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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 151 Documents
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Post-pandemic e-teaching: Developing the Game for Microscopic Atom Simulation (GEMAS) to enhance students' scientific conceptions of phase structures Zahran, Muhammad; Samsudin, Achmad; Novia, Hera; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Ningsih, Dena Tresna; Nugraha, Eki; Nasbey, Hadi; Sözbilir, Mustafa
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.55

Abstract

This research focuses on the early development of GEMAS (Game for Microscopic Atom Simulation) as an innovative digital teaching tool designed to support instruction on phase structures in physics education. In response to the post-pandemic shift towards technology-enhanced teaching, GEMAS was developed to integrate interactive, simulation-based pedagogy that enhances conceptual visualization. The study follows the 3D model (Define, Design, and Develop) and employs Multifaceted Rasch Measurement (MRFM) for evaluation. Validation was conducted by five experts, assessing curriculum alignment, scientific accuracy, language clarity, visual arrangement, and instructional effectiveness. These dimensions align with best practices in e-teaching, ensuring accessibility, engagement, and pedagogical rigor. MRFM analysis confirms the tool’s validity, with positive average scores across all indicators. The findings suggest that GEMAS is a well-designed digital resource, ready for implementation to enhance physics instruction in post-pandemic educational settings. The implications of this study extend beyond validating GEMAS as a tool; it demonstrates how immersive 3D simulations can address persistent misconceptions in physics education, particularly in post-pandemic contexts where digital engagement is critical. By bridging abstract concepts with interactive visualization, GEMAS offers a scalable model for enhancing e-teaching practices and fostering deeper conceptual understanding among students.
Analysis of the need for science literacy-based textbooks to improve students' competence in the earth and space course Damayanti, Puardmi; Efwinda, Shelly; Hakim, Abdul; Syam, Muliati; Sundari, Putri Dwi
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.59

Abstract

In the 21st-century learning era, the quality of teaching materials is crucial in meeting current educational needs. This study highlights the urgency of developing a science literacy-based textbook for the Earth and Space course to enhance students' scientific literacy competence in the Physics Education Study Program at Mulawarman University. The research aims to analyze the necessity of such a textbook using the 4D development model, focusing on the Define phase to identify key learning challenges and curriculum needs. Data were collected through classroom observations, student questionnaires involving 42 participants from the 2023 cohort, and the formulation of learning outcomes aligned with the three scientific literacy competencies of the Programme for International Student Assessment (PISA): (1) explaining scientific phenomena (2) evaluating and designing scientific investigations, and (3) interpreting data and scientific evidence. The data analysis process involved data reduction, presentation, and conclusion drawing. The findings indicate that the current teaching materials do not fully support the learning objectives, leading students to rely on fragmented online resources, often in English. The study also identified a strong demand for structured, interactive textbooks integrating scientific literacy. The validation process involved three expert validators using a Likert scale assessment. This validation resulted in eight valid learning outcomes (CPMK) with a corrected item-total correlation of r > 0.3 and a Cronbach's Alpha of 0.848, confirming high reliability. These findings provide a foundational framework for developing an Earth and Space textbook, ensuring its alignment with science literacy competencies in subsequent research phases.
The impact of implementing a scientific approach on the science learning achievements of 4th-grade students within the learning environment Cahyono, Budi Tri; Ridhani, Jovita; Qodr, Taufiq Subhanul; Khan, Nauroz; Ali, Wazir
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.61

Abstract

This study investigates the influence of a scientific approach on the academic performance of 4th students in science.  The scientific approach focuses on key processes such as observation, formulating questions, making connections, conducting experiments, analyzing data, drawing conclusions, and presenting findings, distinguishing it from traditional science education methods.  Employing a quantitative research design with a quasi-experimental non-equivalent control group, the study targeted all Gugus I Gajah Mada Laweyan Surakarta 4th students.  A sample of 120 students from eight elementary schools was selected, with participants divided into experimental and control groups, each comprising 60 students.  Data collection involved both observational methods and essay assessments featuring 30 questions.  The findings revealed a notable disparity in science learning outcomes between students instructed using the scientific approach and those who received conventional instruction.  Specifically, students in the experimental group demonstrated significantly superior learning outcomes compared to their counterparts in the control group. The results of the study showed that the assessment of learning outcomes using observation sheets had a significant effect on teacher involvement during the learning process.  The results of the Lillefors Statistical test show the difference between scientific and conventional classes, with the former showing a higher value of 0.95 compared to 0.87.  This indicates that the use of digital learning media effectively attracts the interest of students and teachers.
PjBL-ESD as an innovation in science learning: Cultivating local wisdom values and students' critical thinking skills Vilmala, Berry Kurnia; Kisworo, Banu; Rihan, Hanifa Ghina; Syafriani, Santhy
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.62

Abstract

Sustainability-oriented science education is important to improve critical thinking skills and instill local wisdom values. This study explores the implementation of Project-Based Learning based on Education for Sustainable Development (PjBL-ESD) as an innovation in science learning. This study uses a mixed method with an embedded design. Data were obtained through critical thinking tests, local wisdom value questionnaires, observations, and interviews, then analyzed using N-Gain. The results showed that students who studied with PjBL-ESD experienced a significant increase in critical thinking skills (N-Gain 0.67) in the moderate category. In addition, students better understood and appreciated local wisdom related to environmental conservation through science-based projects and traditional ecological knowledge (N gain 0.25). In conclusion, PjBL-ESD is an effective learning innovation that improves critical thinking skills and strengthens local wisdom values. This approach is recommended to support sustainability education in higher education.
Project-KOMPLIT learning model (computational, creative, and literacy) in science education elementary school Kumala, Farida Nur
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.63

Abstract

The purpose of this study was to develop a Project KOMPLIT learning model (computational, critical, creative thinking, and literacy for elementary school students) in science education in elementary schools and to test the validity of the model that has been developed. The method used in this study is the development of ADDIE, with the research subjects being experts in elementary school science learning materials, models and languages, and practical tests for teachers, the instruments used in this study were test instruments, observations and questionnaires that included questionnaires assessing learning models, language and materials used. The data analysis techniques used in this study were quantitative and qualitative data analysis techniques. The results of the study showed that the results of the needs analysis showed that most of the research on student computational, creative and literacy still needed to be improved so that the development of a learning model was needed. The learning model developed consisted of five steps based on complete thinking skills (Computational, critical, creative, and literacy) for elementary school students. The results showed that subject matter experts gave an assessment of 88%, learning model experts 90%, language experts 93% and the teacher 89%. The developed model is equipped with a teaching model book. Based on the results of the model development, it is known that the learning model is worthy of further testing in the student learning process to improve computational skills, creative thinking, and literacy in elementary school science education.
Legal protection of the environment: A comparative law study Hamouti, Nadia; El bakouhi, Safae
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.v3i2.49

Abstract

The environment is one of the values that the legislator seeks to protect and preserve, as it has granted it protection that is one of the most striking manifestations of the legal protection of the environment. This is due to the injunctive effect of sanctions through the extension of the rule of law via the judiciary. Each country, within the framework of its territorial sovereignty, has enacted laws and regulations to protect the environment and combat pollution, while accompanying this legislation with sanctions that force offenders to comply, because there is no point in enacting legislation designed to protect the environment if it is not accompanied by a sanction that deters the offender and restores the situation to what it was before. The results achieved include the strengthening of legal frameworks, progress in international law, varying degrees of effectiveness in the application of laws and the involvement of citizens in environmental justice.
A bibliometric analysis on the notion of sustainable business models and its relationship with the creation of territorial value for the environment Mansri, Sara; Lahrach, Rahhal
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.v3i2.52

Abstract

In a context where sustainability has become a central issue for companies and territories, this study aims to identify the importance of new sustainable business models (NBMS) and their interactions with territorial creation value. This study is one of the first to use bibliometric methods to describe and analyze the evolution of the literature published on the subject. The bibliometric analysis method was based on a 25-year study on a data set (1999-2024), collected by analyzing 115 articles via Zotero in a reliable way and randomly by analyzing 1,648 via Web Of Science. Using the VOSviewer software, the visualization of bibliometric data offers a glance at the articles, authors, journals, countries and fields that have the most effect on territorial value creation and the emergence of new sustainable business models. The analysis summarizes the most influential papers, authors, journals, and research topics. The results show the occurrence of three study themes: sustainable business models, territorial creating value, and innovation. In summary, this publication highlights the key findings of the study analysis and makes recommendations for future research areas in the subject.
The role of science communication in popularizing ethnoastronomy Michelini, Fernanda; Queiroz, Marina; Acioly, Vitor
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.v3i2.53

Abstract

Ethnoastronomy is a scientific field that explores the astronomical knowledge of different cultures through their traditions, offering perspectives distinct from conventional Western astronomy. This study examines the interplay between Science Communication and Ethnoastronomy, using Vygotsky's sociocultural theory as a foundation. A literature review was conducted to identify concepts that validate the interrelation of these areas, highlighting how Science Communication can foster fresh understandings. Moreover, this research delves into indigenous astronomical perspectives, specifically those of the Karajá Xambioá and Tupi-Guarani peoples, and presents an educational game designed for a diverse age group in an informal learning setting. The objective is to investigate how Science Communication, particularly through Cultural Communication, can effectively facilitate the dissemination of astronomical knowledge from various cultural backgrounds, with a focus on Brazil's indigenous peoples, thereby broadening perspectives and understanding. With this, materials were developed that brought indigenous culture closer to science teaching immersed in traditional and Western culture, with the aim of reducing the distances between different cultures.
The role of spatial ability in high school students’ understanding of molecular geometry Ramadhan, Muhamad Farhan; Heliawati, Leny; Rubini, Bibin
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.56

Abstract

Molecular geometry is one of the biggest challenges in science education. Since molecular structures exist at a microscopic level, students often struggle to visualize them in three dimensions (3D), making it difficult to understand concepts such as bond angles, molecular shapes, and electron pair interactions. This study explores the role of spatial ability in high school students’ understanding of molecular geometry. Using a quantitative descriptive method, the study examined the spatial ability and molecular science comprehension of 58 high school students. Data were collected using standardized tests, including the Mental Rotation Test (MRT), shape assembly, and 3D visualization for spatial ability, along with a molecular science comprehension test focusing on VSEPR theory. The results obtain that students' spatial ability is significantly low, with average scores falling far below expected standard. The results suggest the need for more effective teaching strategies that incorporate 3D visualization tools to enhance students’ ability. Future research should focus on interactive learning approaches, such as virtual simulations to help students better visualize molecular structures and improve their understanding of science concepts.
Research trends of creative thinking skill in science education journals in Indonesia: Design analysis and data analysis techniques Pratama, Ferry Yudha; Mahardiani, Lina; Bramastia, Bramastia
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.66

Abstract

Creative thinking as one of the 21st skills is not only beneficial but also essential, particularly in learning sciences. Creative thinking equips them with the cognitive flexibility to devise innovative solutions, consider multiple variables, and approach challenges from diverse angles, fosters critical reasoning and imagination, and enhances student motivation and engagement within science classrooms. This paper will focus on investigating the implementation of creative thinking in learning sciences based on the articles published in national accreditation journals in Indonesia. The content analysis approach was applied, leveraging the method of scanning published research journal documents as its research method. This study is distinctive from previous research on creative thinking skills in several ways covered on all educational articles published from 2015 to 2024 in all Indonesian science education journals. This study revealed that in the last three years, the number of publications focusing on creative thinking skills has increased. The most dominant research is quantitative research with quasi experiment as the research design. Meanwhile, junior high school students, and 'biology' with the subject material of 'environmental pollution' were consecutively the subjects, science fields of study, and topics most chosen by researchers. Project Based Learning (PjBL), test sheet, and N-gain were the most frequently used as treatments, instruments, and data analysis methods, respectively. The review highlights the need to increase the use of qualitative and mixed-method approaches, explore the integration of local wisdom and ethnoscience through R&D, and focus on developing instructional products to enhance students’ low creative thinking abilities. Additionally, researchers are advised to clearly report their research instruments, including validity and reliability, and to select data analysis techniques that align with their research objectives and design.

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