaffar; Aditya Marianti; Sigit Saptono; Putut Marwoto; Sunyoto Eko Nugroho
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.v4i2.192

Abstract

This study aims to analyze the vegetation structure and ecosystem components of Mount Ciremai National Park (MCNP) using the parameters of density, frequency, dominance, and the Important Value Index (IVI). Data were collected across 3 observation stations using the quadrat sampling method with three-tiered plot sizes (1×1 m, 5×5 m, and 10×10 m). A total of 53 vegetation species comprising 847 individuals were identified, predominantly dominated by understory plants such as Oplismenus hirtellus and Homalomena philipinensis. The IVI analysis revealed distinct key species across different strata: H. philipinensis in the seedling stratum, Dysoxylum spectabile and D. cauliflorum in the sapling stratum, and Gurea bullata in the tree stratum, which exhibited high dominance despite a low individual count. Furthermore, environmental factors, including acidic soil pH (5.6–6.7) and stable temperatures (21–22°C), significantly influenced these distribution patterns. Notably, the stand structure was highly unbalanced, with a massive dominance of seedlings compared to saplings and trees, indicating a severe regeneration bottleneck. These findings imply that while the understory ecosystem remains stable, the forest faces a critical threat to its natural tree succession. Consequently, long term monitoring and targeted conservation strategies such as active seedling protection are urgently needed to ensure the sustainability of the forest structure in MCNP.
Interactive Physics Modular (IPM): The development of website-based learning media using a problem-based learning model and a STEM-ESD approach to enhance environmental literacy in temperature and heat topics Afif Jauhari; Febiana Dinda Puspita; Iqbal Ainur Rizki; Sujito Sujito; Nurita Apridiana Lestari
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.v4i2.206

Abstract

Environmental literacy is a key 21st-century competency that should be fostered through contextual and sustainability-oriented physics education. However, studies integrating Problem-Based Learning (PBL) and STEM-ESD into web-based learning platforms, while also mapping students’ initial environmental literacy through Rasch analysis on temperature and heat topics in Indonesia, remain limited. This study aimed to: (1) identify students’ initial environmental literacy profiles as a basis for needs analysis, and (2) develop and evaluate the initial readability of the Interactive Physics Modular (IPM). This research adopted a research and development approach using the ADDIE model and involved 78 students who had studied temperature and heat without using IPM. Data were collected through an environmental literacy essay test covering four indicators: cognitive skills, environmentally responsible behaviors, ecological knowledge, and environmental care affect. The data were analyzed descriptively and using the Rasch model. The results showed that environmental care affect achieved the highest mean score (3.85; 77%), followed by cognitive skills (3.47; 69.4%), environmentally responsible behaviors (2.60; 52%), and ecological knowledge (2.19; 43.8%). Rasch person–item analysis indicated that items requiring the integration of temperature and heat concepts with complex environmental contexts and the formulation of realistic solutions were the most difficult. Readability results showed that IPM was clear, engaging, and effective in linking physics concepts with environmental issues. This study contributes by proposing a contextual essay-based framework for assessing environmental literacy through Rasch analysis and by offering a model for integrating PBL and STEM-ESD into a website-based physics learning platform.
Environmental literacy in higher education: A scopus-based longitudinal bibliometric mapping Mellyzar Mellyzar; Hernani Hernani; Sirry Alvina; Syarifah Rita Zahara; Fauziana Fauziana; Marhami Marhami
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.v4i2.213

Abstract

Environmental literacy (EL) has become a central concern in Education for Sustainable Development (ESD), yet existing reviews remain conceptually fragmented and rarely integrate longitudinal, structural, and thematic evidence in higher education contexts. This study addresses that gap through an analytical–interpretive Scopus-based longitudinal bibliometric mapping that goes beyond descriptive performance reporting toward field-level diagnosis. A dataset of 229 records (2010–2025) was screened using PRISMA 2020 and finalized to 127 eligible English peer-reviewed journal articles, processed through Bibliometric and Biblioshiny in R after author-name normalization, keyword harmonization, and duplicate removal. Findings revealed an accelerating post-2021 growth pattern (R² = 0.628), a Lotka-consistent productivity skew indicating a small recurring core within a long tail of one-time contributors, and a national-anchored collaboration profile in which the United States, Spain, and China dominated while cross-regional partnerships remained limited. Thematic mapping showed conceptual convergence around environmental education, ESD, and sustainability-aligned higher education, while classroom pedagogy and instructional implementation persisted as visible but underdeveloped research fronts reframed here as a pedagogical implementation gap rather than a marginal finding. The study contributes (i) theoretically, by linking bibliometric structure to environmental and sustainability literacy theory and ESD frameworks; (ii) methodologically, by integrating productivity, collaboration, and thematic evolution within a single analytical–interpretive design; and (iii) practically, by offering an evidence base for lecturers, curriculum designers, and institutions seeking to translate sustainability discourse into validated classroom practice.
The effectiveness of the Culturally Responsive Transformative Teaching (CRTT) model assisted by podcast and e-assessment on students’ scientific literacy and communication skills Kurnia Marta Indi Fahira; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Ari Syahidul Shidiq
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.v4i2.215

Abstract

This study aimed investigated the effectiveness of the Culturally Responsive Transformative Teaching (CRTT) model supported by podcasts and e-assessment in improving students’ scientific literacy and communication skills on chemical reactions topics. A quasi-experimental non-equivalent control group   pretest–posttest design was employed. The participants consisted of 72 tenth-grade students selected through cluster random sampling from a public senior high school in Boyolali, Indonesia, who were assigned to either a to an experimental class (CRTT supported by podcast and e-assessment) or a control class (conventional instruction). Scientific literacy was measured using a 15-item multiple-choice test, while communication skill was assessed using a 12-item observation sheet based on four-point Likert scale. Since the data did not meet parametric assumptions, non- Mann–Whitney U and Kruskal–Wallis tests were used for analysis. The result showed that the experimental class achieved higher posttest score in scientific literacy 84 than the control class (75), with a statically significant difference (p<0.001). Similarly, the experimental class obtained a higher mean score for communication skills (41.1) than the control class (31.9), with a significant difference (p=0.001).  This study lies in the integration of CRTT, culturally grounded podcast and e-assessment within chemistry instruction to simultaneously enhance students’ scientific literacy and communication skills. Culturally responsive pedagogy supported by digital learning resources and e-assessment tools can serve as an effective strategy for improving students’ understanding and communication of abstract chemistry concepts, particularly those related to s chemical reactions.
Pedagogical brokering for STEM integration: Beyond partnership intensity in industry-school project-based learning Yudi Wahyudi; Ana Ana; Isma Widiaty; Cica Yulia
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.v4i2.222

Abstract

The assumption that more frequent industry involvement leads to higher-quality STEM-integrated learning has positioned industry–school collaboration as a key component of vocational education. This study critically examines this linear assumption by revealing a paradoxical empirical trend using a convergent mixed-methods approach, focusing on how vocational teachers broker STEM competency development across institutional boundaries. Quantitative results show that Project-Based Learning (PjBL) efficacy (M = 9.11, SD = 1.40; 82.7%) and partnership quality (M = 9.53, SD = 1.01) are both high. However, their relationship is weak and not statistically significant (r = 0.044, p = 0.918), indicating that stronger partnerships do not necessarily improve learning outcomes. Data were collected from 200 students and 40 stakeholders in eight public vocational high schools in Bandung, Indonesia. Qualitative data included 34 hours of observations, interviews with 24 key informants, and document analysis. Reflexive thematic analysis identified three partnership models: Minimal Direct Involvement, Periodic Evaluation, and Intensive Integrated, each capable of supporting effective PjBL and contextualized STEM learning. Vocational teachers act as pedagogical brokers by translating industry standards into learning objectives, scaffolding application, designing authentic STEM tasks, and facilitating meaning-making. These mechanisms can partially substitute direct industry involvement. Findings show that integrated STEM competency development depends more on pedagogical mediation quality than partnership intensity. Document analysis also reveals a gap between formal partnership agreements and their implementation in practice.
Readiness of PV-Hydrogen: An environmental sustainability analysis in Sulawesi Tjatur Udjianto; Teguh Sasono; Wildan Arasid; Rolf Gisler
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.v4i2.238

Abstract

In line with the Indonesian Government's efforts to achieve decarbonization and net-zero emissions before 2060, the transition from fossil fuels to renewable energy sources has been increasingly pursued. One of the technologies employed is the hydrogen-to-power application, which promotes the utilization of photovoltaic generators, batteries, and hydrogen, particularly in Eastern Indonesia (PV-Hydrogen). The objective of this study is to obtain feasibility recommendations for the PLN (State Electricity Company) network in Sulawesi that will be used for distributing electricity generated from PV-Hydrogen through power flow studies, short-circuit current studies, and system stability analysis. This study was conducted to ensure the readiness and capability of the existing network in accommodating PV-Hydrogen generators. The power flow simulation results for the Selayar system indicate that under existing conditions, some end-of-feeder loads exhibit voltage drops still within the range above 18 kV, with the farthest point at Appatana having the lowest voltage at approximately 18.21 kV. The existing 20 kV network is generally ready to receive power supply from renewable energy generators, particularly PV-Hydrogen. To accommodate this integration, a switching substation or express feeder needs to be constructed to distribute power from PV-Hydrogen. The savings or reduction in carbon emissions resulting from replacing diesel power plants with PV-Hydrogen is approximately 128,665 tons of CO2/year.

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