Integrated learning for improving environmental literacy in high schools

• Published in: Journal of physics. Conference series 2020-04, Vol.1521 (4), p.42020
• Main Authors: Roshayanti, F, Wicaksono, A G C, Minarti, I B, Nurkolis
• Format: Article
• Language: English
• Subjects: Control equipment; Human influences; Learning; Literacy; Physics; Qualitative analysis; Science teachers; Statistical analysis; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1521/4/042020

The environmental issues that happened in the northern part of Central Java are getting worse. Human activity is believed as the main factor of environmental damage. The effort to change the young generation's perception, awareness, and action about the environment through education will become the best way to fix these challenges. This research is aimed to develop environmental literacy-integrated learning in high schools and to improve student's environmental literacy. This research use mix method with a qualitative approach to examine the quality of environmental literacy-integrated learning. Then, the quantitative approach also used with quasi-experimental with pre-test post-test Non-equivalent Control Group Design to measure the effect of environmental literacy-integrated learning. This study involved 34 students both in the experimental and control class. The instrument used in this study is Middle school environmental literacy surveys (MSELS) questionnaires and observation sheets. The qualitative data is also used to evaluate the implementation of environmental literacy-integrated learning. The result shows that environmental literacy-integrated learning gives a positive impact on student's comprehension in all environmental literacy aspects. In addition, the statistical analysis also shows significant value as 0.000 (p< 0.05). This result indicates that environmental literacy-integrated learning can improve student's environmental literacy.