The influence of SOLE learning model on the environmental literacy of high school student.
Abstract
The extremes of environmental changes that occur show the need to increase the environmental literacy of a person, especially students in a younger generation. Environmental literacy needs to be introduced early to students through education using the right learning model. This study aims to determine the influence of the SOLE learning model on the environmental literacy of high school students. The research method used is a quasi-experiment method with pre-test and post-test designs. The sample in this study was 60 class X students of SMAN 51 Jakarta with sampling using purposive random sampling techniques. Data was collected in the form of environmental literacy essay tests and student response questionnaires. The results showed that there was equality in student environmental literacy before different learning models were applied in both classes, there was an influence of the SOLE learning model on student environmental literacy, and the SOLE learning model was effective on environmental literacy while the Discovery Learning learning model was less effective on environmental literacy. In this study, it was found that the influence of the SOLE learning model on environmental literacy is owned by students.
Full Text:
PDFReferences
Anis, M. &, Anwar, C. (2020). Self-Organized Learning Environment Teaching Strategy for ELT in Merdeka Belajar Concept for High School Students in Indonesia. JEES (Journal of English Educators Society), 5(2), 199-204. Retrieved from https://doi.org/10.21070/jees.v5i2.869
Azrai, E.P., Ernawati, E., & Sulistianingrum, G. (2017). Pengaruh Gaya Belajar David Kolb (Divergen, Assimilator, Convergen, Accommodator) Terhadap Hasil Belajar Siswa Pada Materi Pencemaran Lingkaran. Biosfer: Jurnal Pendidikan Biologi, 10(1), 9-16.
Brown, P.J.P. (2010). Process oriented guided inquiry learning in a introductory anatomy and physiology course with a diverse student population. Advan in Physiol Edu, 34(2), 150-155. Retrieved from https://journals.physiology.org/doi/full/10.1152/advan.00055.2010
Budiastuti, D. &, Bandur, A. (2018). Validitas dan Reliabilitas Penelitian Dilengkapi Analisis dengan NVIVO, SPSS dan AMOS. Mitra Wacana Media.
Castro-Alonso, J.C., Ayres, P., Wong, M. &, Paas, F. (2018). Learning symbols from permanent and transient visual presentations: Don’t overplay the hand, Computers & Education, 116, 1-13. Retrieved from https://psycnet.apa.org/record/2017-49415-002
Costa, M.J. (2014). Self-organized learning environments and the future of student-centered education. Biochem. Mol. Biol. Educ., 42, 160-161. Retrieved from https://pubmed.ncbi.nlm.nih.gov/24677366/
Dolan, P., Mazzoli, S.L., Mitra, S., Todd, L., & Wall, K. (2013). Self-Organised Learning Environments (SOLEs) in an English School: an Example of Transformative Pedagogy?. Online Education Research Journal, 3(11), 1-19. Retrieved from https://durham-repository.worktribe.com/output/1345847
Esteban, P.G., & Peart, M.T. (2014). Introducing self organized learning environments in higher education as a tool for lifelong learning. E-Learning and Intercultural Competences Development in Different Countries, 413-422.
Hollweg, K.S., Taylor, J.R., Bybee, R.W., Marchinkowski, T.J., McBeth, W.C., & Zoido, P. (2011). Developing a Framework for Assessing Environmental Literacy. Washington DC: North American Association for Environmental Education.
Ichsan, I.Z., Sigit, D.V., Miarsyah, M., Azrai, E.P., & Heryanti, E. (2019). Students’ pro-environmental behavior and environmental learning outcomes based on green consumerism. JPBI: Jurnal Pendidikan Biologi Indonesia, 5(1), 109-116. Retrieved from https://ejournal.umm.ac.id/index.php/jpbi/article/view/6447
Karimzedegan, H., & Meiboudi, H. (2012). Exploration of Environmental Literacy in Science Education Curriculum in Primary Schools in Iran. Procedia - Social and Behavioral Sciences, 46, 404-409.
Kusumaningrum, D. (2018). Literasi Lingkungan dalam Kurikulum 2013 dan Pembelajaran IPA di SD. Indonesian Journal of Natural Science Education (IJNSE). 1, 57-64. Retrieved from https://jom.untidar.ac.id/index.php/ijnse/article/view/255
Mardhiyah, R.H., Aldriani, S.N.F., Chitta, F., Zulfikar, M.R. (2021). Pentingnya Keterampilan Belajar di Abad 21 sebagai Tuntutan dalam Pengembangan Sumber Daya Manusia. Lectura: Jurnal Pendidikan, 12(1). Retrieved from https://journal.unilak.ac.id/index.php/lectura/article/view/5813
Mitra, S. (2013). SOLE Toolkit: How to bring self-organised learning environments to your community. School in the Cloud. Newcastle University. 1 - 26. Retrieved from https://thebusinesscircus.files.wordpress.com/2013/02/soletoolkit.pdf
Mitra, S. (2014). The Future of Schooling: Children and Learning at the Edge of Chaos. Prospects, 44, 547-558. Retrieved from https://eric.ed.gov/?id=EJ1047750
Mitra, S. (2015). Beyond the Hole in the Wall. Ted Books.
Mitra, S., & Crawley, E. (2015). Efectiveness of Self-Organised Learning by Children: Gateshead Experiment. Journal Education and Human Development, 3(3), 79-88. Retrieved from http://jehdnet.com/journals/jehd/Vol_3_No_3_September_2014/6.pdf
NOAA. (2022). Carbon dioxide now more than 50% higher than pre-industrial levels. Stein T, editor. National Oceanic and Atmospheric Administration. Retrieved from https://www.noaa.gov/news-release/carbon-dioxide-now-more-than-50-higher-than-pre-industrial-levels. [3 Juni 2022]
OECD. (2016). PISA 2015 Result in Focus. OECD.
OECD. (2019). PISA 2018 Results: Combined Executive Summaries Volume I, II, & III. OECD.
Oktariani & Ekadiansyah, E. (2020). Peran Literasi dalam Pengembangan Kemampuan Berpikir Kritis. Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K), 1(1), 23-33. Retrieved from https://jurnalp3k.com/index.php/J-P3K/article/view/11
Pilgrim, J. &, Martinez, E.E. (2013). Defining Literacy in the 21st Century: A Guide to Terminology and Skills. Texas Journal of Literacy Education, 1(1), 60–69. Retrieved from https://files.eric.ed.gov/fulltext/EJ1110822.pdf
Prastiwi, L., Sigit, D.V, & Ristanto, R.H. (2020). Hubungan Antara Literasi Ekologi Dengan Kemampuan Memecahkan Masalah Lingkunan Di Sekolah Adiwiyata Kota Tangerang. Jurnal Pendidikan Matematika dan IPA, 11(1), 47-61. Retrieved from http://dx.doi.org/10.26418/jpmipa.v11i1.31593
Raharja, S., Wibhawa, M.R., & Lukas, S. (2018.) Mengukur Rasa Ingin Tahu Siswa (Measuring Students Curiosity). A Journal of language, Literature, Culture, and Education POLYGLOT, 14(2). Retrieved from http://dx.doi.org/10.19166/pji.v14i2.832
Rahmawati, I. &, Suwanda, I.M. (2015). Upaya pembentukan perilaku peduli lingkungan siswa melalui sekolah adiwiyata di SMP Negeri 8 Surabaya. Jurnal kajian Moral dan Kewarganegaraan, 1, 71-78. Retrieved from https://core.ac.uk/download/pdf/230709271.pdf
Rijal, M., Saefudin., & Amprasto. (2018). Field trip method as an effort to reveal student environmental literacy on biodiversity issue and context. Journal of Physics Conf. Series,
Sarifudin, S. (2019). Deskripsi Dan Langkah Model Pembelajaran Sole (Self Orginized Learning Environment). Retrieved from https://sibatik.kemdikbud.go.id/inovatif/ass ets/file_upload/pengantar/pdf/pengantar_1 .pdf
Setiawan, A. (2013). Pengaruh Disiplin Kerja dan Motivasi Terhadap Kinerja Karyawan Pada Rumah Sakit Umum Daerah Kanjuruan Malang. Jurnal Ilmu Manajemen, 1(4). Retrieved from https://core.ac.uk/download/pdf/230760547.pdf
Sholichah, A.F. (2019). Pembelajaran Self-Organized Learning Environment (SOLE) dalam Penyelesaian Tugas di SMP Negeri 9 Semarang. Semarang: Fakultas Ilmu Pendidikan. Universitas Negeri Semarang.
Sigit, D.V., Azrai, E., Heryanti, E., Anggraeni, K., Ichsan I.Z., & Fadrikal, R. (2019). Environmental responsibility and pro-environmental behavior: Biology undergraduate students’ profile. JPBI: Jurnal Pendidikan Biologi Indonesia, 5(2), 237-244. Retrieved from https://ejournal.umm.ac.id/index.php/jpbi/article/view/7831
Sigit, D.V., Heryanti, E., Pangestika, D.A.W., & Ichsan, I.Z. (2019). Pembelajaran Lingkungan bagi siswa: Hubungan kemampuan berpikir kritis dengan kemampuan pemecahan masalah. Jurnal Pendidikan, Teori, Penelitian dan Pengembangan, 4(1), 6-12. Retrieved from http://journal.um.ac.id/index.php/jptpp/article/view/11838/5625
Simu, A. (2019). The Textbook – Servant or Master? A Study of the Role of Textbooks in English Second Language Learning in Swedish High Schools. DiVa: Digitala Vetenskapliga Arkivet.
Suryanda, A., Miarsyah, M., & Septiani, D. (2020). Perilaku Tanggung Jawab Lingkungan melalui Keikutsertaan Siswa SMA dalam Kegiatan Ekstrakurikuler Kelompok Pecinta Alam. Quagga: Jurnal Pendidikan dan Biologi, 12(2), 94-103. Retrieved from https://journal.uniku.ac.id/index.php/quagga/article/view/2764
Taufiqi. (2016). Hypnoteaching and Hypnotherapy for Brilliant Kids. Malang: Media Sutra Atiga.
Weisblat, G.Z., Stiles, E.A., & McClellan, J.D. (2019). Does the Innovation Really Work?: Effectiveness of Self-Organized Learning Environment (SOLE) in the Classroom. Chilhood Education, 95(2), 60-66. Retrieved from http://dx.doi.org/10.1080/00094056.2019.1593762
Wilujeng, I., Dwandaru, W.S.B. &, Rauf, R.A.B.A. (2019). The Effectiveness of Education for Environmental Sustainable Development to Enhance Environmental Literacy in Science Education: a Case Study of Hydropower. Jurnal Pendidikan IPA Indonesia, 8(4), 521-528. Retrieved from https://journal.unnes.ac.id/nju/index.php/jpii/article/view/19948
Yunansah, H., & Herlambang, Y.T. (2017). Pendidikan berbasis ekopedagogik dalam menumbuhkan kesadaran ekologis dan mengembangkan karakter siswa sekolah dasar. EduHumaniora. Jurnal Pendidikan Dasar Kampus Cibiru, 9(1), 27. Retrieved from https://ejournal.upi.edu/index.php/eduhumaniora/article/view/6153
DOI: https://doi.org/10.31932/jpbio.v8i2.2576
Article Metrics
Abstract view : 101 timesPDF - 76 times
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.