TINGKAT LITERASI LINGKUNGAN DI KALANGAN GURU ECO SCHOOL YOGYAKARTA DI INDONESIA
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Aug 11, 2022
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Literasi lingkungan berpedoman pada pengetahuan tentang bagaimana lingkungan alam bekerja dan peran manusia untuk menjaga alam secara berkelanjutan. Hubungan timbal balik antara manusia dan lingkungan dapat dilihat dari interaksi kehidupan bersama komponennya. Penelitian ini dilatarbelakangi oleh pentingnya literasi lingkungan bagi setiap indivividu untuk mewujudkan masyarakat yang berkelanjutan. Literasi lingkungan guru mempengaruhi literasi lingkungan siswa. Penelitian bertujuan untuk menganalisis literasi lingkungan guru di Eco Schools Yogyakarta. Literasi lingkungan terdiri dari beberapa komponen pengetahuan, sikap dan keterampilan. Penelitian dikembangkan dengan kuantitatif untuk memperoleh data dengan observasi dan kuesioner berdasarkan literasi lingkungan kepada 109 guru Sekolah Dasar, Sekolah Menengah Pertama, Sekolah Menengah Atas di Eco Schools Yogyakarta. Temuan penelitian menunjukkan bahwa (1) literasi lingkungan kepada Guru di Sekolah Dasar Tumbuh terdiri dari pengetahuan, sikap dan perilaku lingkungan. Data yang diperoleh dari instrument adalah (66.45) untuk pengetahuan, (67,61) untuk sikap, (68) untuk perilaku. Hasil menunjukkan bahwa guru eco school memiliki sikap positif terhadap lingkungan, tingkat pengetahuan lingkungan yang sedang sementara partisipasi mereka dalam tindakan lingkungan terbatas, terutama tindakan kolektif. Analisis statistik juga menyoroti bahwa Literasi Lingkungan bergantung pada jenis guru di Eco School dan tempat tinggal. Temuan-temuan ini dibahas lebih lanjut.
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[1]
G. Istiningsih and D. S. Dharma, “TINGKAT LITERASI LINGKUNGAN DI KALANGAN GURU ECO SCHOOL YOGYAKARTA DI INDONESIA”, JURNAL EDUCATION AND DEVELOPMENT, vol. 10, no. 3, pp. 19-28, Aug. 2022.
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References
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Cincera, J., Kroufek, R., Simonova, P., Broukalova, L., Broukal, V., & Skalík, J. (2017). Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program. Environmental Education Research, 23(7), 919–936. https://doi.org/10.1080/13504622.2015.1076768
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de Pauw, J. B., & van Petegem, P. (2011). The effect of Flemish eco-schools on student environmental knowledge, attitudes, and affect. International Journal of Science Education, 33(11), 1513–1538. https://doi.org/10.1080/09500693.2010.540725
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Erdogan, M., & Marcinkowski, T. (2015). Development and validation of children’s environmental affect (attitude, sensitivity and willingness to take action) scale. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 577–588. https://doi.org/10.12973/eurasia.2015.1347a
FEE. (2011). Eco-schools programme. A DGU-run programme. Hamburg
Filho, W. L. (2019). Encyclopedia of Sustainability in Higher Education. In Encyclopedia of Sustainability in Higher Education. https://doi.org/10.1007/978-3-319-63951-2
Gavrilakis, C., Stylos, G., Kotsis, K. T., & Goulgouti, A. (2018). Environmental literacy assessment of Greek university pre - service teachers. May, 49–71.
Goldman, D., Yavetz, B., & Pe’er, S. (2014). Student teachers’ attainment of environmental literacy in relation to their disciplinary major during undergraduate studies. International Journal of Environmental and Science Education, 9(4), 369–383. https://doi.org/10.12973/ijese.2014.222a
Gough, A. (2011). The Australian-ness of curriculum Jigsaws: Where does environmental education fit? Australian Journal of Environmental Education, 27(1), 9–23. https://doi.org/10.1017/S0814062600000045
Goulgouti, A., Plakitsi, A., & Stylos, G. (2019). Environmental Literacy: Evaluating Knowledge, Affect, and Behavior of Pre-service Teachers in Greece. Interdisciplinary Journal of Environmental and Science Education, 15(1), 1–9. https://doi.org/10.29333/ijese/6287
Gwekwerere, Y. (2015). Pre-service teachers’ knowledge, participation and perceptions about environmental education in schools. Australian Journal of Environmental Education, 30(2), 198–214. https://doi.org/10.1017/aee.2015.15
Hsu, S. J., & Roth, R. E. (1998). An assessment of environmental literacy and analysis of predictors of responsible environmental behaviour held by secondary teachers in the Hualien area of Taiwan. Environmental Education Research, 4(3), 229–249. https://doi.org/10.1080/1350462980040301
Hunter, R. H., & Jordan, R. C. (2019). The TELA: A New Tool for Assessing Educator Environmental Literacy. Interdisciplinary Journal of Environmental and Science Education, 15(1), 1–9. https://doi.org/10.29333/ijese/6286
Ikonomidis, S., Papanastasiou, D., Melas, D., & Avgoloupis, S. (2012). The Anthropogenic “Greenhouse Effect”: Greek Prospective Primary Teachers’ Ideas About Causes, Consequences and Cures. Journal of Science Education and Technology, 21(6), 768–779. https://doi.org/10.1007/s10956-012-9365-0
Jensen, B. B., & Schnack, K. (2006). The action competence approach in environmental education: Reprinted from Environmental Education Research (1997) 3(2), pp. 163–178. Environmental Education Research, 12(3–4), 471–486. https://doi.org/10.1080/13504620600943053
Kayihan, K. S., & Tönük, S. (2012). A study of litter and waste management policies at (primary) Eco-Schools in Istanbul. Waste Management and Research, 30(1), 80–88. https://doi.org/10.1177/0734242X10389106
Kopnina, H., & Kopnina, H. (2020). Education for the future ? Critical evaluation of education for sustainable development goals sustainable development goals. The Journal of Environmental Education, 0(0), 1–12. https://doi.org/10.1080/00958964.2019.1710444
Korkmaz, A., & Guler Yildiz, T. (2017). Assessing preschools using the Eco-Schools program in terms of educating for sustainable development in early childhood education. European Early Childhood Education Research Journal, 25(4), 595–611. https://doi.org/10.1080/1350293X.2017.1331074
Krnel, D., & Naglic, S. (2009). Environmental literacy comparison between eco-schools and ordinary schools in Slovenia. Science Education International, 20(1), 5–24.
Kurland, N. B., & Zell, D. (2011). Green management. Principles and examples. Organizational Dynamics, 40(1), 49–56. https://doi.org/10.1016/j.orgdyn.2010.10.004
Liarakou, G., Kostelou, E., & Gavrilakis, C. (2011). Environmental volunteers: Factors influencing their involvement in environmental action. Environmental Education Research, 17(5), 651–673. https://doi.org/10.1080/13504622.2011.572159
Liu, S. Y., Yeh, S. C., Liang, S. W., Fang, W. T., & Tsai, H. M. (2015). A national investigation of teachers environmental literacy as a reference for promoting environmental education in Taiwan. Journal of Environmental Education, 46(2), 114–132. https://doi.org/10.1080/00958964.2014.999742
Maidou. Plakitsi, P. (2018). Perceptions and Attitudes of Healthcare Students Towards Marijuana. Environment, Health and Outdoor Science Education, 370–381.
McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here? Ecosphere, 4(5). https://doi.org/10.1890/ES13-00075.1
Mogensen, F., & Mayer, M. (2005). Eco-schools: trends and divergences (Vol. 09, Issue 8). http://www.ensi.org/global/downloads/Publications/173/ComparativeStudy1.pdf
Mogren, A., & Gericke, N. (2017). ESD implementation at the school organisation level, part 1–investigating the quality criteria guiding school leaders’ work at recognized ESD schools. Environmental Education Research, 23(7), 972–992. https://doi.org/10.1080/13504622.2016.1226265
Nurhafni, N., Syahza, A., Auzar, A., & Nofrizal, N. (2019). The Strategy of Environmental School through the Program of National Adiwiyata School in Pekanbaru (High School Level). Interdisciplinary Journal of Environmental and Science Education, 15(1), 1–11. https://doi.org/10.29333/ijese/6289
Ozsoy, S., Ertepinar, H., & Saglam, N. (2012). Can eco-schools improve elementary school students’ environmental literacy levels? Asia-Pacific Forum on Science Learning and Teaching, 13(2), 1–25.
Park, J. C., Chung, M. H., & Rhee, E. K. (2011). Field survey on the indoor environment of elementary schools for planning of environment friendly school facilities. Journal of Asian Architecture and Building Engineering, 10(2), 461–468. https://doi.org/10.3130/jaabe.10.461
Parker, L., Prabawa-Sear, K., & Kustiningsih, W. (2018). How young people in Indonesia see themselves as environmentalists: Identity, behaviour, perceptions and responsibility. Indonesia and the Malay World, 46(136), 263–282. https://doi.org/10.1080/13639811.2018.1496630
Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental literacy in teacher training: Attitudes, knowledge, and environmental behavior off beginning students. Journal of Environmental Education, 39(1), 45–59. https://doi.org/10.3200/JOEE.39.1.45-59
Pérez, A. V. (2018). Sustainable Development Seen from Environmental Training in University Linkage. International Journal of Life Sciences (IJLS), 2(1), 12–20. https://doi.org/10.29332/ijls.v2n1.75
Plakitsi, K. (2020). 1 . Activity Theory in Formal and Informal. 2013, 1–15.
Prabawa-Sear, K. (2018). Winning beats learning: Environmental education in Indonesian senior high schools. Indonesia and the Malay World, 46(136), 283–302. https://doi.org/10.1080/13639811.2018.1496631
Rickinson, M. (2001). Learners and learning in environmental education: a critical review of the evidence. In Environmental Education Research (Vol. 7, Issue 3). https://doi.org/10.1080/13504620120065230
Roberts, N. S. (2009). Impacts of the National Green Corps Program (Eco-Clubs) on students in India and their participation in environmental education activities. Environmental Education Research, 15(4), 443–464. https://doi.org/10.1080/13504620902994127
Saribas, D. (2015). Investigating the Relationship between Pre-Service Teachers’ Scientific Literacy, Environmental Literacy and Life-Long Learning Tendency. Science Education International, 26(1), 80–100.
Saribas, Deniz, Teksoz, G., & Ertepinar, H. (2014). The Relationship between Environmental Literacy and Self-efficacy Beliefs toward Environmental Education. Procedia - Social and Behavioral Sciences, 116(June 2015), 3664–3668. https://doi.org/10.1016/j.sbspro.2014.01.820
Siswanto, Karimullah, Prasetyawati, R., & Nurhayati. (2019). Environmental cultured education and its implication on the student’s competencies in an adiwiyata school. Cakrawala Pendidikan, 38(3), 552–564. https://doi.org/10.21831/cp.v38i3.23154
Spinola, H. (2015). Environmental literacy comparison between students taught in Eco-schools and ordinary schools in the Madeira Island region of Portugal. Science Education International, 26(3), 392–413. https://files.eric.ed.gov/fulltext/EJ1074869.pdf
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