Improvement of the Competence and Affective Disposition of Junior High School Teachers After the Implementation of Biodiversity Literacy Textbooks Containing Material on the Local Potency of West Java
Abstract
This study aimed to analyze the improvement of competence and affective disposition of junior high school teachers after implementing biodiversity literacy textbooks containing material on the local potency of West Java. The study used a weak experimental design with the one group pretest post-test method. A total of 33 junior high school teachers from various districts in West Java Province were involved in the research conducted from January 2020 to August 2021. The results showed that there was an average increase in competence (71%) and affective disposition (69%) of biodiversity literacy. There was a sequential increase in biodiversity literacy competence, namely, scientifically explaining biodiversity phenomena (77%), evaluating scientific inquiry related to biodiversity (74%), scientific interpretation of biodiversity data and evidence (73%), and designing scientific inquiries related to biodiversity (68%). There was an increase in the level of biodiversity literacy competence at level 4 (21%), level 5 (15%), and level 6 (48%). There was an increase in affective disposition in the form of sensitivity and positive values (88%), self-confidence, personal and social responsibility (69%), interest (68%), and concern for biodiversity (67%). The results of hypothesis testing with the Wilcoxon Test resulted in a sig value of 0.000 for competence and attitude disposition. The study concluded that biodiversity literacy textbooks containing material on the local potency of West Java can help improve the competence and affective disposition of biodiversity literacy of junior high school teachers.
Keywords: competence, affective disposition, biodiversity literacy, local potency, West Java
References
[1] N.A.A. Environmental Education. Developing a framework for assessing environmental literacy. Washington (DC): The National Science Foundation. NAAEE; 2011.
[2] Tietje C, Brouder A, editors. Handbook of transnational economic governance regimes. Brill | Nijhoff, Paris, 2009. https://doi.org/10.1163/ej.9789004163300.i-1081.
[3] Menzel and Bogeholz. Values, beliefs and norms that foster Chilean and German pupils’ commitment to protect biodiversity. IJESE. 2010;5(1):31–49.
[4] W.C. Environment and development, our common future. Oxford: Macat Library; 2017.
[5] Conference on Environment and Development (UNCED), Agenda 21. UNCED.1992. 111–310.
[6] Wilson EO. The Diversity of life. London: Penguin; 2001.
[7] Mittermeier RA, Robles GP, Mittermeier CG. Megadiversity earth’s biologically wealthiest nations. CEMEX/Agrupaciaon Sierra Madre; 1997.
[8] Supriatna J. Biodiversity Conservation: Theory and Practice in Indonesia. Yayasan Pustaka Obor; 2018.
[9] Mittermeier RA, Turner WR, Larsen FW, Brooks TM, Gascon C. Global Biodiversity Conservation: The Critical Role of Hotspots. In: Zachos FE, Habel JC, editors. Biodiversity Hotspots. Berlin, Heidelberg: Springer Berlin Heidelberg; 2011. pp. 3–22.
[10] O. for E.C. and D. (OECD). “Organisation for Economic Cooperation and Development (OECD.,” In: PISA 2018 Assessment and analytical framework (OECD Publishing. pp. 97–116., Paris (2018).
[11] W.W.F. and W.C.E.E. Report to the development of a biodiversity literacy assessment instrument. national education and training foundation. Steven Point; 1996.
[12] Gayford C. Biodiversity Education: a teacher’s perspective, environ. Educ Res. 2002;6:347–61.
[13] Kassas M. No Title. Environmentalist. 2018;22(4):345–51.
[14] Lindemann-Matthies P, Constantinou C, Junge X, Köhler K, Mayer J, Nagel U, et al. The integration of biodiversity education in the initial education of primary school teachers: four comparative case studies from Europe. Environ Educ Res. 2009;15(1):17–37.
[15] Lindemann MP, Constantinou C, Lehnert HJ, Nagel U, Raper G, Kadji BC. No Title. Int J Sci Educ. 2011;33:2247–73.
[16] Nuraeni H, Rustaman NY, Hidayat T. No Title. ASSEHR. 2016;5:252–6.
[17] Chiappetta EL, Fillman DA. Analysis of five high school biology textbooks used in the united states for inclusion of the nature of science. Int J Sci Educ. 2007;29(15):1847– 68.
[18] Kahveci A. Quantitative analysis of science and chemistry textbooks for indicators of reform: A complementary perspective. Int J Sci Educ. 2010;32(11):1495–519.
[19] Mikk J. Textbook: Research and writing. Frankfurt am Main: Peter Lang; 2018.
[20] Okeeffe L. A Framework for Textbook Analysis. International review of contemporary learning research. 2013;2(1):1–13. https://doi.org/10.12785/irclr/020101.
[21] Davey B. How do calssroom teachers use their textbook? J Read. 1988;31(4):340–5.
[22] Edling A. Abstraction and Authority in Textbooks: The Textual Paths Towards Specialized Language. 2006.
[23] Bergqvist A, Drechsler M, De Jong O, Rundgren SN. Representations of chemical bonding models in school textbooks – help or hindrance for understanding? Chem Educ Res Pract. 2013;14(4):589–606.
[24] Bergqvist A, Chang Rundgren SN. The influence of textbooks on teachers’ knowledge of chemical bonding representations relative to students’ difficulties understanding. Res Sci Technol Educ. 2017;35(2):215–37.
[25] Andersson-Bakken E, Jegstad KM, Bakken J. Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate? Int J Sci Educ. 2020;42(8):1320–38.
[26] DiGiuseppe M. Representing nature of science in a science textbook: exploring author–editor–publisher interactions. Int J Sci Educ. 2014;36(7):1061–82.
[27] Kesidou S, Roseman JE. How well do middle school science programs measure up? Findings from Project 2061’s curriculum review. J Res Sci Teach. 2002;39(6):522–49.
[28] Mullis IV, Martin MO, Foy P, TIMSS AA, International Results in Mathematics. International Association for the Evaluation of Educational Achievement. 2011.
[29] Stern L, Roseman JE. Can middle-school science textbooks help students learn important ideas? Findings from project 2061’s curriculum evaluation study: life science. J Res Sci Teach. 2004;41(6):538–68.
[30] Valverde GA, Bianchi LJ, Wolfe RG, Schmidt WH, Houang RT. According to the Book: Using TIMSS to Investigate the Translation of Policy into Practice Through the World of Textbooks. Springer Science & Business Media; 2002. https://doi.org/10.1007/978- 94-007-0844-0.
[31] S. and C.O. (UNESCO) United Nations Educational. Institute for Lifelong Learning, 4th Global Report on Adult Learning and Education, Leave No One Behind: Participation, Equity and Inclusion. Springer Science & Business Media; 2002.
[32] S. and C.O. (UNESCO) United Nations Educational. 3rd global report on adult learning and education: the impact of adult learning and education on health and well-being, employment and the labour market, and social, civic and community life. UNESCO; 2016.
[33] Armesto JJ, Smith-Ramirez C, Rozzi R. Conservation strategies for biodiversity and indigenous people in Chilean forest ecosystems. J R Soc N Z. 2001;31(4):865–77.
[34] Rao KS, Semwal RL, Maikhuri RK, et al. Indigenous ecological knowledge, biodiversity and sustainable development in the Central Himalayas. Trop Ecol. 2003;44(1):93–111.
[35] Achyani. Pengembangan model penulisan buku pelajaran Biologi SMA berwawasan ekologi dan berbasis realitas lokal. 2010.
[36] UNESCO. Education for All Global Monitoring Report 2006: Literacy for life. GEM Report UNESCO. Paris; 2006.
[37] O. for E.C. and D. (OECD). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris: UNESCO Publishing; 2013.
[38] Organisation for Economic Cooperation and Development (OECD). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving. Paris: OECD Publishing; 2017.
[39] North American Association for Environmental Education (NAAEE). Guidelines for Excellence Environmental Education Materials. 2021.
[40] Biological Diversity C. Strategic Plan for Biodiversity 2011–2020 and the Aichi Targets Living in Harmony with Nature. CBD; 2010.
[41] CEE for United Nations Educational, Scientific and Cultural Organization (UNESCO) in support of the Convention of Biological Diversity (CBD): Comprehensive educational strategy for biodiversity conservation and sustainable use. 2013.
[42] CEE. Biodiversity education: Comprehensive educational strategy for biodiversity conservation and sustainable use. 2014.
[43] Barat BP. Status lingkungan hidup tahun 2008. Bandung: BPLHD Jabar; 2008.
[44] Barat BP. Laporan tahunan status lingkungan Jawa Barat 2010. BPLHD Jabar; 2010.
[45] Barat BP. Laporan tahunan status lingkungan Jawa Barat 2011. Bandung: BPLHD Jabar; 2011.
[46] Anwar S. Pengolahan bahan ajar. Bahan perkuliahan pengolahan bahan ajar. Bandung: Paper. Program Pascasarjana UPI; 2014.
[47] Stinner A. Science textbooks: Their proper role and future form. In: Glyn S, Duit R, editors. Learning Science in the Schools: Research Reforming Practice. 1995. pp. 22–7.
[48] Bezemer J, Kress G. Changing text: A Social Semiotic Analysis of Textbooks. Designs for Learning. 2010;3(1–2):10.
[49] Devetak I, Vogrinc J. The criteria for evaluating the quality of the science textbooks. Critical Analysis of Science Textbooks. Dordrecht: Springer Netherlands; 2013. pp. 3–15.
[50] Devetak I, Vogrinc J, Glažar SA. Assessing 16-year-old students’ understanding of aqueous solution at submicroscopic level. Res Sci Educ. 2009;39(2):157–79.
[51] Devetak I, Vogrinc J, Glažar SA. States of matter explanations in slovenian textbooks for students aged 6 to 14. Int J Environ Sci Educ. 2010;5(2):217–35.
[52] Slough SW, McTigue E. Development of the Graphical Analysis Protocol (GAP) for eliciting the graphical demands of science textbooks. In: Khine MS, editor. Critical Analysis of Science Textbooks. Dordrecht: Springer Netherlands; 2013. pp. 17–30.
[53] Slough SW, McTigue EM, Kim S, Jennings SK. Science textbooks’ use of graphical representation: a descriptive analysis of four sixth grade science texts. Read Psychol. 2010;31(3):301–25.
[54] Khine MS. Analysis of science textbooks for instructional effectiveness. In: Khine MS, editor. Critical Analysis of Science Textbooks. Dordrecht: Springer Netherlands; 2013. pp. 303–10.
[55] Ninnes P. Representations of indigenous knowledges in secondary school science textbooks in Australia and Canada. Int J Sci Educ. 2000;22(6):603–17.
[56] Fraenkel JR, Wallen NE, Hyun HH. How to design and evaluate research in education. 8th ed. New York: McGraw-Hill Companies Inc; 2009.
[57] Meltzer DE. No Title. Am J Phys. 2002;70:1259–67.
[58] Anderson LW, Krathwohl DR. A taxonomy for learning, teaching, and assessing: a review of bloom’s taxonomy of educational objectives. Addison Wesley Longman Inc; 2010.
[59] Bryce N. Meeting the reading challenges of science textbooks in the primary grades. Read Teach. 2011;64(7):474–85.
[60] Bryce N. Textual features and language demands of primary grade science textbooks: The call for more informational texts in primary grades. Critical analysis of science textbooks. Dordrecht: Springer Netherlands; 2013. pp. 101–120. https://doi.org/10.1007/978-94-007-4168-3_6.
[61] O. for E.C. and D. (OECD). OECD Future of education and skills 2030 conceptual learning framework. Paris: OECD Publishing; 2019.
[62] Bandura A. Exercise of personal and collective efficacy in changing societies. In: Bandura A, editor. Self-Efficacy in Changing Societies. Cambridge: Cambridge University Press; 1995. pp. 1–45.
[63] Bandura A, Freeman WH, Lightsey R. Self-efficacy: the exercise of control. J Cogn Psychother. 1999;13(2):158–66.
[64] Gallagher MW. Self-Efficacy. Encyclopedia Of Human Behavior Second ed. Elsevier Inc; 2012. https://doi.org/10.1016/B978-0-12-375000-6.00312-8.
[65] Kostadinova VV. Environmental literacy and self-efficacy: influence on managerial decisions for adoption of environmental practices in small and medium hotels. Tesis. Service Management Program, Copengagen Business School Handelshojskolen, 2013.
[66] Fettahlıoğlu BT, Timur S. Environmental affective dispositions scale (EADS): the study of validity and reliability and adaptation to Turkish. Int J Environ Sci Educ. 2016;11(10):3179–99.
[67] Wood R, Bandura A, Bailey T. Mechanisms governing organizational performance in complex decision-making environments. Organ Behav Hum Decis Process. 1990;46(2):181–201.
[68] Liu SC, Lin H. Exploring undergraduate students’ mental models of the environment: are they related to environmental affect and behavior? J Environ Educ. 2015;46(1):23– 40.
[69] Muslich M. Text book writing. Ar-Ruzz Media; 2010.