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Muhammad Nur Hudha
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joease.indonesia@gmail.com
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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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Implementation of STEM-oriented learning strategy toward science literacy skills in elementary school students Listiyana, Asmi; Bima, Muhammad Zidan Arya; Khusna, Nashikhatul; Dewi, Pambayun Wardani Candra; Putri, Shianindra Rahmani; Yuniarti, Yeni; Anantanukulwong, Roseleena; Angoy, Raisalam D.; Sukardi, Rendi Restiana
Journal of Environment and Sustainability Education Vol. 1 No. 1 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i1.6

Abstract

The study aims to examine the effect of STEM-oriented learning on science literacy skills in elementary school students. This study employed quasi-experimental research. The study population was all Sekolah Dasar Negeri Mungkid 2 students. The sample of this research was the entire students of Class IV SDN Mungkid 2 which totaled 16 students. The samples were obtained through a purposive sampling technique. The results of data on students' scientific literacy abilities were obtained through pretest and posttest activities. The data were then analyzed using SPSS Statistics 20. Data processing was started with a normality test, paired sample t test, hypothesis test, and N-gain test. The results of this study showed that implementation of STEM-oriented learning has proven to influence of elementary school students’ science literacy skills.
Prospective elementary school teachers perceptions on the use of technology in natural science learning Annisa, Nurul; Rikayana, Askha Egyta; Cahyo, Septian Dwi; Pambudi, Sulistyo; Wijayanti, Mia; Yuniarti, Yeni; Zayadi, Nur Hidayah Binti; Adlawan, Hendely A.; Sukardi, Rendi Restiana
Journal of Environment and Sustainability Education Vol. 1 No. 1 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i1.7

Abstract

Technology nowadays has undergone continuous innovation, and its use has grown considerably in society. One form of integration of technology into learning is through natural science learning. Studies on perception of prospective elementary school teachers on the use of technology in natural science learning is still under-research. Thus, this research aims to unravel perceptions and preparations of prospective elementary school teachers for the use of technology in natural science learning and how such perceptions and preparations can influence how natural science learning will be implemented in the future. This research used a descriptive method, and data collection was carried out via a questionnaire. The subjects of research were students of the 5th semester and higher during the odd semester of the academic year 2022/2023 of PGSD Study Program at Universitas Negeri as prospective elementary school teachers. It can be concluded that the prospective elementary school teachers have a good perception of the use of technology in natural science learning. The perceptions discussed include knowledge about technology, knowledge about learning science, experience using technology in learning, the factor of the necessity of using technology in learning science, the benefits of technology in learning science, and types of technology that are appropriate for learning science.
Big Book: Scientific literacy of students Risna, Atikah; Indiyani, Nidya Ayu; Maharani, Desvita Eka; Katri, Anggita Manon; Indriani, Indriani; Sukardi, Rendi Restiana; Sikijip, Fabian bin Fredrick P; Yuniarti, Yeni
Journal of Environment and Sustainability Education Vol. 1 No. 1 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i1.8

Abstract

The scientific literacy of students must be enhanced, for it can serve as a foundation for high-quality individual in science. This research's objective is to develop and examine the effect of Big Book on students' scientific literacy. This research is anticipated to provide knowledge and insights regarding the development of Big Book as the media in learning and to enhance the scientific literacy of students. In this research, the Design and Development Research (D&D) method with the ADDIE model was utilized. The results demonstrated that Big Book can be utilized effectively by students. Additionally, students were enthusiastic about learning using Big Book. This shows that the development of Big Book can enhance the scientific literacy of students.
Students' critical thinking skills based on the STEAM approach: The issue of waste recycling and ecology Pelamonia, Johanes; Ginting, Cristina; Kempa, Evelin; Tobing, Devi; Leasa, Marleny
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.95

Abstract

The critical thinking skills of elementary school students are still relatively low, even though these skills are essential for facing the demands of the 21st century and global challenges. The low level of critical thinking skills is a significant problem in the learning process, so an innovative approach is needed to address it. This study aims to analyze the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in improving the critical thinking skills of elementary school students. This study was conducted at an elementary school in Ambon City at the 6th grade level that has implemented STEAM learning, involving 20 students as samples. Qualitative methods and a phenomenological approach were chosen to explore the students' experiences, perceptions, and learning processes in depth. Fifteen essay questions based on Facione's (1990) indicators were used to measure students' critical thinking skills, along with semi-structured interviews and documentation of STEAM project results as evidence of implementation. Data analysis was carried out through the stages of data reduction, data presentation, and verification to ensure the validity of the findings. The results showed that the STEAM approach significantly improved critical thinking skills in interpretation, analysis, explanation, inference, and evaluation. However, students still needed further assistance in independently managing the critical thinking process in self-regulation. In conclusion, STEAM-based learning has been proven effective in stimulating critical thinking skills through contextual and collaborative learning models relevant to real-life situations and encouraging student cooperation.
Is higher education curriculum prepare to support sustainable environmental chemistry learning? Mellyzar, Mellyzar; Nahadi, Nahadi; Rochintaniawati, Diana; Riandi, Riandi; Hernani, Hernani; Supriatna, Asep; Lee, Tien Tien
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.100

Abstract

Global environmental challenges such as climate change, pollution, and ecosystem degradation require urgent responses, and education plays a strategic role in building environmental literacy. This study aimed to evaluate the readiness of higher education curricula in supporting sustainable learning in Environmental Chemistry courses and their alignment with the Sustainable Development Goals (SDGs). The research used a descriptive approach involving curriculum and lesson plan analysis, student surveys, and interviews with lecturers and program heads at a state university in Aceh Province, Indonesia. The findings show that while the curriculum includes relevant topics such as pollution and climate change, the integration of emerging issues and practical learning methods remains limited. Students demonstrated positive attitudes and awareness toward environmental sustainability, but their active involvement in practical actions was still low. Recommendations include the explicit integration of SDGs in course plans, diversification of teaching strategies through fieldwork and case studies, and fostering interdisciplinary collaboration. Overall, the study concludes that the curriculum provides a strong foundation but requires strategic improvements to enhance its relevance and impact. Aligning academic programs with global and local environmental challenges will enable higher education to prepare students as proactive agents of sustainable development.
The importance of green education in primary, secondary and higher education: A review Adnyana, I Made Dwi Mertha; Mahendra, Kadek Adi; Raza, Syed Meesam
Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i2.14

Abstract

This review aimed to provide an understanding of the importance of implementing green education in primary, secondary, and higher education. Green education is important in primary, secondary, and higher education because it promotes environmental conservation and sustainability. It integrates various disciplines and fosters ecological awareness, responsible citizenship, and sustainable practices. Green education in primary education introduces basic environmental concepts, whereas secondary education delves deeper into environmental issues and emphasizes critical thinking. Higher education provides specialized programs and courses in environmental studies, sustainability science, and green technology, equipping students with the expertise necessary to address global environmental challenges. Green education facilitates evidence-based learning, enabling individuals to make informed decisions and take action toward a more sustainable world.
Developing teaching materials on elasticity and hooke's law oriented towards learner autonomy to train science process skills Risda, Gusti; Arifuddin, Muhammad; Misbah, Misbah; Saukani, Muhammad
Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i2.16

Abstract

Low science process skills contribute to a lack of learner autonomy among students. This research aims to develop teaching materials on elasticity and Hooke's law oriented towards learner autonomy to enhance science process skills suitable for the learning process. The study follows the ADDIE development model (analyze, design, develop, implement, and evaluate). The research subjects were 32 students from class XI MPA 1 at SMA Negeri 6 Banjarmasin. Data were collected through validation sheets, observation sheets on the implementation of lesson plans, observation sheets on science process skills, and learning outcome tests. Quantitative data analysis methods were employed. The results indicate that: 1) the teaching materials are highly valid according to validator assessments, 2) the materials are highly practical based on lesson plan implementation, 3) the effectiveness of the teaching materials is moderate, and 4) students' science process skills are categorized as good based on student activity sheets. In conclusion, learner-autonomy-oriented teaching materials are suitable for training science process skills in the topics of elasticity and Hooke's law.
The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy Nuraeni, Ayuni; Rosana, Dadan
Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i2.17

Abstract

The accelerating development of digital technology has shaped a rapidly evolving information landscape, significantly impacting the realm of education. The integration of digital technology in education necessitates a positive outlook and a strong digital literacy. The research adopts a Research and Development (R&D) approach and employs the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model for development. Data collection tools in this study include observation sheets, expert validation sheets, student response questionnaires, and digital literacy tests. The data analysis combines qualitative and quantitative techniques, including a t-test. The findings of this research indicate that the utilization of e-modules based on CPS only succeeded in enhancing the indicators of communication skills through digital media and the responsible and positive use of digital media, among all the digital literacy indicators.
Climate-change literacy of first year prospective physics teacher about long dry season phenomenon in Indonesia Deta, Utama Alan; Arisanti, Aini; Laila, Luthfiyaul; Sasmi, Rinda Rahmanisa; Lestari, Nurita Apridiana; Saregar, Antomi; Mubarok, Husni
Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i2.18

Abstract

Indonesia has characteristics of increasing temperatures that have yet to be widely known. Sudden temperature changes have brought many losses to Indonesians. The study was intended to analyze the level of scientific literacy on the climate-change material for prospective physics teachers in Indonesia. The study employs a qualitative methodology. The study also utilized descriptive analysis techniques by administering surveys to gather participant data. This study uses descriptive analysis techniques through the administration of surveys to collect data from participants. Increased emissions of greenhouse gases are a contributing factor to changes in temperature and climate. The escalation of greenhouse gas emissions in Indonesia leads to climate change as these gases envelop the Earth and trap the sun's heat, intensifying the greenhouse effect. The outcome entails elevated mean temperatures, alterations in precipitation patterns, and occurrences of severe weather events such as floods and droughts. Evaluating climate or temperature changes necessitates education. Education imparts knowledge about the significance of safeguarding the planet to maintain its well-being. Education plays a crucial role in addressing the challenge of climate change, particularly the Sustainable Development Goals (SDGs).
Improvement of elementary science learning outcomes using guided experimentation method Putri, Nur Lailia Swadika; Susanti, Romia Hari; Purnama, Martini Dwi
Journal of Environment and Sustainability Education Vol. 1 No. 2 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i2.19

Abstract

This research aimed to increase students’ conceptual understanding of photosynthesis in science subject through the stages of initial experimentation, observation, hypothesis preparation, verification, and application of the concept in experimental methods. The researchers investigated how science learning on photosynthesis using experimental methods could improve student learning outcomes. This research employed a classroom action research as a type of research. The research design followed the Kemmis and Mc Taggart model that was composed of four stages in each cycle: planning, implementation, observation, and reflection. Data collection instruments included observation sheets, learning outcome tests, and documentation. The research began with the pre-cycle and followed by cycles I and II. The research findings showed that student learning outcomes could be improved through the use of experimental methods in photosynthesis and science subject. This was supported by an increase in percentage results from pre-cycle (18%), cycle I (56%), and cycle II (78%). Therefore, it could be concluded that the experimental method was able to improve the learning outcomes of grade IV students at SDN Gadang 1 Malang City in the science subject of photosynthesis.

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