Environmental Literacy Mapping Based on Adiwiyata and Non Adiwiyata at Junior High School in Ponorogo
Abstract
This research is used to find out the effectiveness of adiwiyata program between national, provincial, district and non-adiwiyata schools on environmental literacy based on age and gender. The research was conducted at junior high school Ponorogo in march-october 2017. Type of research is ex post facto. Sampling technique used is Proportionate stratified random sampling technique. The assessment used the Middle School Environmental Literacy Survey (MSELS) standard supported by observational data. The results of validity and reliability test on MSELI are valid and reliable. The results show that the adiwiyata program in ponorogo as a whole is related to the increase of environmental literacy with the sig value. 0.000. The higher the adiwiyata level, the higher the literacy value of the environment. Ability of environmental literacy among junior high school students between the ages of 13, 14, and 15 years or more is not different, with sig value. 0.308. The literacy ability of junior high school students environment between male and female sex is different, with the sig value. 0.004. For general environmental literacy assessment in ponorogo is still low that more than 51% of respondents did not reach the score at level 3 which is the standard level of environmental literacy. The conclusions of the study were the types of levels of adiwiyata and gender affecting environmental literacy.
Keywords: Environmental Literacy, Environmental Education, Adiwiyata
References
[1] Chu, H., Lee, E. A., Ko, H. E., Dong, H. S., Lee, M. N., Min, B. M., & Kang, K, H.(2007). Korean year 3 children’s environmental literacy: A prerequisite for aKorean environmental education curriculum. International Journal of ScienceEducation, 29(6), 731-746.
[2] Chu,H.E.,Lee, E.A., Ko, H.R., Shin,D.H.,Lee, M.N., Min, B.M.,Kang, K.H. (2007). Korean Year 3 Children’s Environmental Literacy: A Prerequisite for a Korean Environmental Education Curriculum. International Journal of Science Education Vol.29, No.6, pp. 731-746
[3] Disinger, J. F. (2005). Environmental education’s definition problem. In H.R. Hungerford, W.J. Bluhm, T. L. Volk & J. M. Ramsey (Eds.), Essential readings inenvironmental education, (3ed. pp. 17-28). Champaign, IL: Stipe.
[4] Erdogan,M., Kostova, Z., Marcinkowski, T. (2009). Components of Environmental Literacy in Elementary Science Education Curriculum in Bulgaria and Turkey. Eurasia Journal of Mathematics, Science & Technology Education Vol. 5 (1), 15-26.
[5] Hollweg, K.S., Taylor, J. R., Bybee, R. W., Marcinkowski, T. J., McBeth, W. C., & Zoido, P. (2011). Assessing environmental literacy: A proposed framework for the Programme for International Student Assessment (PISA) 2015. Retrieved for North American Association for Environmental Education website:http://www.naaee.net/ sites/default/files/framework/frameworkPISA2015.pdf
[6] Hsu, S. & Roth, R. E. (1999). Predicting Taiwanese secondary teachers’ responsible environmental behavior through environmental literacy variables. Journal of Environmental Education, 30(4), 11-19.
[7] Hsu, S. (2004). The effects of an environmental education program on responsibleenvironmental behaviour and associated environmental literacy variables inTaiwanese college students. Journal of Environmental Education, 35(2), 37-48
[8] Hungerford, H. (2002a). Environmental Educators. Journal of Environmental Education, 33(3), 5. Retrieved from Academic Search Complete database. Hungerford, H. (2002b). Environmental educators. Journal of Environmental Education, 33(4), 4-9.
[9] Hungerford, H. R., Volk, T. L., McBeth, W. C. & Bluhm, W. J. (2009). Middle School Environmental Literacy Survey. Carbondale, IL: Center for Instruction, StaffDevelopment, and Evaluation
[10] Hungerford, H.R. & Volk, T.L. (1990). Changing Learner Behaviour trough Environmental Education. Journal of Environmental Education, 21(3), 8-21.
[11] Karatekin, K. (2012). Environmental Literacy in Turkey Primary School Social Studies Textbooks. Procedia Social and Behavioral Sciences Vol.46, pp.3519-3523
[12] Krnel, D. & Naglic, S. (2009). Environmental literacy comparison between eco-schools and ordinary schools in Slovenia. Science Education International, 20(1), 5-24.
[13] Muijs, D. (2011). Doing quantitative research in education with SPSS (2nd ed). London: Sage Publications.
[14] Negev, M., Sagy, G., Garb, Y., Salzberg, A., Tal, A. (2008). Evaluating the Environmental Literacy of Israeli Elementary and High School Students. The Journal of Environmental Education Vol.39, No.2, pp.3-20
[15] Negev, M., Sagy, G., Garb,Y., Salzberg, A., & Tal, A. (2008). Evaluating theenvironmental literacy of Isreali elementary and high school students. Journal ofEnvironmental Education, 39(2), 3-20.
[16] North American Association for Environmental Education (NAAEE), (2011). National Environmental Literacy Assessment, Phase Two: Measuring the Effectiveness of North American Environmental:110
[17] Ozsoy, Sibel., Ertepinar, Hamide., dan Saglam, Necdet. (2012). Can Eco-Schools Improve Elementary School Students’ Environmental Literacy Levels? Jurnal: AsiaPacific Forum on Science Learning and Teaching, Vol. 13 Issue 2/December 2012.
[18] Rahmawati, I. dan M. Suwanda. (2015). Upaya pembentukan perilaku peduli lingkungan siswa melalui sekolah adiwiyata di SMP negeri 8 Surabaya. Jurnal kajian Moral dan Kewarganegaraan, 1, 71-78
[19] Spinola, H, (2015). Environmental Literacy Comparison Between Students Taught in Eco-Schools and Ordinary Schools in the Madeira Island Region of Portugal. Science
[20] Sudarwati, T.M. (2012). Implementasi kebijakan pendidikan lingkungan hidup sekolah menengah atas negeri 11 semarang menuju sekolah adiwiyata. Tesis. Universitas Diponegoro
[21] Sukarno, Fera Maulidya, 2014. Implementasi Model Pembelajaran Investigating, Evaluating Environmental Issue And Action (IEEIA) Untuk Membangun Literasi Lingkungan Siswa SMP Universitas Pendidikan Indonesia repository.upi.edu perpustakaan.upi.edu
[22] Tim Adiwiyata Nasional, (2013). Panduan Adiwiyata.Kementerian Lingkungan Hidup Republik Indonesia
[23] Volk, T.L. & Cheak, M.J. (2003). The Effect of an Environmental Education Program on Students, Parents and Community. The Journal of Environmental Education Vol.34, No.4, pp.12-25.
[24] Volk, T.L. & McBeth, W. (2005). Environmental literacy in the United States. In H. R. Hungerford, W. J. Bluhm, T. L. Volk & J. M. Ramsey (Eds.), Essential readings in environmental education, (3ed., pp. 73-86). Champaign, IL: Stipe Publishing.