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Journal articles on the topic 'Ecoliteracy'
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Rilianti, Adhy Putri, and M. Misbachul Huda. "Analysis of Ecoliteracy Based Science Learning Resources Needs to Realize SDGs." Science Education and Application Journal 5, no. 2 (October 3, 2023): 62. http://dx.doi.org/10.30736/seaj.v5i2.681.
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This research aimed to describe needs of students’ Science learning resources with ecoliteracy at PGSD STKIP Al Hikmah Surabaya. Students, the majority of whom are young, have great potential to realize a more environmentally friendly Indonesia as stated in the Sustainable Development Goals. Research method that is used in this research was qualitative. Data collected by using questionnaires and interviews. Data analyzed descriptively. Research revealed that PGSD students have middle ecoliteracy . Science learning resource that is needed for students was the Science Education Book with Ecoliteracy . Through the development of Ecoliteracy -based Science Education Books, it is hoped that PGSD students will be able to become students who understand and are aware of environmental issues (ecoliterate), and can design learning activities for elementary students that can instill environmental care characters. The book consisted of information about ecoliteracy and teaching and learning in elementary school for enhancing students’ ecoliteracy. The book was also completed with youtube, instagram, and journal links as an additional information.This research aimed to describe needs of students’ Science learning resources with ecoliteracy at PGSD STKIP Al Hikmah Surabaya. Students, the majority of whom are young, have great potential to realize a more environmentally friendly Indonesia as stated in the Sustainable Development Goals.Research method that is used in this research was qualitative. Data collected by using questionnaires and interviews. Data analyzed descriptively. Research revealed that PGSD students have middle ecoliteracy . Science learning resource that is needed for students was the Science Education Book with Ecoliteracy .Through the development of Ecoliteracy -based Science Education Books, it is hoped that PGSD students will be able to become students who understand and are aware of environmental issues (ecoliterate), and can design learning activities for elementary students that can instill environmental care characters. The book consisted of information about ecoliteracy and teaching and learning in elementary school for enhancing students’ ecoliteracy. The book was also completed with youtube, instagram, and journal links as an additional information.
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Ha, Changchen, Yang Chen, and Shumin Dong. "Key pathways toward developing more ecoliterate individuals: a harmonious discourse analysis perspective." Environmental Research Communications 6, no. 3 (March 1, 2024): 035013. http://dx.doi.org/10.1088/2515-7620/ad27f9.
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Abstract This article explores key pathways to improve the Chinese people’s ecological literacy (ecoliteracy) in ecolinguistics, and uses the framework of harmonious discourse analysis (HDA) to show how those pathways work. First, by reviewing HDA and ecoliteracy, we clarified the feasibility of their combined study. Then, a questionnaire was conducted among the inhabitants of one of China’s most ecologically advanced cities, and the key pathways to improving ecoliteracy were determined. The results showed that there were eight factors that were considered to encourage the people to be more ecoliterate, falling into the categories of education, participation in activities, and documents and publicity. We also reviewed a variety of cases and demonstrated the significance of these pathways for ecoliteracy using the framework of HDA. We found that an ecoliterate individual can guide ecological practice better by following the general assumption of human-orientedness and the principles of conscience, proximity, and regulation. These results provide new ways for ecologists and linguists to explore ecological issues, not only broadening the linguistic pathways of ecoliteracy, but also enriching the content of HDA.
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Perez Jr., Jose Celso S., Monera A. Salic-Hairulla, Joy R. Magsayo, Edna B. Nabua, and Sotero O. Malayao Jr. "Developing an inquiry-based STEAM teaching packet in ecoliteracy for pre-service teachers." Journal of Education and Learning (EduLearn) 19, no. 2 (May 1, 2025): 764–74. http://dx.doi.org/10.11591/edulearn.v19i2.21664.
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Education plays a vital role in addressing the current environmental crisis. Integrating ecoliteracy in teacher preparation programs empowers colleges and universities to promote a healthy biosphere by producing pre-service teachers (PSTs) who can develop an ecoliterate student citizenry. Connectedly, ecoliteracy must be taught to PSTs through effective and meaningful learning experiences. Using the research and development (RD) design, this study aimed to develop a teaching packet that incorporates inquiry-based learning (IBL) and science, technology, engineering, arts, and mathematics (STEAM) education to foster ecoliteracy among PSTs. Focus group discussion (FGD) results revealed an opportunity to craft the teaching packet. Ecoliteracy conceptualizations guided the formulation of the packet’s learning outcomes and topics. Eight (8) evaluators assessed the packet’s preliminary version, which satisfied 74% of the indicators in the adapted evaluation tool. After implementing the packet to 38 PSTs, findings reveal a statistically significant increase in conceptual understanding and ecoliteracy levels. Both PSTs and faculty members share positive perceptions towards the teaching packet, though they also suggested further improvements to the material. Overall, the results document the potential of IB-STEAM in fostering PSTs ecoliteracy, showing how innovative and integrative pedagogies are instrumental for effective ecoliteracy instruction in teacher education.
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Safitri, Irma Yulianti Budi, Muhammad Asip, Yeni Rakhmawati, and Handara Tri Elitasari. "Ecoliteration Ability of Studens in Elementary Schools: Systematic Literature Review." Al-Aulad: Journal of Islamic Primary Education 6, no. 1 (April 3, 2023): 1–11. http://dx.doi.org/10.15575/al-aulad.v6i1.23817.
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Ecoliteracy lessons have been given to students, but in reality there has been no improvement in awareness of the environment. For example, students still throw garbage carelessly. Ecoliteracy is a means of making students aware of the importance of maintaining environmental balance. The research aims to find the right method or model in teaching ecoliteracy skills in elementary schools (SD). This type of research is literature study. The research subject is a form of elementary school students' awareness of the importance of protecting the environment. While the research data collection method uses the PRISMA method. Meanwhile, the research data collection instrument used a systematic literature review (SLR) which consisted of identifying, evaluating and interpreting the results of previous studies. Sources of research data from Scopus and Eric articles. The data were analyzed using the quality assessment method, namely analyzing article data that is in accordance with ecoliteracy learning in elementary schools. The results of the study found that there were 8 articles, namely: 1) one article problem solving model, 2) two article teaching materials, 3) two article contextual learning, 4) one project-based model, 5) one article adiwiyata school, 6) one article technology. Based on the research findings, it can be concluded that ecoliteracy research specifically discusses ecoliterate learning models in elementary schools, only three articles. In the process of learning ecoliteracy in elementary school, it is necessary to develop a special model for learning ecoliteracy in elementary school.Keywords: Ecoliteration, Elementary Schools
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Ha, Changchen, and Shumin Dong. "Identifying the Most Ecoliterate Inhabitants in a Top-Ten Ecologically Advanced City of China: A Sociodemographic Perspective." Sustainability 15, no. 4 (February 8, 2023): 3054. http://dx.doi.org/10.3390/su15043054.
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Ecological literacy (ecoliteracy) is an interdisciplinary concept that spans ecology and linguistics. This concept is particularly important given today’s increasingly severe ecological environmental problems. In the discipline of linguistic ecology, ecoliteracy can include five aspects: ecological knowledge literacy, ecological awareness literacy, ecological ethics literacy, ecological emotional literacy, and ecological behavioral literacy. We advocate for a quantitative assessment of the level of ecoliteracy from those five dimensions. However, in the evaluation process, the difference in the specific sociodemographic characteristics (SDCs) of the participants is a factor that cannot be ignored. Therefore, this article starts from SDCs and takes the inhabitants of Guiyang City, a top-ten ecologically advanced city in China, as the study population. The main purpose of the study was to identify the differences in the levels of ecoliteracy shown by inhabitants of this city who have different SDCs. The results indicated that there were significant differences in the levels of ecoliteracy among the inhabitants of Guiyang City with regards to gender, age group, ethnicity, type of living area, educational background, and current main identity. The highest overall score among the participants, that is, the most ecoliterate inhabitants, were found to be males, middle-aged groups, Buyi ethnic groups, those who live in urban areas, the most highly educated, and those who work for the Chinese government. To address the specific five-dimensional levels, this article also analyzed the nuances among inhabitants regarding each aspect. Based on this analysis, the reasons for the differences among inhabitants with different SDCs are discussed. In addition, after discovering the specific characteristics of inhabitants with high-level ecoliteracy, we also propose ways to improve low-level ecoliteracy among inhabitants. Our ultimate goal is to make contributions to the advancement of harmonious coexistence between humans and the natural environment.
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Fatmawati, Ira, Afiyah Nur Kayati, Maulid Taembo, and Puji Rahayu Ningsih. "The Implementations and Strategies of Learning Based on Ecoliteracy in Boarding Schools in Reaching SDG for Classy Education." Journal of Lifestyle and SDGs Review 5, no. 2 (January 17, 2025): e03689. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe03689.
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Objective: This research discusses strategies and implementation of ecoliteracy-based learning in Islamic boarding schools. It shows that ecoliteracy-based learning is needed to develop life skills that can be applied in social life. Theoretical Framework: Ecoliteracy is understanding and applying environmental knowledge and awareness in everyday life. Ecoliteracy learning includes the implications of ecological knowledge, socio-political knowledge, knowledge of environmental problems, cognitive abilities, and environmentally responsible behavior. Method: The method used in this research is qualitative with an exploratory descriptive design. Data was obtained using observation techniques, interviews, documentation studies, and focused group discussions. Results and Discussion: All schools where this research was conducted have implemented the Independent Curriculum, consisting of 61.1% at the independent learning level, 22.2% at the independent change level, and 16.7% at the independent sharing level. Research Implications: The implementation of ecoliteracy-based learning in Islamic boarding schools has been implemented by 1) providing reading materials with natural and environmental themes, 2) providing assignments to compose texts with environmental and natural themes, 3) using nature as a learning resource, 4) getting used to activities carried out in the context of building a character who cares about the environment through daily routine activities, such as class pickets, clean Friday activities, the habit of community service, recycling plastic waste into eco-bricks, 5) example from school principals and teachers, 6) motivation and an invitation from school principals and teachers to students to maintain and maintain a clean environment, 7) schools provide adequate infrastructure, such as trash cans, hand washing facilities, etc. Originality/Value: In implementing ecoliteracy-based learning, as many as 72.2% of teachers have provided ecology-oriented texts in their learning. Ecoliteracy learning can make a positive contribution to a sustainable life in an Islamic boarding school-based school environment to realize quality education. Ecoliterate learning is a strategy for realizing SDG quality education.
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Nadiroh, Nadiroh, Uswatun Hasanah, and Vania Zulfa. "Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women." Indonesian Journal of Geography 51, no. 2 (August 30, 2019): 114. http://dx.doi.org/10.22146/ijg.36784.
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This study aims at explaining the behavior of students of the biology-Jakarta State University study program on environmental preservation in the perspective of ecoliteracy and critical thinking skills. Ecoliteracy is an understanding and behavior or the action of a person towards the environment. The results of the study show that there is no effect of the interaction between ecoliteracy and thinking Skills. In addition, there is also no interaction between ecoliteracy and gender. This study supports previous relevant research and provides new empirical information that ecoliteracy and critical thinking skills are the causes of someone contributing to preserving the environment. However, the influence of ecoliteracy interactions and critical thinking skills is not significant. In addition, the interaction in the ecoliteracy and gender perspective needs to be ignored because both of them make the same contribution. Therefore, the application of ecoliteracy must begin early. The application of ecoliteracy can also be integrated into the media that are currently developing rapidly. So that at the university level, the concept of ecoliteracy has emerged in a more creative and innovative form by initiating new innovations in the more advanced environment.
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Sentosa, Zill Sekar Gading Fawwaz, Marjanah, and Setyoko. "The Influence of the Guided Inquiry Learning Model on Students Ecoliteracy Attitudes on Waste Recycling Materials." Jurnal Pijar Mipa 19, no. 1 (January 15, 2024): 37–43. http://dx.doi.org/10.29303/jpm.v19i1.6261.
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Ecoliteracy is the concept of a comprehensive understanding of ecosystems and their environment. The low ecological intelligence or ecoliteracy of students is the background of this study. This study aims to test whether the guided inquiry learning model affects students' ecoliteracy attitudes and how students' ecoliteracy attitudes through guided inquiry learning models on waste recycling materials. The research method used is an experiment with a quantitative approach. The population in this study was the entire class X MIPA SMA Negeri 1 Stabat, which amounted to 216 students. The sample used was random sampling, namely class X MIPA-1 students as an experimental class and class X MIPA-3 as a control class with 72 students. The research only focuses on attitudinal aspects of ecoliteracy competence. Research data were collected through the distribution of questionnaire sheets and observations. The results showed that the average ecoliteracy attitude of students taught using the guided inquiry learning model reached 87.2% in the good category. Meanwhile, the average ecoliteracy attitude of students taught with conventional learning models is 62.7% with sufficient categories. Hypothesis testing is done manually. Experimental class students have a higher percentage of ecoliteracy than control class students. Guided inquiry learning in waste recycling materials is more efficiently used to determine the improvement of students' ecoliteracy attitudes.
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Siregar, Ilias Nasaruddin, and Erna Budiarti. "Best Practice Guru TK Jakarta Pada Pembelajaran Ecoliteracy." JECER (journal Of Early Childhood Education And Research) 3, no. 1 (June 30, 2022): 26. http://dx.doi.org/10.19184/jecer.v3i1.31419.
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Tujuan dari penelitian ini untuk mendeskripsikan best practice Guru TK Jakarta pada ecoliteracy. Metode penelitian kualitatif dengan subjek 11 guru ada TK Provinsi Jakarta. Teknik pengumpulan data melalui survey mengunakan googleform. Analisa data mengunakan reduksi, penyajian data dan kesimpulan. Hasil penelitian ini adalah Guru TK di provinsi Jakarta telah mengetahui makna ecoliteracy dan menyadari pentingnya membangun kesadaran ecoliteracy. Pengalaman untuk menumbuhkan kesadaran ecoliteracy dipraktekan maupun dilakukan dalam pembelajaran di kelas. Media yang digunakan berupa media visual, audio-visual maupun barang-barang asli. Guru juga memberikan contoh dalam membangun kesadaran ecoliteracy
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Mochamad Zanuar Imam Faizin and Ananto Aji. "Efektivitas Model Pembelajaran Project Based Learning Ecobrick Untuk Meningkatkan Ecoliteracy Siswa Pada Ekstrakurikuler Pramuka di MTSS Al Hikam Jombang." Edu Geography 12, no. 2 (August 31, 2024): 1–11. https://doi.org/10.15294/9ftgzc47.
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Tujuan penelitian ini adalah untuk menganalisis efektivitas model pembelajaran project based learning ecobrick terhadap tingkat ecoliteracy siswa pada ekstrakurikuler pramuka di MTSS Al Hikam Jombang. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan jenis penelitian pre-eksperimen dengan desain penelitian one-group pretest-posttest design. Sampel pada penelitian kelas VII pada ekstrakurikuler pramuka yang berjumlah 78 siswa dengan menggunakan teknik total sampling. Pengumpulan data penelitian menggunakan observasi, wawancara, tes, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa adanya efektivitas penerapan model project based learning ecobrick terhadap tingkat ecoliteracy siswa. Terbukti dengan peningkatan rata-rata nilai pretest dan posttest dari pengetahuan ecoliteracy siswa yang awalnya 70,8 menjadi 89,9; sedangkan untuk sikap ecoliteracy siswa yang awalnya 72,5 menjadi 86,5. Selain itu, dari hasil lembar observasi keterampilan ecoliteracy siswa diperoleh nilai sebesar 96,6. Tingkat efektivitas dari penerapan model pembelajaran project based learning ecobrick terhadap pengetahuan ecoliteracy siswa setelah dilakukan uji n-gain memperoleh hasil 0,6681 dan pada uji n-gain sikap ecoliteracy siswa memperoleh hasil 0,4920, sehingga keduanya masuk dalam kategori sedang. Dengan demikian, dapat disimpulkan bahwa penerapan model pembelajaran project based learning ecobrick terbukti efektif dalam meningkatkan ecoliteracy siswa pada aspek pengetahuan, sikap, dan keterampilan.
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Ha, Changchen, Yang Chen, Jiaen Zhang, and Shumin Dong. "The effectiveness of lifestyle interventions on ecological literacy: A contribution to the underlying mechanism in linguistic ecology." PLOS ONE 18, no. 6 (June 29, 2023): e0287286. http://dx.doi.org/10.1371/journal.pone.0287286.
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In today’s society, citizens’ ecological literacy (ecoliteracy) is critical for their understanding of sustainable development. This study used a questionnaire designed to quantitatively assess ecoliteracy from a linguistic ecology perspective. First, an underlying mechanism model for ecoliteracy was designed based on the results of previous studies. Then, the ecoliteracy level assessment scores of Guiyang inhabitants were combined with the respondents’ corresponding lifestyle characteristics to explore the effectiveness of interventions in affecting the participants’ ecoliteracy levels. The results showed that the formation and development of ecoliteracy is a dynamic and circular process that revolves around variables of independent, dependent, mediating, moderating and control. The various factors in the model interact and operate evenly along a particular path. As for the level of lifestyle characteristics, participants’ ecoliteracy levels had a statistically significant relationship with their attitudes regarding the importance of nature, participating in outdoor activities, and improving their ecoliteracy levels; as well as the frequencies regarding daily outdoor activity, the main activities in ecological areas, participation in volunteer activities, and use of ecological knowledge. The respondents with the highest levels of ecoliteracy had the most positive attitudes and engaged in ecological actions with the highest frequency. The lifestyle intervention features here are of great significance to the harmonious coexistence between humans and the natural environment and are also helpful for improving human health.
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Kurniasari, Ria. "PENINGKATAN ECOLITERACY SISWA TERHADAP SAMPAH ORGANIK DAN ANORGANIK MELALUI GROUP INVESTIGATION PADA PEMBELAJARAN IPS." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 10, no. 2 (July 26, 2018): 133. http://dx.doi.org/10.17509/eh.v10i2.10869.
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Abstract:. This research was motivated by the low of students’ ecoliteracy. The low of ecoliteracy could be seen from the students' attitudes toward school environment indifference shown by the behavior of many students still waste rubbish everywhere. Such situation has been a concern of researchers and do a study that aims to improve students’ ecoliteracy in sorting organic and inorganic waste. Therefore, to overcome this problem researcher applied group investigation model, which was one type of model of cooperative learning. The research subjects were students in grade V SDN Sindang I. The method used a Class Action Research (PTK) using Kemmis design and Taggart. The instruments used were observation sheet, student conscience questionnaire sheets, interview sheets and evaluation sheets. Overall implementation group investigation brought positive results to the learning activities and students’ ecoliteracy. Based on the research findings from the data that had been obtained showing that students’ ecoliteracy increased from cycle I to III. Increasing ecoliteracy could be seen from the increasing in the percentage level of achievement of various aspects, namely knowledge, conscience, and also the application. It could be concluded that group investigation could improve students’ ecoliteracy in sorting organic and inorganic waste. Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya ecoliteracy siswa. Rendahnya ecoliteracy tersebut dapat dilihat dari sikap ketidakpedulian siswa terhadap lingkungan sekolah yang ditunjukkan dengan perilaku masih banyaknya siswa yang membuang sampah sembarangan. Keadaan yang demikian telah menjadi kekhawatiran peneliti dan melakukan sebuah penelitian yang bertujuan untuk meningkatkan ecoliteracy siswa dalam memilah sampah organik dan anorganik. Oleh karena itu, untuk mengatasi hal tersebut peneliti menerapkan model pembelajaran group investigation yang merupakan salah satu tipe model cooperative learning. Subjek penelitian ini yaitu siswa kelas V SDN Sindang I. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) dengan menggunakan desain Kemmis dan Taggart. Adapun instrumen yang digunakan yaitu lembar observasi, lembar angket kesadaran siswa, lembar wawancara, dan lembar evaluasi. Secara keseluruhan penerapan group investigation ini membawa hasil yang positif terhadap aktivitas belajar dan ecoliteracy siswa. Berdasarkan temuan-temuan penelitian dari data-data yang telah diperoleh menunjukkan bahwa ecoliteracy siswa meningkat dari siklus I sampai dengan Siklus III. Peningkatan ecoliteracy dapat dilihat dari kenaikan persentase tingkat pencapaian dari berbagai aspek, yaitu aspek pengetahuan, conscience, dan juga aplikasi/tindakan. Dengan demikian dapat disimpulkan bahwa group investigation dapat meningkatkan ecoliteracy siswa dalam memilah sampah organik dan anorganik.
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Wijaya, Nyokro Mukti, Wanjat Kastolani, and Ahmad Yani. "A literature review: Geography learning based on microlearning to increase student’s ecoliteracy." E3S Web of Conferences 600 (2024): 02017. http://dx.doi.org/10.1051/e3sconf/202460002017.
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Geography teachers find the difficulty to use geography learning to increase the students’ ecoliteracy because the scope of geography subjects is very wide. In fact, ecoliteracy is a provision for students to overcome environmental problems that are getting worse. Therefore, this study aims to design geography learning based on microlearning to increase students’ ecoliteracy. The method used is a literature review with descriptive analysis. The results of the research are the design of geography learning based on microlearning which includes (1) mapping of ecoliteracy microcontent in geography learning, (2) implementation of geography learning based on microlearning, and (3) geography learning media based on microlearning to Increase ecoliteracy. The conclusion is that geography learning based on microlearning needs to facilitate geography teachers in utilizing geography learning to Increase students’ ecoliteracy.
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Arga, Hana Sakura Putu, Galih Dani Septiyan Rahayu, Ronny Mugara, Dear Rahman Muliadi, and Santi Risnawati. "PROGRAM PENDAMPINGAN DALAM PENYUSUNAN BAHAN AJAR BERBASIS ECOLITERACY BAGI GURU-GURU SEKOLAH DASAR DI WILAYAH KABUPATEN BANDUNG BARAT." Abdimas Siliwangi 2, no. 2 (August 31, 2019): 122. http://dx.doi.org/10.22460/as.v2i2p122-128.3327.
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Program pengabdian kepada masyarakat adalah salah satu bagian dari tridharma perguruan tinggi. Kegiatan pengabdian masyarakat ini dilaksanakan di Kabupaten Bandung barat dengan tujuan jangka panjang program pengabdian ini adalah mengembangkan suatu pembelajaran dengan pendampingan berbasis ecoliteracy di lingkungan Sekolah Dasar (SD). Secara khusus, tujuan yang ingin dicapai sebagai berikut: (1). Meningkatkan pemahaman guru terkait dengan bahan ajar; (2). Meningkatnya pemahaman guru dalam membuat dan mengembangkan bahan ajar berbasis; dan 3). Tersedianya bahan ajar berbasis ecoliteracy di SD. Metode yang akan dipakai dalam upaya pencapaian tujuan tersebut memalui pendampingan yang langkah-langkahnya terdiri dari: (1). mengkaji ecoliteracy; (2). Mempersiapkan bahan-bahan untuk membuat bahan ajar; (3). Melakukan pendampingan bahan ajar berbasis ecoliteracy; (4). Melakukan refleksi dan terkait proses pendampingan; (d). Evaluasi kegiatan pendampingan penyusunan bahan ajar berbasis ecoliteracy. Hasil dari pengabdian ini yaitu tersedianya bahan ajar berbasis ecoliteracy.
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Nurhayati, Febri Nurhayati, Musnar Indra Daulay, and Nurmalina Nurmalina. "Pengaruh Kegiatan Green Consumer terhadap Kemampuan Ecoliteracy dan Sikap Peduli Lingkungan pada Siswa Sekolah Dasar." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 7, no. 3 (September 14, 2023): 386. http://dx.doi.org/10.26858/jkp.v7i3.37338.
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The ability of ecoliteracy and an attitude of caring for the environment is very important to be improved at this time in the future. Activities that can increase the ability of ecoliteracy and environmental care have been neglected by some circles, it is necessary to hold green consumer activities for these two abilities. This study aims to measure how much influence green consumer activities have on the ability of ecoliteracy and environmental care attitudes in primary school students. The research method used is a quasi-experimental method. The research population was 344 students. The research sample consisted of 68 students, 34 students in the experimental class in class IVA and 34 students in the control class in class IVB. The data collection technique used is to measure the ecoliteracy ability and environmental care attitude of students. The research instrument used was a test sheet for the ecoliteracy ability and environmental care attitude of students. The data analysis technique used quantitative data analysis techniques. The results of this study can identify that the ability of ecoliteracy and environmental care in the group of students with green consumer activities in class IVA is higher than the ability of ecoliteracy and environmental care in the control group in IVB. Green consumer activities have a significant effect on the ability of ecoliteracy and environmental care attitudes of students in class IVA at the 003 Ujungbatu state primary school. Green consumer activities must be carried out regularly by teachers.
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Valentine, Dewi Amelia. "PENINGKATAN ECOLITERACY SISWA DALAM PEMANFAATAN KEBUN KARET SEBAGAI SUMBER PEMBELAJARAN IPS." JURNAL PENDIDIKAN ILMU SOSIAL 24, no. 2 (April 7, 2016): 217. http://dx.doi.org/10.17509/jpis.v24i2.1458.
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Lingkungan alam yang oleh sebagian besar manusia dimanfaatkan sebagai alat pemenuhan kebutuhan tidak mendapat balikan berupa perawatan dan pelestarian dari penggunanya. Melihat kondisi tersebut, maka perlu adanya suatu pembelajaran yang dapat memupuk kesadaran ekologi atau ecoliteracy siswa dengan memanfaatkan alam yang dalam hal ini adalah tanaman lokal karet. Media tanaman karet dipilih karena selain mudah didapat juga merupakan komoditas utama masyarakat setempat sehingga sangat mudah menghubungkan pembelajaran dengan berbagai fenomena dalam kehidupan siswa yang berhubungan dengan media tersebut dalam upaya meningkatkan ecoliteracy siswa. Metode penelitian menggunakan PTK pada kelas VII SMP Negeri 2 Beduai, Kabupaten Sanggau, Kalimantan Barat. Desain penelitian menggunakan model Kemmis dan Taggart. Hasil penilitian menunjukkan bahwa desain pembelajaran yang dirancang peneliti bersama guru mitra yang meliputi skenario pembelajaran, materi, model pembelajaran, bentuk evaluasi yang terdiri dari lembar kerja kelompok siswa dan tes hasil belajar serta format penilaian yang kesemuanya termuat dalam RPP dengan penggunaan instrumen yang berbijak pada kompetensi ecoliteracy mampu meningkatkan ecoliteracy siswa. Dengan penggunaan kebun karet sebagai sumber pembelajaran IPS yang dikolaborasikan dengan pendekatan saintifik menggugah ketertarikan, keaktifan dan kesadarahn ekologi (ecoliteracy) siswa. Penggunaan kebun karet sebagai sumber pembelajarn IPS yang dikolaborasikan dengan pendekatan saintifik menunjukkan adanya peningkatan dalam tiap ranah kompetensi ecoliteracy. Tidak hanya ecoliteracy siswa meningkat, ketertatrikan dan keaktifan siswa dalam pembelajaranpun membaik. Pada tindakan akhir, tidak hanya pengausaan pengetahuan (head) siswa saja yang semakin utuh, tetapi sikap (heart), tindakan (hands) dan spiritial (spirit) siswa semakin menunjukkan bahwa pemanfaatan yang mereka lakukan pada taman karet sebagai pemenuhan ekbutuhan mereka suda dilandasi dengan ecoliteracy.Kata kunci: Ecoliteracy, Sumber Pembelajaran IPS.
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Majumdar, Koustab, and Dipankar Chatterjee. "Ecoliteracy among Tribals in Eastern India." South Asia Research 42, no. 1 (November 17, 2021): 76–92. http://dx.doi.org/10.1177/02627280211056838.
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This article is based on field research investigating levels of ecoliteracy and associating factors among four tribal groups in Jharkhand and West Bengal, involving 360 respondents from the Lodha, Santhal, Asur and Oraon communities. The study revealed low to extremely high levels of ecoliteracy and identified several specific factors as significant predictors of ecoliteracy levels. While gender, occupation and total monthly income of respondents did not influence such levels, the study conclusively indicates that detachment from forest and natural resources is detrimental to the preservation and cultivation of ecoliteracy and that the connection of people and forests requires careful multidimensional attention.
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Nurdiana, Trisna, Nur Alvi Fadhilatus Sa'adah, Zahira Nathasa, Ridha Rohmatul Ummah, and Moh Safii. "PENGENALAN ECOLITERACY KEPADA ANAK USIA DINI: PEMANFAATAN METODE STORYTELLING DENGAN WAYANG DAUR ULANG." JMM (Jurnal Masyarakat Mandiri) 8, no. 1 (February 5, 2024): 772. http://dx.doi.org/10.31764/jmm.v8i1.20008.
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Abstrak: Sebagai wujud komitmen terhadap pemberdayaan masyarakat, kegiatan pengabdian masyarakat ini bertujuan untuk memperkenalkan konsep ecoliteracy kepada anak-anak di Rumah Singgah Lumbangsari yang nantinya dapat meningkatkan keterampilan dan pengetahuan mereka. Untuk mencapai tujuan tersebut, metode yang digunakan adalah pendampingan dengan pendekatan storytelling melalui cerita inspiratif yang mengusung tema ecoliteracy. Melalui metode ini, pengetahuan tentang ecoliteracy disampaikan kepada anak-anak dengan cara yang kreatif dan menarik, sehingga meningkatkan pemahaman mereka akan pentingnya melestarikan dan menjaga lingkungan sekitar. Pemberian kuesioner merupakan sistem evaluasi yang digunakan. Dari hasil evaluasi ini, menunjukkan angka 90% keberhasilan. Dapat dilihat dari anak-anak yang sangat antusias melalui kegiatan yang dilakukan, yaitu kegiatan pembelajaran ecoliteracy dengan membuat kreasi wayang daur ulang yang kemudian diperagakan dengan cerita hasil dari imajinasi mereka. Hal ini menunjukkan bahwa kegiatan ini tidak hanya memperkuat pengetahuan anak tentang lingkungan tetapi juga merangsang perkembangan kreativitas dan imajinasi. Selain itu, berkreasi melalui wayang daur ulang menunjukkan bahwa pentingnya memperkenalkan konsep ecoliteracy sejak usia dini merupakan langkah menuju masyarakat yang lebih peduli terhadap lingkungan, sekaligus menanamkan profil pelajar pancasila.Abstract: As a form of commitment to community empowerment, this community service activity aims to introduce the concept of ecoliteracy to children at the Lumbangsari Shelter House which can later improve their skills and knowledge. To achieve this goal, the method used is mentoring with a storytelling approach through inspirational stories that carry the theme of ecoliteracy. Through this method, knowledge about ecoliteracy is conveyed to children in a creative and interesting way, thus increasing their understanding of the importance of preserving and protecting the surrounding environment. Questionnaires were used as the evaluation system. The results of this evaluation showed a 90% success rate. It can be seen from the children who are very enthusiastic about the activities carried out, namely ecoliteracy learning activities by making recycled puppet creations which are then demonstrated with stories from their imagination. This shows that this activity not only strengthens children's knowledge about the environment but also stimulates the development of creativity and imagination. In addition, creating recycled puppets shows that the importance of introducing the concept of ecoliteracy from an early age is a step towards a society that is more concerned about the environment, as well as instilling the student profile of Pancasila.
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Kadarisman, Iman, Indarini Dwi Pursitasari, and Dadang Jaenudin. "Ecoliteracy of Junior High School Students through Phenomenon Based Learning on the Interaction of Living Things with the Environment." Jurnal Penelitian Pendidikan IPA 9, no. 11 (November 25, 2023): 9075–86. http://dx.doi.org/10.29303/jppipa.v9i11.5180.
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Ecoliteracy and Education for Sustainable Development (ESD) have received attention in achieving the Sustainable Development Goals (SDGs). Students' understanding of the environment and sustainability awareness needs to be instilled through the Phenomenon Based Learning model. This study aims to improve students' ecoliteracy through Phenomenon Based Learning on the material of the interaction of living things and the environment. The research used quasy experiment method with research design Only Pretest-Posttest Control Group Design. The research subjects were junior high school students in grade VII. Data collection techniques used tests, questionnaires, interviews and observations. Data analysis was done descriptively, N-gain calculation, and Mann Whitney test. The results showed that the average N-Gain of ecoliteracy for affective, psychomotor, spiritual, and cognitive aspects were 75.02%; 45.84%; 79.73%; and 73.31%, respectively. Mann Whitney test results showed significant differences in student ecoliteracy in experimental and control classes. Thus, it can be concluded that the implementation of learning using the PhenoBL model can improve student ecoliteracy with high categories for affective, spiritual, and cognitive aspects, while the increase in student ecoliteracy in the psychomotor aspect is classified as moderate.
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Pramesthi, Herdyan Ratih. "ENHANCING STUDENTS' ECOLITERACY IN UTILIZATION OF SCHOOL AREA THROUGH AQUAPONIC PROJECT AS LEARNING MODEL IN SOCIAL STUDIES LEARNING (CLASSROOM ACTION RESEARCH IN CLASS VII-B SMP PASUNDAN 2 BANDUNG)." International Journal Pedagogy of Social Studies 2, no. 2 (February 21, 2018): 19. http://dx.doi.org/10.17509/ijposs.v2i2.10159.
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Abstract -Ecoliteracy comes as a solution to various environmental problems that occur. Understanding ecoliteracy should be introduced early, in order grow and development of every human being always has awareness to maintain the environment. Based on preliminary observations conducted by researchers in SMP Pasundan 2 Bandung in class VII-B, showed that the low Ecoliteracy of students, shown by the scattering of garbage in the classroom environment, students also never care for the classroom environment, school environment, or wilting plants around the school due to lack of care. Based on the observation, the researcher concludes that, it is necessary to increase the students’ ecoliteracy in the utilization of the school area. By looking at the problems occurring in class VII-B, the researcher intends to conduct classroom action research by applying the aquaponic learning model of the Social Studies learning. The research design used in this research is a Lewin cycle model according to Elliot. During the execution, this study was conducted 2 cycles, with 5 actions in each cycle consisting of an understanding of ecoliteracy, aquaponic project creation, aquaponic project maintenance, aquaponic harvesting process, accountability report, and harvesting of crops into healthy foods. Based on the results of students’ ecoliteracy research, in the utilization of school area on the cycle 1 results have shown an improvement, but the improvement is not maximal, with the average group assessment entered into the "Good" category. While in the cycle 2 experienced a significant improvement, making the percentage of group valuation to entered into the "Excellent" category. The conclusion of this research is the use of aquaponic learning model in Social Studies learning can improve the students' ecoliteracy in the utilization of the school area. Keywords: students' ecoliteracy enhancement, aquaponic project, social studies learning
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Suryaningtyas, Wahyuni. "Workshop Ecoliteracy Pengolahan Sampah Berbasis Ecopreneur School." dst 2, no. 2 (November 15, 2022): 154–60. http://dx.doi.org/10.47709/dst.v2i2.1860.
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Program workshop Ecoliteracy pengolahan sampah berbasis Ecopreneur School diawali dengan melakukan survei dan observasi lapangan. Selanjutnya, dilakukan analisis situasi sehingga dapat dibuat rancangan pelaksanaan program dan persiapan penyusunan materi workshop. Hasil observasi dan analisis situasi menunjukkan bahwa diperlukan penyuluhan Ecoliteracy pengolahan sampah berbasis Ecopreneur School. Program workshop pengolahan sampah diharapkan dapat memberikan ecoliteracy untuk guru SDN Sutorejo I/240 Sutorejo Surabaya sehingga dengan demikian para guru dapat mendidik siswa siswi pada level sekolah dasar. Para guru dan siswa-siswi SD diharapkan juga dapat menyampaikan manajemen pengolahan sampah kepada wali murid, sehingga dapat meningkatkan pengelolaan sampah rumah tangga. Workshop Ecoliteracy waste management juga memberikan manfaat secara ekonomis dimana sampah anorganik dapat dijual pada bank sampah terdekat. Pengelolaan sampah di lingkungan sekolah dasar yang bernilai ekonomis bekerjasama dengan Bank Junk for Surabaya Clean (BJSC) tempat penukaran sampah anorganik untuk kas kelas siswa. Workshop Ecoliteracy pengolahan sampah yang bermanfaat dan bernilai ekonomis menjadikan SDN Sutorejo I/240 Sutorejo Surabaya merupakan sekolah berbasis Ecopreneur School.
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Fadlurrahman, Farras, Nana Supriatna, and Neiny Ratmaningsih. "Application of Differentiated Pedagogy to Increase Students Ecoliteracy in Social Studies Learning." International Journal of Social Service and Research 4, no. 01 (January 20, 2024): 144–50. http://dx.doi.org/10.46799/ijssr.v4i01.666.
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This research aims to increase students' ecoliteracy in social studies learning. So far, not many teachers have implemented environmental-based learning in social studies learning in the classroom. The development of ecoliteracy is in accordance with the mandate of the UU NO 32 of 2009 and Environmental Management. Indicators of ecoliteracy abilities in this research include aspects of knowledge, attitudes and skills. The research location was carried out at SMP Negeri 5 Cimahi (Public Junior High school) which has environmental cleanliness problems. The research method used in this research is classroom action research using the Lewin model design interpreted by Kemmis. In its implementation, which coincides with the implementation of P5, there are 3 (three) cycles with a total of 12 actions, each of the three cycles has a different discussion concentration. The first cycle concentrates on the knowledge aspect with 5 actions, the second cycle concentrates on the attitude aspect with 4 actions, and the third cycle focuses on the skills aspect with 3 actions. As a result of this research, researchers obtained data on increasing aspects of attitudes towards the environment, getting an increase in scores from 1722.5 to 1820.0. Meanwhile, the score for the skills aspect has increased, it can be explained that research by developing ecoliteracy intelligence in social studies learning with a differentiated ecoliteracy approach has shown an increase in students' knowledge, attitudes and ecoliteracy intelligence skills. This shows that differentiated ecoliteracy learning can be a solution in solving problems in the classroom related to environmental problems.
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Salimi, Moh, Karsono Karsono, Ratna Hidayah, Anesa Surya, and Muna Fauziah. "Concepts, Aspects, and Methods for Developing Ecoliteracy: A Systematic Literature Review." Multidisciplinar (Montevideo) 3 (February 15, 2025): 214. https://doi.org/10.62486/agmu2025214.
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Introduction: This research aimed to analyze research trends on concepts, aspects, and methods used for developing ecoliteracy in the scope of education for the last thirteen years (2010-2023). Method: This research employed a systematic literature review method. Literature sources were obtained from reputable international journals with a research focus on concepts, aspects, and methods for developing ecoliteracy. Based on the reference sources, research results, and research focus, 16 articles were reviewed. Result: Research findings showed that ecoliteracy is an individual's awareness of understanding, appreciating, and interacting natural environment and surrounding ecosystem wisely. Ecoliteracy abilities are characterized by several aspects, such as cognitive skills regarding basic ecological knowledge (cognitive), the ability to adapt to the surroundings, environmental sustainability maintenance (spirit/connection), environmental emotions (heart/emotional), and responsible behavior and appreciation for natural wealth (hand/activities). Methods that can be used to develop ecoliteracy comprise carrying out practical activities (for example: 3R activities) in environmental conservation, conducting field trips to environment-related places, project-based learning, and technology-integrated learning. Conclusion: This conclusion is that ecoliteration is an individual's awareness in interacting physically and non-physically with the natural environment wisely which is shown by cognitive abilities, enthusiasm/connection, emotions towards the environment, and environmental protection activities that can be carried out through practical activities of environmental conservation, field visits, project-based learning and technology. These findings can have theoretical implications regarding the definition of ecoliteracy, characteristics, indicators, and methods of ecoliteracy implementation. Future researchers can use theories from these findings to research a similar theme.
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Tyas, Dewi Nilam, Atip Nurharini, Desi Wulandari, and Barokah Isdaryanti. "Analisis Kemampuan Ekoliterasi dan Karakter Peduli Lingkungan Siswa SD Selama Pembelajaran Daring di Masa Pandemi Covid-19." Faktor : Jurnal Ilmiah Kependidikan 9, no. 3 (November 25, 2022): 213. http://dx.doi.org/10.30998/fjik.v9i3.11173.
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<p class="Affiliation">Ecoliteracy is a literacy that specifically studies the relationship between humans and the environment to support sustainable development. This study aims to analyze the ecoliteracy ability and the character care about environment of elementary school students. This study uses a mixed approach method that combines qualitative and quantitative methods, with research subjects are 4 classes of elementary school students in West Semarang. Data collection was carried out by interviews, instrument of ecoliteracy and self-assessment sheet to measure attitudes and skills abaout coliteracy and the character care about environment. The results show that learning or activities regarding ecoliteracy have never been carried out, so the cognitive and skill abilities of students' ecoliteracy are still low. Attitudes about coliteracy and environmental care characters are in the good category. The results of this study can be used to design activities or media that can develop ecoliteracy abilities and the character care about environment.</p><p class="Affiliation">__________________________________________________________________________________________________________________________________________</p><p class="Affiliation">Ekoliterasi merupakan literasi yang secara khusus mempelajari hubungan manusia dan lingkungan untuk mendukung pembangunan berkelanjutan. Penelitian ini bertujuan untuk menganalisis kemampuan <em>ecoliteracy </em>dan karakter peduli lingkungan siswa SD. Penelitian ini menggunakan pendekatan <em>mix method </em>yang menggabungkan metode kualitatif dan kuantitatif, dengan subjek penelitian sebanyak 4 kelas siswa SD di Semarang Barat. Pengumpulan data dilakukan dengan wawancara secara <em>synchronous </em>menggunakan aplikasi <em>Zoom Clouds Meeting</em><em>, </em>instrumen soal ekoliteras<em>i</em><em> </em>dan lembar penilaian diri untuk mengukur sikap-keterampilan ekoliterasi dan karakter peduli lingkungan<em>. </em>Hasil analisis menunjukkan jika pembelajaran atau aktivitas mengenai <em>ecoliteracy </em>belum pernah dilakukan, sehingga kemampuan kognitif dan keterampilan ekoliterasi siswa masih rendah. Sikap ekoliterasi secara tidak langsung dikembangkan bersama karakter peduli lingkungan yang sudah dibina sejak dini, sehingga masuk kategori baik. Hasil penelitian ini dapat dijadikan bahan pertimbangan bagi pendidik untuk merancang kegiatan pembelajaran atau media pembelajaran yang untuk mengembangkan kemampuan ecoliteracy dan karakter peduli lingkungan.</p>
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Alifah, Aulia Nisa, and Eldi Mulyana. "Efektivitas Media Vlog Perilaku Green Consumer terhadap Pemahaman Konsep Ecoliteracy Peserta Didik pada Pembelajaran IPS." Jurnal Basicedu 6, no. 3 (April 23, 2022): 4591–99. http://dx.doi.org/10.31004/basicedu.v6i3.2785.
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Dampak negatif pencemaran limbah kemasan pada lingkungan akibat dari kegiatan konsumsi dapat dicegah dengan mendidik konsumen salah satunya dengan menerapkan pemahaman konsep ecoliteracy. Penelitian ini bertujuan untuk menguji dan melihat efektivitas dari media Vlog perilaku Green Consumer terhadap pemahaman konsep ecoliteracy peserta didik kelas VII di SMPN 4 Tarogong Kidul. Metode penelitian ini menggunakan metode pre-eksperimental dengan desain the-one group pretest-posttest. Sampel penelitian ini adalah siswa kelas VII-H SMPN 4 Tarogong Kidul. Instrumen yang digunakan dalam penelitian ini berupa tes dan lembar observasi. Setelah data terkumpul kemudian diolah menggunakan uji hipotesis atau uji t menggunakan aplikasi SPSS v26. Hasil penelitian dapat disimpulkan bahwa terdapat perbedaan pemahaman konsep ecoliteracy peserta didik sebelum dan sesudah menggunakan treatment media Vlog Perilaku Green Consumer. Perbedaan pemahaman konsep ecoliteracy peserta didik berdasarkan uji hipotesis menunjukkan nilai (Sig 2-tailed) yaitu 0,000 < 0,05, dengan begitu H1 diterima atau hipotesis diterima dan H0 ditolak. Sehingga media Vlog perilaku Green Consumer efektif untuk meningkatkan pemahaman kosep ecoliteracy peserta didik kelas VII di SMPN 4 Tarogong Kidul
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Pardede, Lastiar H., Binari Manurung, and Melva Silitonga. "Ecoliteracy Study About Lake Toba On High School Students." Journal of Learning Improvement and Lesson Study 4, no. 1 (July 1, 2024): 44–50. http://dx.doi.org/10.24036/jlils.v4i1.89.
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Responding to the increasingly critical condition of the Lake Toba ecosystem over time, including in the Toba Regency area, research related to ecoliteracy needs to be carried out. The purpose of this study is to measure the level of ecoliteracy abilities of high school students in Toba Regency based on 3 aspects (cognitive, affective, and behavior) and how the relationship between the three aspects of ecoliteracy abilities. The method used in this research is a survey method with a descriptive quantitative approach. Data collection techniques were carried out using tests, distributing questionnaires, and FGD activities. The results showed that the ecoliteracy abilities of students were in the "medium" category, with x̄ = 106.76 which gave different values to each aspect measured. Cognitive and behavioral aspects are in the "medium" category, while affective aspects are in the "high" category. Through this study, the Pearson correlation test results were also obtained (p>0.05) which showed that there was a significant relationship between cognitive, affective, and behavioral aspects with overall ecoliteracy abilities.
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Tamam, Badrud. "Peningkatan Ecoliteracy siswa sebagai Green Consumer melalui Pemanfaatan Kemasan Produk Konsumsi dalam Pembelajaran IPS." JURNAL PENDIDIKAN ILMU SOSIAL 24, no. 2 (April 7, 2016): 227. http://dx.doi.org/10.17509/jpis.v24i2.1459.
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Penelitian ini bertujuan untuk meningkatkan kompetensi ecoliteracy siswa sebagai green consumer, melalui pemanfaatan kemasan produk konsumsi sebagai media dan sumber belajar IPS. Hal tersebut dilatarbelakangi atas kondisi objektif masalah limbah kemasan produk-produk konsumsi, sebagai polutan serius bagi lingkungan, termasuk bagi siswa di lingkungan SMP Negeri 1 Ciruas. Permasalahan lingkungan ini penting dikaji dalam pembelajaran IPS, sebab siswa sering dihadapkan pada fakta lemahnya pemahaman, kesadaran dan keterampilan menjadi konsumen yang ramah lingkungan (green consumer). Pembelajaran di kelaspun nampaknya masih jarang membangkitkan kesadaran, dan prilaku peduli akan lingkungan. Metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan kelas (clasroom action research), dengan desain penelitian dari Kemmis dan Mc. Taggart yang terdiri dari empat tahapan yakni perencanaan (plan), tindakan (act), observasi (observe) dan refleksi (reflect). Dari hasil analisis pencapaian kompetensi ecoliteracy siswa dari siklus satu sampai siklus ketiga, menunjukan peningkatan kemampuan ecoliteracy yang signifikan pada setiap aspeknya. Berdasarkan rekapitulasi pencapaian kompetensi ecoliteracy siswa dari hasil pengamatan disimpulkan bahwa; pembelajaran IPS setelah memanfaatkan kemasan produk konsumsi sebagai media dan sumber belajar, dapat secara efektif meningkatkan kemampuan ecoliteracy siswa sebagai green consumer, pada kelas VIIB di SMP Negeri 1 Ciruas Kabupaten Serang-Banten. Sehingga siswa mampu lebih selektif baik dalam memilih, menggunakan dan membeli produk konsumsi berkemasan, yang berorientasi pada kelestarian lingkungan, terutama dilingkungan sekitar sekolah.Kata Kunci; Ecoliteracy, Green consumer, Kemasan Produk Konsumsi, Pembelajaran IPS
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Ismawati, Dwi, Ari Putra, Citra Dwi Palenti, Ririn Gusti, Meli Afrodita, and Dwi Lyna Sari. "BUKU CERITA BERBASIS POWER POINT SEBAGAI PENGENALAN EKOLITERASI PADA ANAK USIA 5 SAMPAI 6 TAHUN." Jurnal Pendidikan Luar Sekolah 17, no. 1 (May 10, 2023): 36–46. https://doi.org/10.32832/jpls.v17i1.14157.
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Abstract This study aims to design and develop story books based on Microsoft Office as an introduction to ecoliteracy in children aged 5-6 years. This study adopts the ADDIE design and development model. Data collection techniques using storytelling tests, questionnaires, and interviews. Expert assessment involved media experts, material experts, and PAUD teachers to assess a prototype for developing Microsoft Office-based storybooks as an introduction to ecoliteracy in children aged 5-6 years. Storytelling tests and interviews were used in the piloting process. Quantitative data were obtained from pretest and posttest scores and questionnaires for expert validation. Descriptive qualitative data analysis techniques were used to process interview data. Quantitative data analysis was used to test the scores obtained from the pre and post-test. This research produces (1) story books based on Microsoft Office as an introduction to ecoliteracy in children aged 5-6 years and (b) products that have been tested for effectiveness in improving children's ecoliteracy abilities and some of the implications and recommendations are also discussed. Abstrak Penelitian ini bertujuan untuk merancang dan mengembangkan buku cerita berbasis Microsoft Office sebagai pengenalan ecoliteracy pada anak usia 5-6 tahun. Penelitian ini mengadopsi model desain dan pengembangan ADDIE. Teknik pengumpulan data menggunakan tes bercerita, kuisioner, dan wawancara. Penilaian ahli melibatkan ahli media, ahli materi, dan guru PAUD untuk menilai prototipe mengembangkan buku cerita berbasis Microsoft Office sebagai pengenalan ecoliteracy pada anak usia 5-6 tahun. Tes bercerita, dan wawancara digunakan dalam proses uji coba. Data kuantitatif diperoleh dari nilai pretest dan posttest serta angket untuk validasi ahli. Teknik analisis data kualitatif deskriptif digunakan untuk mengolah data wawancara. Analisis data kuantitatif digunakan untuk menguji skor yang diperoleh dari pre dan post-test. Penelitian ini menghasilkan (1) buku cerita berbasis Microsoft Office sebagai pengenalan ecoliteracy pada anak usia 5-6 tahun dan (b) produk yang telah teruji efektivitas, dalam meningkatkan kemampuan ecoliteracy anak dan beberapa implikasi dan rekomendasi juga dibahas.
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Nurfajriani, Novita, Eka Putri Azrai, and Diana Vivanti Sigit. "HUBUNGAN ECOLITERACY DENGAN PERILAKU PRO-LINGKUNGAN PESERTA DIDIK SMP." Florea : Jurnal Biologi dan Pembelajarannya 5, no. 2 (November 30, 2018): 63. http://dx.doi.org/10.25273/florea.v5i2.3126.
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<p align="center"><strong>Abstrak</strong></p><p>Perilaku pro-lingkungan adalah sebuah tindakan yang dilakukan secara sadar untuk mengurangi dampak negatif yang disebabkan oleh aktivitas manusia pada lingkungan. Perilaku pro-lingkungan peserta didik dapat ditingkatkan salah satunya melalui ecoliteracy. Penelitian ini bertujuan untuk mengetahui hubungan ecoliteracy dengan perilaku pro-lingkungan peserta didik SMP. Penelitian ini dilaksanakan di SMPN 45 Jakarta pada semester genap bulan Mei tahun ajaran 2017-2018. Metode yang digunakan adalah metode deskriptif dengan studi korelasional. Sampel yang digunakan sebanyak 168 peserta didik yang dipilih dengan teknik simple random sampling. Hasil uji prasyarat diketahui bahwa data berdistribusi normal dan homogen. Koefisien korelasi yang diperoleh sebesar 0,171 dan nilai signifikansi sebesar 0,026, artinya terdapat hubungan yang signifikan antara ecoliteracy dengan perilaku pro-lingkungan peserta didik SMP Negeri 45 Jakarta. Koefisien determinasi yang diperoleh sebesar 0,029, artinya ecoliteracy berkontribusi terhadap perilaku pro-lingkungan peserta didik SMP Negeri 45 Jakarta sebesar 2,9%.</p><p><em> </em></p><p><em>Kata kunci: Ecoliteracy, perilaku pro-lingkungan, peserta didik.</em></p><p> </p><p align="center"><strong><em>ABSTRACT</em></strong></p><p><em>Pro-environmental behavior is a conscious act to reduce the negative impact caused by human activity on the environment. Pro-environment behavior in students can be improved through ecoliteracy. This study aims to determine the relationship of ecoliteracy with pro-environment behavior in students of junior high school. This research was conducted at 45 Jakarta junior high school on May 2017-2018. The method used is descriptive method with correlational study. Total of sample are 168 students selected by simple random sampling technique. The result of prerequisite test known that the data are normally distributed and homogeneous. The correlation coefficient is 0.171 and the significance value is 0.026, it means there is a significant correlation between ecoliteracy with pro-environment behavior of students of 45 Jakarta Junior High School. The coefficient of determination is 0.029, it means that ecoliteracy has determine pro-environment behavior of students of 45 Jakarta Junior High School equal to 2.9%.</em></p><p><em> </em></p><p><em>Keywords: Ecoliteracy, pro-environment behavior, student.</em></p>
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Ayu Setyowati, Okky, Agung Purwanto, and Iva Sarifah. "The Influence Of Project-Based Learning And Eco-Literacy On Students' Higher-Order Thinking Skills." Eduvest - Journal of Universal Studies 4, no. 7 (July 25, 2024): 5838–48. http://dx.doi.org/10.59188/eduvest.v4i7.1336.
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The era of globalization brings new challenges and problems that require innovative solutions. Thus, 21st century education requires students to have higher order thinking skills, one of the learning models for developing these skills is Project Based Learning (PjBL) and ecoliteracy. The purpose of this study was to examine the effect of using Project Based Learning (PjBL) and ecoliteracy learning models separately and together on students' higher order thinking skills. This research is quantitative research with quasi-experiment type. Data collection techniques in this study used ecoliteracy questionnaire instruments and higher order thinking skills tests, as well as observation sheets to observe the implementation of the learning model. As for data analysis, this study used descriptive statistical techniques, tested analytical requirements such as normality and homogeneity tests, and applied inferential statistical analysis with two-way Anava. The results showed that Project Based Learning and ecoliteracy together had a significant positive impact on students' higher order thinking skills. This indicates that the use of Project Based Learning and ecoliteracy is more effective in improving students' higher order thinking skills when compared to using only Project Based Learning or learning models alone.
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Siregar, Masyunita, Sri Martini Meilanie, and Agung Purwanto. "ECOLITERACY PADA ANAK USIA 5-6 TAHUN." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 10, no. 2 (July 1, 2020): 48. http://dx.doi.org/10.24114/esjpgsd.v10i2.20891.
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ABSTRACTEcoliteracy needs to be given to children from an early age, to reduce various environmental problems caused by humans. For this reason ecoliteration needs to be considered in early childhood, especially children aged 5-6 years. This research is a literature study by examining literature from various sources such as articles from journals, books and scientific works. The results of the study indicate that the age of 5 years is a good start to introduce ecoliteration in children. Children who have ecoliteration or ecological literacy will become a generation that can be responsible for the surrounding environment. Keyword: Ecoliteracy, Early ChildhoodABSTRAKEcoliteracy perlu diberikan kepada anak sejak usia dini, untuk memgurangi berbagai masalah lingkungan yang disebabkan oleh manusia. Untuk itu perlu memahami ecoliteracy pada anak usia dini, khususnya anak usia 5-6 tahun. Penelitian ini merupakan penelitian studi literatur dengan menelaah literatur dari berbagai seumber seperti artikel dari jurnal, buku dan karya ilmiah. Hasil studi menunjukkan bahwa usia 5 tahun adalah awal yang bagus untuk mengenalkan ecoliteracy pada anak. Anak yang memiliki ecoliteracy atau melek ekologi akan menjadi generasi yang dapat bertanggung jawab dengan lingkungan sekitarnya. Kata Kunci: Ecoliteracy, anak usia dini.
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Rahayu, Nina, Sekar Purbarini Kawuryan, and Garib Firman Buaga. "Differentiated Project Based Learning Model: An Effective Strategy in Ecoliteracy Education for Elementary School Students." Jurnal Penelitian Pendidikan IPA 11, no. 3 (March 25, 2025): 178–86. https://doi.org/10.29303/jppipa.v11i3.10389.
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Increasingly complex environmental problems demand strategic efforts in shaping ecological awareness and behavior from an early age. In this context, basic education has a strategic role in internalizing ecoliteracy values through appropriate learning approaches. This study aims to analyze the effect of the Differentiated Project Based Learning (PjBL) Model on improving the ecoliteracy skills of fifth grade elementary school students. The study used an experimental design with control and experimental groups totaling 31 students each. The pretest results showed that the average ecoliteracy ability of the experimental group was 64.03, while the control group was 66.68. After the application of Differentiated PjBL, the posttest showed that the average ecoliteracy ability of the experimental group increased to 75.32, while the control group was 70.35. The independent sample t test showed a significant difference in the posttest between the two groups (p = 0.039 < 0.05), and the paired t test in the experimental group also showed a significant improvement (p = 0.000 < 0.05). Thus, it can be concluded that the application of the Differentiated PjBL Model can significantly improve the ecoliteracy skills of fifth grade elementary school students and is more effective than conventional learning methods.
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Jufri, Afifah, Noviana Rahmatika, Baiq Sagita, and Elsa Salsabila. "Peningkatan Ecoliteracy Siswa SDN 2 Merembu Melalui Kegiatan Menanam di Kebun Sekolah." Jurnal Pendidikan Guru Sekolah Dasar 2, no. 3 (April 25, 2025): 8. https://doi.org/10.47134/pgsd.v2i3.1557.
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Lingkungan sekolah berperan penting dalam membentuk karakter dan kebiasaan siswa, termasuk dalam hal kepedulian terhadap lingkungan. Sikap acuh tak acuh siswa terhadap kondisi lingkungan sekolah mencerminkan rendahnya pemahaman serta praktik ecoliteracy. Tujuan dari penelitian ini yaitu untuk mengetahui pengaruh kegiatan menanam di kebun sekolah pada peningkatan pengetahuan dan keterampilan ecoliteracy siswa. Penelitian dilaksanakan di SDN 2 Merembu, Kecamatan Labuapi, Kabuaten Lombok Barat. Penelitian dilaksanakan dari September-Oktober 2024. Sasaran dari penelitian ini adalah siswa kelas 6 SD yang terdiri dari 17 siswa. Metode penelitian yang digunakan menggunakan pendekatan kuantitatif dengan metode pre eksperimen One Group PreTest-Post Test Design. Penelitian ini terdiri dari 3 tahap, yaitu: 1) Tahap pra berkebun, 2) Tahap berkebun sebagai treatment. 3) Tahap pasca berkebun. Analisa data yang digunakan adalah Uji T. Untuk mengetahui keberhasilan dalam menumbuhkan pengetahuan ecoliteracy siswa digunakan analisis N-Gain Score. Hasil penelitian menunjukkan bahwa kegiatan menanam di kebun sekolah dapat meningkatkan pengetahuan dan sikap ecoliteracy siswa dari kriteria cukup pada saat pretest menjadi baik saat posttest setelah kegiatan berkebun dilaksanakan. Namun, kegiatan berkebun belum menunjukkan pengaruh yang nyata pada peningkatan keterampilan ecoliteracy siswa meskipun terjadi peningkatan nilai dari hasil pretest dan posttest
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Siregar, Masyunita, Sri Martini Meilanie, and Agung Purwanto. "Pengenalan Ecoliteracy pada Anak Usia Dini melalui Metode Bercerita." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 1 (August 11, 2020): 719. http://dx.doi.org/10.31004/obsesi.v5i1.700.
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Permasalahan lingkungan yang disebabkan oleh tangan jahil manusia semakin banyak, khususnya permasalahan sampah. Hal ini didukung fakta yang disampaikan direktur pengelolaan sampah kementrian lingkungan hidup dan kehutanan bahwa 72 % masyarakat Indonesia kurang peduli dengan masalah sampah dan komposisi sampah plastik terus mengalami peningkataan tepatnya tahun 2015 angka persentase kenaikan sampah plastik mencapai 11%. Pemahaman untuk menjaga keseimbangan lingkungan alam (ecoliteracy ) perlu diberikan sejak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan teknik studi literatur. Hasil penelitian menunjukkan bahwa salah satu cara pengenalan ecoliteracy pada anak usia dini adalah melalui metode bercerita. Studi literatur menunjukkan bahwa cerita adalah strategi yang dapat digunakan untuk mengenalkan ecoliteracy melalui alur cerita, pesan moral dan emosi dari cerita yang diceritakan kepada anak. Pemahaman ecoliteracy tidak hanya tentang kognitif tetapi juga tentang emosional, tindakan dan spirit dan hal tersebut dapat diberikan melalui metode bercerita.
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Tyas, Dewi Nilam. "Peningkatan Kemampuan Ecoliteracy Melalui Inovasi Media Pembelajaran Berbasis Kahoot Games Subtema Pemanfaatan SDA Hayati dan Nonhayati untuk Siswa SD." Qalam : Jurnal Ilmu Kependidikan 10, no. 2 (January 10, 2022): 115–25. https://doi.org/10.33506/jq.v10i2.1548.
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Pembangunan berkelanjutan (sustainable development) sebagai bagian dari konservasi Sumber Daya Alam perlu dipahami dengan baik, salah satunya melalui gerakan ecoliteracy (literasi yang mempelajari manusia dan lingkungan), sehingga diharapkan siswa memiliki pemahaman yang baik terhadap lingkungan. Penelitian ini bertujuan untuk menghasilkan media pembelajaran berbasis kahoot games untuk meningkatkan kemampuan ecoliteracy, dan mengetahui keefektifan media tersebut untuk meningkatkan kemampuan ecoliteracy siswa kelas IV SD. Metode penelitian yang digunakan adalah Research and Development dengan model ADDIE. Subjek penelitian yaitu peserta didik kelas IV SD di Kota Semarang. Teknik pengumpulan data menggunakan wawancara, angket, skala, dan tes. Data dianalisis dengan analisis deskriptif, uji-t sampel independen dengan uji prasyarat uji normalitas & homogenitas, dan n-gain. Hasil penelitian menunjukkan bahwa media pembelajaran berbasis Kahoot games yang dikembangkan sangat layak untuk diujicobakan (95,5%) dan efektif untuk meningkatkan kemampuan ecoliteracy siswa kelas IV SD (N-Gain=69,9%).
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Desfandi, Mirza, Enok Maryani, and Disman Disman. "Building Ecoliteracy Through Adiwiyata Program (Study at Adiwiyata School in Banda Aceh)." Indonesian Journal of Geography 49, no. 1 (July 28, 2017): 51. http://dx.doi.org/10.22146/ijg.11230.
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This study is back grounded by importance of ecoliteracy for each individual. One of comprehensive efforts to build ecoliteracy in community is through Adiwiyata Program. This study is aimed to find out how the effectiveness of Adiwiyata Program in the effort to build students’ ecoliteracy in Banda Aceh. The method which is used is survey. The study is conducted in ten schools, with respondents are principal, teachers, administrative staff and students. Data analysis is done descriptively toward five variable and hypothesis test use nonparametric statistic test. The result of study showed that there is significant influence of school policy, curriculum implementation, school culture and school infrastructure management toward students’ ecoliteracy. The findings of study is the more effective four components of Adiwiyata is implemented, the higher of students’ecoliteracy. Therefore, four components of Adiwiyata should be implemented maximally, among other by strengthening Adiwiyata school team.
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Rahmah, Sella Auliya, and Didin Widyartono. "Pengembangan Modul Elektronik Menulis Teks Tanggapan Berbasis LMS Moodle dengan Muatan Ekoliterasi untuk Kelas 9." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 4, no. 4 (November 5, 2021): 473–86. http://dx.doi.org/10.30872/diglosia.v4i4.259.
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This research purposed to produce a Moodle module based ecoliteracy for 9th grade. This study used five methods, (1) preliminary analysis, (2) product development, (3) expert validation and revision, (4) small-scale field trials and revision, and (5) large scale product trial. This research produces a Moodle module with ecoliteracy in its content and presentation which has been validated by material, media, and language expert with certain qualifications. This study result is suitable product that get validation score 87.5% for material, 92.5% for media, and 70.5% for language. The result from small field trials is 75%, and 87.5% for large field trials, the product declared as suitable to use. This study ecoliteracy in the module content is contained in its themes, learning objectivities, materials, exercise, and cases that students must responses. Ecoliteracy in the module presentation is include in text, images, audios, and videos.
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Hakiki, A. Riyan Rahman, Sumarmi Sumarmi, Syamsul Bachri, and Ramadhani Lausi Mkumbachi. "Pengembangan Media Pembelajaran Progressive Web App Berbasis Environmental Learning untuk Meningkatkan Ecoliteracy Siswa." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 10, no. 1 (November 22, 2023): 1–20. http://dx.doi.org/10.18860/jpips.v10i1.20995.
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Ecoliteracy as a practical solution to environmental problems. In the learning process at school, there is still no media that supports ecoliteracy learning. The research aims to develop a progressive web app learning media that is feasible and effective in improving students' ecoliteracy. This research uses the Research and Development method with the ADDIE model stages. The research subjects were 70 students of SMAN 1 Pamekasan consisting of 35 students of class XI F (experimental) and 35 students of class XI E (control). Determination of research subjects using simple random sampling technique. Data collection used interviews, questionnaires, and tests with qualitative and quantitative descriptive analysis techniques. The research produced a learning media progressive web app based on environmental learning that is feasible and effective. The implementation results show that the progressive web app based on environmental learning is an innovative solution to improve students' ecoliteracy.
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Kayati, Afiyah Nur, and Ira Fatmawati. "Ecoliteracy Content Based in Indonesian Language Teaching Material Development for Madurese Coastal Junior High School." SHS Web of Conferences 205 (2024): 01006. https://doi.org/10.1051/shsconf/202420501006.
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Students must be equipped with environmental living skills to protect and preserve the environment through learning ecoliteracy content. The Madura coastal area is an area that has rich environmental potential so that it can support ecoliteracy learning as an effort to improve people's life skills. This research aims to develop Indonesian language teaching materials that contain ecoliteracy for junior high schools in the coastal region of Madura. This research is development research with a 4D development model consisting of three stages: defining, designing, and developing. The research results showed that the quality of the product produced was excellent (91,9%), consisting of content quality (95%), presentation quality (92,5%), language quality (89%), and graphic quality (91,1%). User response is also excellent, namely 89.5%. Teaching materials containing ecoliteracy can be used to foster environmentally responsible behavior and as a reference for using the coastal environment as a learning laboratory.
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Rahmawati, Widia, Ali Ismail, and Ani Nur Aeni. "Pengaruh Model Science-Technology-Society dengan Media Canva terhadap Pemahaman Ecoliteracy Siswa Kelas V di Sumedang Selatan." Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan 6, no. 1 (February 20, 2025): 216–24. https://doi.org/10.59698/afeksi.v6i1.437.
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Ecoliteracy atau pemahaman ekologis bertujuan meningkatkan pemahaman dan pengetahuan siswa tentang cara menjaga serta merawat lingkungan dengan baik, sekaligus mengembangkan sikap tanggung jawab mereka terhadap pelestarian lingkungan. Idealnya siswa SD sudah dapat menyadari pentingnya menjaga lingkungan. Sama halnya dengan capaian hasil belajar, kecerdasan ekologis juga memiliki peranan penting dalam mencapai tujuan pendidikan. Indonesia National Assessment Program menyatakan tingkat persentase literasi sains yang berhubungan dengan masalah lingkungan hidup pada siswa SD termasuk dalam kategori kurang, dengan persentase 73.61%. Interaksi manusia dengan alam yang semakin intens menyebabkan kerusakan lingkungan yang semakin parah. Faktor utama yang mempengaruhinya adalah rendahnya pemahaman individu terhadap ecoliteracy. Fokus permasalahan terletak pada model ajar yang kurang sesuai dengan nilai-nilai ecoliteracy. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Science-Technology-Society (STS) dengan media Canva terhadap pemahaman ecoliteracy siswa. Subjek penelitian ini melibatkan total 30 orang siswa kelas V SD Negeri Manangga. Penelitian ini menggunakan model STS dengan media Canva pada materi Siklus Air. Penelitian ini menggunakan metode kuantitatif “The Matching Only Pretest-Posttest Control Group Design". Insrumen diolah menggunakan SPSSv.25 dengan uji Independen Sample T-Test dan uji N-Gain. Hasil olah data didapatkan nilai pretest sebesar 65.60 dan nilai posttest sebesar 78.46, maka diperoleh nilai uji N-Gain sebesar 0.4931. Berdasarkan hasil uji kalkulator d Cohen diperoleh hasil effect size sebesar 0.2, yang menandakan adanya pengaruh terhadap pemahaman ecoliteracy siswa setelah diberikannya perlakuan. Penerapan model STS dapat menjadi solusi untuk meningkatkan pemahaman ecoliteracy siswa, selain itu penggunaan media Canva dapat menjadikan pembelajaran menjadi lebih menarik sehingga hasil belajar yang dicapai maksimal.
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Wahyuni, N., E. Maryani, and W. Kastolani. "The contribution ecoliteracy in environmental care behavior students of state high school in the city of medan." IOP Conference Series: Earth and Environmental Science 1089, no. 1 (November 1, 2022): 012058. http://dx.doi.org/10.1088/1755-1315/1089/1/012058.
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Abstract Global environmental problems that occur on earth include global warming, urban air pollution, water crisis, noise pollution and loss of biodiversity, which are environmental problems caused by human activities. Environmental problems have not been resolved due to the lack of environmental awareness of the community. The educational institutions ranging from elementary schools to tertiary institutions will be able to contribute and play their role in realizing the goals and protection of environmental management. The purpose of this study was to determine the level of ecoliteracy of students in Medan, the environmental care behaviour of students, and the contribution of ecoliteracy to environmental care behavior. This research uses a survey method, with a quantitative approach. The sample in this study was 243 students. The results showed that the level of ecoliteracy was included in the moderate category of 62%, while the environmental care behaviour was also in the moderate category of 53% and the ecoliteracy of students contributed to the environmental care behaviour of students with the coefficient of determination (R2) of 0.254 (25.4 %) while the rest (74.6%) is influenced by other factors. The conclusion is that a good level of ecoliteracy can provide a good understanding of the environmental care behaviour of students.
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Nahak, Maria Magdalena Namok, Yanuarius Sani Feka, and Fransiskus Markus Pereto Keraf. "Pelatihan Ekoliterasi dalam Pembelajaran Bahasa Indonesia dan PPKn Bagi Guru Bidang Studi dan Siswa-Siswa dengan Menggunakan Metode SQ3R Di SMP Negeri 1 Kefamenanu." TRIMAS: Jurnal Inovasi dan Pengabdian Kepada Masyarakat 3, no. 2 (December 31, 2023): 41–49. https://doi.org/10.58707/trimas.v3i2.741.
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Community service activities are activities that include literacy movement efforts in supporting environmental conservation programs that become government programs, to be integrated in preserving ecoliteracy culture and increasing awareness of ecoliteracy-based character education for students of SMP Negeri 1 Kefamenanu located in the Kefamenanu City area, North Central Timor Regency. This training activity aims to provide scientific contributions in the form of ways, strategies, tips and tips that can be used by students in reading using the SQ3R method and for teachers in applying it through an ecoliteracy approach. The targets achieved in this community service activity, through training and learning actions SQ3R achieved can be shown by the participation of teachers and students, Increased understanding of ecoliteracy-based SQ3R was achieved by students taking tests using the SQ3R method and about 80% complete and there was student awareness to develop and increase interest in reading by applying the SQ3R method at school.
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Sekarsari, Sunaryo Putri, Japar Muhammad, and Bagaskorowati Riana. "Increasing ecoliteracy and student creativity in waste utilization." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (June 1, 2019): 255–64. https://doi.org/10.11591/ijere.v8i2.18901.
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This study aimed to determine the increase in ecoliteracy and creativity in waste utilization by using a project-based-learning (PBL) model in social studies learning. This research was a classroom action research (Action Research). This research was conducted in the fifth grade (V) of Primary Schools. Observation sheet, interview, documentation, and field notes instruments were used to collect data. The results of this study showed that there was an increase in ecoliteracy ability. In addition, students become more active in the learning process and more courageous in expressing their opinions. This shows that the ecoliteracy and creativity of students can be improved through the project-based-learning model.
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Sihotang, Sesilia Stefania, and Maryam Mustika. "Ecological Literacy of Students Based on Local Wisdom Handep in Developing Environmental Care Character of Grade IX Students at SMP Negeri 4 Palangka Raya." Jurnal Pendidikan Sosiologi dan Humaniora 15, no. 1 (April 1, 2024): 128. http://dx.doi.org/10.26418/j-psh.v15i1.76571.
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In facing the 4.0 era which is marked by rapid technological developments and climate change, environmental sustainability has become a crucial issue that requires serious attention. This research aims to foster an environmentally caring character through understanding ecoliteracy based on local Handep wisdom, a practice of mutual cooperation in Kalimantan society. The Action Research Method with a qualitative approach was used to involve class IX students, teachers and parents at SMP Negeri 4 Palangka Raya. Ecoliteracy materials were developed by utilizing local Handep wisdom, focusing on understanding, knowledge, attitudes and behavior based on ecology. The research results show that Handep-based ecoliteracy material can increase students' awareness about caring for the environment and good resource management. Apart from that, this material can also increase students' interest in developing environmentally caring character. Applying ecoliteracy with a local wisdom approach can help students overcome environmental problems in a more effective way. The process of increasing understanding and application of knowledge through this method displays positive results in forming environmentally caring character at the secondary school level. Therefore, ecoliteracy materials based on local wisdom can be used as an effective alternative for developing environmentally caring character, good resource management, and overcoming environmental challenges in schools, making a positive contribution to increasing the environmental awareness of the younger generation in this technological era.
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Saputra, Hijrah, Zakaria Zakaria, and Sri Murtiningsih. "PENERAPAN GERAKAN SEKOLAH MENYENANGKAN (GSM) UNTUK MENINGKATKAN KEMAMPUAN ECOLITERACY SISWA." Dirasah: Jurnal Pemikiran dan Pendidikan Dasar Islam 6, no. 1 (February 27, 2023): 1–13. http://dx.doi.org/10.51476/dirasah.v6i1.476.
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Penelitian ini bertujuan untuk mengetahui penerapan Gerakan Sekolah Menyenangkan (GSM) untuk meningkatkan kemampuan ecoliteracy siswa MI Al-Husna. Penelitian ini menggunakan pendekatan kualitatif, yaitu penelitian lapangan yang data-datanya dinyatakan dalam bentuk kata atau kalimat dan metode penelitian ini bersifat deskriptif analisis. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu observasi, wawancara, dan dokumentasi. Sedangkan teknik analisis data pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukan bahwa Pemahaman ecoliteracy setelah diterapkannya Gerakan Sekolah Menyenangkan (GSM) di MI Al-Husna terlihat dari kebersihan di sekolah sudah sangat bersih. Siswa sudah memiliki kesadaran untuk tidak membuang sampah sembarangan ketika jam istirahat. Selain itu, siswa sudah memiliki kesadaran untuk menanam pohon. Dalam penerapan Gerakan Sekolah Menyenangkan (GSM) dalam meningkatkan kemampuan ecoliteracy di MI Al-Husna terdapat hal pendukung, yaitu: adanya kerjasama antara pihak sekolah, orang tua dan siswa dalam berkontribusi untuk melakukan Gerakan Sekolah Menyenangkan (GSM), guru-guru yang mumpuni dalam penerapan ecoliteracy, semangat guru dalam membangun ecoliteracy siswa, media untuk pembelajaran mudah dicari dan lingkungan belajar yang mendukung seperti lingkungan yang bersih, sejuk dan menyenangkan. Di samping itu juga terdapat kendala yang dihadapi, yaitu masih terdapat beberapa wali murid yang belum menyadari tugasnya dalam mensukseskan Gerakan Sekolah Menyenangkan (GSM) dan masih terdapat usia siswa yang masih sangat terbilang rendah, yang belum memiliki pemahaman seperti usia kelas tinggi..
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Afriliana, Ulfa Nikmah, Katon Galih Setyawan, Muhammad Ilyas Marzuqi, and Ketut Prasetyo. "Pengaruh Model Pembelajaran Project Based Learning Berbantu Media Pop Up Book Untuk Meningkatkan Ecoliteracy Siswa SMP." Jurnal Dialektika Pendidikan IPS 3, no. 3 (October 31, 2023): 81–91. http://dx.doi.org/10.26740/penips.v3i3.55733.
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Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh model pembelajaran Project Based Learning berbantu media Pop Up Book untuk meningkatkan Ecoliteracy siswa SMP. Peneliti menggunakan Quasi Eksperimen dengan Nonequivalent Control Grup Design. Populasi dalam penelitian yakni seluruh kelas VII di SMP Negeri 42 Surabaya dengan pengambilan sampel berupa purposive sampling sehingga didapati kelas eksperimen VII-H dengan menerapkan model Project Based Learning berbantu media Pop Up Book, sementara itu kelas kontrol VII-I dengan penerapan model Problem Based Learning. Berdasarkan hasil temuan, hipotesis dengan Uji Paired Sample T Test pada aspek pengetahuan Ecoliteracy kelas eksperimen yakni sig (2-tailed) 0,000 < 0,005 maka Ha diterima dan H0 ditolak, Artinya terdapat perbedaan sebelum dan setelah menerapkan model pembelajaran Project Based Learning berbantu media Pop Up Book terhadap Ecoliteracy siswa SMP. Meskipun pada kedua kelas mengalami peningkatan akan tetapi Ecoliteracy aspek pengetahuan pada kelas eksperimen yang mendapatkan perlakukan model Project Based Learning berbantu media Pop Up Book lebih meningkat yakni perolehan NGain sebesar 0,517 kategorisasi NGain sedang, dibandingkan dengan model pembelajaran Problem Based Learning yakni 0,444.
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Agri, Imam Habib, and Achyar Zein. "Ekoliterasi Lingkungan Hidup dalam Alquran Perspektif M. Quraish Shihab." Kamaya: Jurnal Ilmu Agama 7, no. 2 (April 29, 2024): 101–13. http://dx.doi.org/10.37329/kamaya.v7i2.3205.
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Religion has an important role in guarding progress in the millennial era, so that it can be in line with the goal of creating humans as civilization-building creatures based on environmental awareness. Studying environmental issues from a religious perspective is also an idea that needs to be followed up. The existence of religion is able to influence its adherents to do good and care about the environment, and can be used as an alternative solution in solving the issue of environmental damage. This research aims to explore environmental ecoliteracy in the Koran and analyze Quraish Shihab’s interpretation of the Koranic verse about environmental ecoliteracy. This research is descriptive-analytic in nature where the author analyzes Quraish Shihab’s understanding of his interpretation of verses related to environmental ecoliteracy. This study found that the environment in the Koran can be applied into three parts. First, related to the earth which includes water, wind and land. Second, related to flora, including plants and fruit. Third, related to fauna which includes livestock. Furthermore, there are two dimensions of ecoliteracy in Quraish Shihab's interpretation. First, the essence of ecoliteracy itself, namely concern for the environment in the form of caring for the earth. Second, in order to keep the earth sustainable, a prohibition was created on destroying nature. Quraish Shihab is a person who is aware of the environment, which is strengthened by Quraish Shihab's statement which emphasizes that protecting nature is part of the Shari’a.
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Liulinnuha, Maghfiroh, and Salamatun Umma. "PENGENALAN GREEN BEHAVIOUR MELALUI ECOLITERACY PADA SISWA MI." PREMIERE : Journal of Islamic Elementary Education 4, no. 1 (November 5, 2022): 71–79. http://dx.doi.org/10.51675/jp.v4i1.299.
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Penelitian ini bertujuan untuk memberitahu ecoliteracy merupakan upaya penting untuk membangun green behavuiour. Lingkungan adalah pilar utama bagi semua kehidupan termasuk kehidupan manusia. Seseorang yang sudah menyadarai betapa pentingnya lingkungan hidup berarti sudahn masuk dalam taraf ecolitaracy. Ecoliteracy adalah sebuah kesadaran seseorang yang sudah menyadari betapa pentingnya menjaga dan merawat lingkungan hidup.ketika sudah menyadari lalu memiliki rasa tanggung jawab maka sudah masuk dalam taraf green behaviour. Green behaviour adalah perilaku menjaga dan memelihara lingkungan hidup. Pendidikan lingkungan perlu diberikan kepada peserta didik, bahkan sejak usia dini, agar keseimbangan lingkungan hidup tetap terjaga kelestariannya. Penelitian ini bertujuan untuk mengenalkan ecoliteracy melalui kegiatan green behaviour pada anak siswa MI. Tiga orang yang berperan penting dalam hal ini yaitu orang tua, guru dan siswa itu sendiri. Pengenalan green behaviour pada anak usia MI dapat dimulai dengan pembiasaan sikap keteladanan dan pembiasaan sehari-hari. Pengenalan green behavior melalui ecoliteracy bagi anak juga dapat dilakukan dengan metode bercerita selain bercerita bisa juga melakukan kegiatan karyawisata untukmemberikan kesadaran betapa pentingnya lingkungan bagi mereka. Penelitian ini menggunakan penelitian kualitatif dengan metode studi literatur atau penelitian kepustakaan dengan mengumpulkan datadata penelitian dari sumber literatur jurnal yang relevan 10 tahun terahir.
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Lestari, Eunike Dwi, Idam Ragil Widianto Atmojo, and Joko Daryanto. "PENGARUH EKOLITERASI PESERTA DIDIK MELALUI IMPLEMENTASI MODEL PROJECT-BASED LEARNING BERBANTUAN WEB BLOG PADA SISWA SEKOLAH DASAR." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 11, no. 1 (April 21, 2025): 743–55. https://doi.org/10.29100/jp2m.v11i1.7658.
Full textAbstract:
The ecoliteracy level of elementary school students remains relatively low, particularly in their ability to understand environmental issues critically and responsibly. This limitation indicates that students are not yet able to connect ecological concepts to real-life contexts in a comprehensive manner. This study aimed to examine the effectiveness of a web-blog-assisted Project-Based Learning (PjBL) model in enhancing the ecoliteracy of elementary school students. The research employed a quasi-experimental design and involved two fifth-grade classes from two different schools. The results indicated that students in the experimental group experienced a statistically significant improvement in ecoliteracy scores compared to those in the control group (p < 0.05; Hedges’s g = 0.78). The two-way ANOVA analysis further revealed a significant main effect of the learning model (p = 0.001), as well as a significant interaction between the learning model and classroom context (p = 0.008). Teachers observed that student involvement in project-based activities positively contributed to their environmental understanding and active engagement in learning processes. These findings suggest that the web-blog-assisted Project-Based Learning model is an effective and meaningful approach for improving students’ ecoliteracy in elementary education.
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Ira Anggraeni, Ajang Ramdani, and Choirul Hidayah. "Eco-Literacy in ECE: A Case Study of Climate Change Awareness in Indonesia." EduBase : Journal of Basic Education 6, no. 1 (April 18, 2025): 126–35. https://doi.org/10.47453/edubase.v6i1.3182.
Full textAbstract:
Objective: This study analyzes the implementation of ecoliteracy-based climate change education in Early Childhood Education (PAUD) as a strategy to build environmental awareness and environmentally friendly behavior from an early age. Novelty: This study explores an approach that has not been widely explored that integrates the concept of sustainability into early childhood learning. Method: The study was conducted using a case study method in qualitative research. Data were collected through observation, teacher interviews, and document analysis. The ecoliteracy-based program involved activities such as gardening, recycling, and ecological storytelling. Results: The findings revealed that the majority of participants (85%) experienced developments in understanding the interconnectedness of ecosystems and awareness of nature protection. Through observation, positive behavioral changes were identified in children, such as increased discipline in sorting waste and active involvement in caring for plants. These changes indicate that the ecoliteracy approach has the potential to foster environmental awareness from an early age. Conclusion: This study offers new insights by positioning ecoliteracy as an alternative pedagogy for climate change education in PAUD. The findings show strong potential for integrating climate literacy into the PAUD curriculum and provide policy recommendations to support sustainable development through early childhood education.