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Contact Name
Muhammad Nur Hudha
Contact Email
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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Kota malang,
Jawa timur
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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Enhancing persuasive writing skills through ecology-themed communicative poster-based instruction in secondary school Ratnawati Ratnawati; Tarman Tarman
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.v4i2.244

Abstract

This study examined the effect of a communicative poster-based approach in teaching ecology-themed persuasive texts on the writing skills of 32 Grade VIII students at a secondary school in Makassar, Indonesia, under the Independent Curriculum. A pre-experimental one-group pretest-posttest design was employed; data were collected through persuasive writing tests and scored with analytic rubrics. Results revealed a significant improvement in mean scores from 63.75 to 81.25 (p = 0.000), with a very large effect size of 2.20 (Cohen, 1988). Integrating environmental themes with communicative language instruction through poster creation effectively developed students' persuasive writing skills. Ecology-based topics may also foster environmental awareness as a secondary outcome, though this remains an inference rather than a directly measured variable.
Deep learning-PBL for heat transfer: Cultivating adaptive critical thinking and climate literacy Nurul Ain; Hena Dian Ayu
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.v4i2.249

Abstract

Global warming and the escalating climate crisis necessitate a paradigm shift in science education, moving beyond rote conceptual mastery toward fostering climate literacy and adaptive critical thinking, essential competencies for sustainable decision-making. This study investigates the impact of a Deep Learning-integrated Problem-Based Learning (DL–PBL) model within heat transfer instruction on developing adaptive critical thinking skills among elementary school students, from which contextualized climate literacy is systematically mapped and evaluated. Utilizing a quasi-experimental research framework with a non-equivalent control group pretest–posttest design, this study engaged 50 fourth-grade students. The experimental group received the DL–PBL intervention, which anchors instructional delivery in mindful, joyful, and meaningful learning principles, while the control group followed conventional instruction. Data collection relied on a validated critical thinking instrument contextualized within thermal physics phenomena and global warming scenarios. Statistical analysis indicated that the experimental group achieved significantly higher post-test scores (M=81.6) than the control cohort (M=64.4; p<0.001). The most substantial improvements occurred within the Clarifying and Interpretation and Inference domains. The primary novelty of this study lies in its innovative reframing of classical critical thinking indicators into specialized, "adaptive" competencies, providing an empirical model where action-oriented climate literacy is directly evaluated through the student's capacity to decode thermal data and formulate concrete mitigation strategies. Ultimately, this research demonstrates that the unified DL–PBL model serves as a transformative framework for bridging abstract physics education with Education for Sustainable Development (ESD), offering a strategic pathway toward realizing Sustainable Development Goals (SDG) 4 and 13 at the primary education level.

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