Journal of Environment and Sustainability Education

Framework for critical thinking skills as a preservice physics teacher competence

Mon, 21 Jul 2025 00:00:00 +0000

Critical thinking skills (CTS) are among the 21st-century skills needed. Preservice physics teachers need CTS to solve problems critically, not only in academics but also in life. This research offers a comprehensive perspective and understanding of critical thinking skills as a framework for measuring the ability of preservice physics teachers. The approach is qualitative with methodology analysis, and the documentary content produces a theoretical competence framework. Findings are then applied to determine CTS indicators' relevant competencies, such as clarity assumption, interpretation, analysis, reason, and evaluation. Preservice physics teachers can understand and use these results to evaluate CTS. The research emphasizes optimizing CTS for preservice physics teachers because education is increasingly complex and dynamic.

Exploring the relationship between student engagement and academic achievement in science: A study of junior high school students

Annie Satriani Achwani, Taufik Rahman, Lilit Rusyati — Wed, 27 Aug 2025 00:00:00 +0000

Academic success, especially in science education, is greatly influenced by student engagement, but its effects vary depending on socioeconomic status and past performance, leaving gaps in how each type of engagement specifically impacts junior high students. According to research, these interactions require more investigation in order to guide focused interventions, fair policies, and instructional strategies that improve student engagement and science proficiency, particularly for diverse student populations. This study investigates the relationship between junior high school scientific achievement and student involvement, with a particular emphasis on the engagement indicators that most accurately predict academic performance. This study uses a correlational research design to quantitatively examine the direction and degree of the association between junior high school students' academic achievement in science and their level of student involvement. Participants in the study were 100 eighth graders (31% male, 69% female) from a public junior high school in Bandung, West Java, Indonesia. There are two instruments used in the study, namely a questionnaire for student engagement and multiple-choice questions through online exams with the Pijar Sekolah application. Since all of the Spearman coefficients were weak and statistically insignificant (p > 0.05), the study found no significant correlation between academic achievement and student engagement (cognitive, behavioural, emotional, or social). These results suggest that engagement-focused therapies should be re-examined, and other indicators of academic performance should be investigated. In order to better understand these dynamics, future research should use longitudinal designs and include other variables (such as self-efficacy and institutional support).

The relationship between student environmental education, knowledge, attitude, and behavior

Wed, 27 Aug 2025 00:00:00 +0000

Environmental sustainability is a crucial concern for universities due to the environmental impacts of their operations, including energy use, waste, and transportation. As key actors, higher education institutions play a vital role in promoting sustainability by enhancing students' knowledge, attitudes, and active participation in sustainable practices. This study aims to analyze the relationship between environmental education, knowledge, attitude, and behavior. A total of 376 students of Universitas Negeri Semarang were involved in this study. Data were collected through questionnaires distributed online. Data analysis was carried out using the PLS-SEM analysis technique. The results showed that environmental attitude has a positive effect on student environmental behavior. However, environmental education and knowledge were not proven to significantly influence environmental behavior directly. Environmental education has been shown to play an important role in significantly increasing knowledge and attitudes towards the environment. In addition, environmental education can indirectly influence environmental behavior through the formation of environmental attitudes. The implication of this study shows that the universities and higher education policymakers need to emphasize strengthening positive attitudes toward the environment in environmental education curricula, rather than just focusing on increasing knowledge alone.

Dissemination of interactive digital physics modules (IDMP) to improve teachers' Scientific Inquiry Literacy (SIL) in depth learning

Thu, 28 Aug 2025 00:00:00 +0000

The Background of study is strengthening Scientific Inquiry Literacy to a critical urgency to equip the younger generation with logical, analytical, and evidence-based thinking skills to face complex challenges in the 21st century. The study objective examines the dissemination of the Interactive Digital Module Physics (IDMP) in improving teachers’ Scientific Inquiry Literacy (SIL) in immersive learning. The of study of method Through a mixed-methods approach with 55 science teachers in Jakarta, Indonesia aged 35-55 years as participants, data were collected through the SIL pretest-posttest and implementation observations. The results showed an adoption rate of 83.3% of the IDMP, with 73.3% of teachers successfully integrating it into their lesson plans. The implementation of the Interactive Digital Module Physics (IDMP) led to a significant improvement in teachers’ scientific inquiry literacy, with N-Gain scores of 25%, 23%, and 22% in designing investigations, guiding inquiry, and evaluating scientific processes, respectively. The implication of study for demonstrate the effectiveness of the IDMP in supporting immersive learning through interactive simulation features. The development of collaborative features such as discussion forums and experimental data banks is recommended to facilitate ongoing practice among teachers.

Development of a Science Process Skills (SPS) test for assessing environmental chemistry concept: Salt hydrolysis in grade XI

Eka Puspita Kartika Sari, Muntholib Muntholib, Umi Husnun Nihayah — Thu, 28 Aug 2025 00:00:00 +0000

Science process skills (SPS) are fundamental to inquiry-based science learning and important for linking chemistry concepts with environmental issues. However, valid instruments to assess SPS in specific topics, such as salt hydrolysis, are still limited. This study aimed to develop and validate a multiple-choice test to evaluate eleventh-grade students’ SPS in the context of salt hydrolysis, emphasizing environmental chemistry applications. A research and development (R&D) design with five stages was employed: literature review, item development, expert validation, pilot testing, and finalization. Four chemistry education specialists provided expert judgment, and a pilot study was conducted with 150 eleventh-grade students from five high schools. Item validity, difficulty, discrimination index, and reliability were analyzed. The final test contained 28 items with a high content validity index (CVI = 0.90). Item analysis indicated two easy, 25 medium, and one difficult item. Discrimination indices classified five items as very good, 20 good, two sufficient, and one poor. All items were empirically valid, and the reliability coefficient (Cronbach’s alpha = 0.891) demonstrated strong internal consistency. Compared with similar SPS instruments, this test integrated authentic environmental contexts, such as the impact of salt hydrolysis on water pH, thereby enhancing ecological validity. The instrument provides teachers with a reliable diagnostic tool to identify students’ strengths and weaknesses in SPS. Beyond assessment, the instrument supports formative and summative evaluations, integrates environmental issues into chemistry learning, and serves as a reference for developing similar instruments in other science domains.

Production and composting of waste-filled biofilms as a sustainability educational experience for a secondary school setting

Greta Vicentini, Sara Mattiello, Carlo Santulli — Mon, 01 Sep 2025 00:00:00 +0000

Waste upcycling is often seen as a scattered concept, difficult to be put into practice in an educational yet scientific context. The idea is to provide an educational experience able to supply the students a wider perspective over how waste can be brought back into the productive system, until at all possible not. Outsourcing and characterization of waste, production of biofilms, home composting experiments. The experimentation gives a practical view of what is meant by circular economy moreover suggesting ideas about possible options for selecting waste and starting characterising it. In particular, it offers indications about the scientific method for testing materials including waste and being aware of their end-of-life, which all have influence on sustainability of the process. Ideally, depending on the time allotted for experiments, the work can be repeated iteratively to improve the results. Also, a database about possible local waste for DIY production of bioplastics can be generated over time, including considerations about ease of outsourcing, availability, seasonality, etc.

Embodied pedagogy and ecological ethics: Internalising environmental values through the Pakarena Anida dance in South Sulawesi

Mon, 01 Sep 2025 00:00:00 +0000

Global ecological crises demand sustainability education that integrates cultural and ecological values beyond formal and Western-oriented frameworks. Traditional performing arts offer holistic pedagogical resources through embodied, symbolic, and participatory practices, yet their potential remains underexplored in sustainability discourses. In Indonesia, the Pakarena Anida Dance of South Sulawesi exemplifies how ritual gestures, ornate costumes, and narrative symbolism function as cultural texts transmitting ecological ethics and community values. However, limited scholarship has examined how female dancers operate as custodians of both cultural heritage and environmental responsibility. This study employs a descriptive qualitative design, drawing on anthropology, semiotics, and cultural studies to analyse the symbolic representation of female dancers in South Sulawesi traditional performances. Multi-sited fieldwork was conducted in Makassar City, Wajo Regency, and Toraja Regency, involving 29 purposively selected informants—including cultural leaders, senior dancers, troupe members, and audiences. Data were collected through performance observation, semi-structured interviews, and documentation of manuscripts and visual records. Analysis followed Miles and Huberman’s interactive model, supported by thematic and interpretive strategies. Findings reveal three key insights. First, Pakarena Anida embodies conservation values through symbolic movements—such as bowing and circular formations—that signify humility and ecological balance. Second, the dance functions as informal education, with rehearsals and performances serving as “schools without walls” where intergenerational ecological and moral wisdom is transmitted. Third, costumes, music, and ritualised gestures operate as cultural codes that internalise local values, reinforcing identity, humility, and responsibility across generations.

Mapping the learning styles of pre-service enviromental science education in interaction with artificial intelligence on the topic of electric fields

Jadnika Dwi Rakhmawan Amrullah, Nur Ahmad, Rhischa Assabet Shilla — Mon, 01 Sep 2025 00:00:00 +0000

The integration of Artificial Intelligence (AI) in education offers new opportunities to address complex science concepts, yet its interaction with learning styles remains underexplored. Objectives: This study aimed to identify the learning styles of pre-service environmental science teachers and examine how AI-based instruction supports their understanding of electric fields. Using a mixed-methods design, 72 undergraduate students completed the VARK questionnaire, pre- and post-tests on electric field concepts, and participated in interviews. The findings showed significant improvement in conceptual understanding after AI-based learning, with visual and kinesthetic learners benefiting most from simulations and interactive tasks, while aural and read/write learners showed limited gains. Implications: The study highlights the potential of AI to enhance learning through multimodal engagement, but also emphasises the need for inclusive designs that move beyond learning styles toward broader pedagogical frameworks.

Local wisdom-based science e-module to improve cultural literacy and critical thinking skills of elementary school students

Mon, 01 Sep 2025 00:00:00 +0000

The low critical thinking skills and cultural literacy of elementary school students, along with the absence of teaching materials that integrate local wisdom into science and social studies (IPAS) learning, present challenges that need to be addressed. This study aims to develop a local wisdom-based IPAS e-module to enhance students’ critical thinking skills and cultural literacy. The research employed the ADDIE development model, encompassing the stages of analysis, design, development, implementation, and evaluation, with feasibility tests conducted by material, media, and instructional experts. Practicality tests were carried out through one-to-one trials, small group trials, and field trials, while effectiveness tests applied a quasi-experimental design with control and experimental classes analyzed using pretest–posttest data and N-gain calculations. The results indicated that the e-module was rated “highly feasible” by all validators, with “highly practical” ratings from teachers and students. Effectiveness tests showed an improvement in critical thinking skills with an N-gain of 0.70 (high category) and an improvement in cultural literacy with an N-gain of 0.44 (medium category) in the experimental class, while the control class remained in the low category. This study concludes that the local wisdom-based IPAS e-module is effective as a learning resource for improving critical thinking skills and cultural literacy, while also serving as a medium for preserving regional culture in elementary schools.

Students' critical thinking skills based on the STEAM approach: The issue of waste recycling and ecology

Johanes Pelamonia, Cristina Ginting, Evelin Kempa, Devi Tobing, Marleny Leasa — Mon, 01 Sep 2025 00:00:00 +0000

The critical thinking skills of elementary school students are still relatively low, even though these skills are essential for facing the demands of the 21st century and global challenges. The low level of critical thinking skills is a significant problem in the learning process, so an innovative approach is needed to address it. This study aims to analyze the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in improving the critical thinking skills of elementary school students. This study was conducted at an elementary school in Ambon City at the 6th grade level that has implemented STEAM learning, involving 20 students as samples. Qualitative methods and a phenomenological approach were chosen to explore the students' experiences, perceptions, and learning processes in depth. Fifteen essay questions based on Facione's (1990) indicators were used to measure students' critical thinking skills, along with semi-structured interviews and documentation of STEAM project results as evidence of implementation. Data analysis was carried out through the stages of data reduction, data presentation, and verification to ensure the validity of the findings. The results showed that the STEAM approach significantly improved critical thinking skills in interpretation, analysis, explanation, inference, and evaluation. However, students still needed further assistance in independently managing the critical thinking process in self-regulation. In conclusion, STEAM-based learning has been proven effective in stimulating critical thinking skills through contextual and collaborative learning models relevant to real-life situations and encouraging student cooperation.

Is higher education curriculum prepare to support sustainable environmental chemistry learning?

Mon, 01 Sep 2025 00:00:00 +0000

Global environmental challenges such as climate change, pollution, and ecosystem degradation require urgent responses, and education plays a strategic role in building environmental literacy. This study aimed to evaluate the readiness of higher education curricula in supporting sustainable learning in Environmental Chemistry courses and their alignment with the Sustainable Development Goals (SDGs). The research used a descriptive approach involving curriculum and lesson plan analysis, student surveys, and interviews with lecturers and program heads at a state university in Aceh Province, Indonesia. The findings show that while the curriculum includes relevant topics such as pollution and climate change, the integration of emerging issues and practical learning methods remains limited. Students demonstrated positive attitudes and awareness toward environmental sustainability, but their active involvement in practical actions was still low. Recommendations include the explicit integration of SDGs in course plans, diversification of teaching strategies through fieldwork and case studies, and fostering interdisciplinary collaboration. Overall, the study concludes that the curriculum provides a strong foundation but requires strategic improvements to enhance its relevance and impact. Aligning academic programs with global and local environmental challenges will enable higher education to prepare students as proactive agents of sustainable development.

The impact of feasibility and meaningfulness of ESD activities on sustainability awareness in Japanese community learning centers

Khalaf Mohamed Abdellatif — Mon, 01 Sep 2025 00:00:00 +0000

Although feasibility (practical accessibility) and meaningfulness (personal relevance) are established drivers of participation in non-formal education, their direct impact on learning outcomes, specifically sustainability awareness within Japanese Community Learning Centers (CLCs), has not been empirically established. This research addresses this research gap by examining how perceived feasibility and meaningfulness of Education for Sustainable Development (ESD) activities affect sustainability awareness among participants in CLC in Japan. Using a mixed-methods case study approach, quantitative data were collected from 370 participants at Misonou Community Center in Hiroshima and analyzed through structural equation modeling (SEM), complemented by qualitative insights from 30 follow-up interviews. Results indicated that both feasibility (β = 0.32, p < .001) and meaningfulness (β = 0.48, p < .001) significantly predicted sustainability awareness, collectively explaining 56% of variance, with meaningfulness showing stronger predictive power. These findings provide an empirically validated framework for ESD program design, suggesting that practitioners should adopt a dual-focused strategy that reduces logistical barriers while collaboratively developing curricula that reflect local contexts and participant values. This evidence-based approach enables CLCs to effectively support national sustainability objectives and promote environmental consciousness.

The effectiveness of the TPASK-C approach practicum model in improving self-efficacy and research skills of prospective biology teachers

Djohar Maknun, Jajang Aisyul Muzakki, Ipin Aripin — Mon, 01 Sep 2025 00:00:00 +0000

This study aims to investigate the effectiveness of implementing the Technological Pedagogical and Science Knowledge-Contextual (TPASK-C) practicum model in improving the self-efficacy and research skills of prospective biology teachers. This study employs a quasi-experimental design with a pretest-posttest control group. Research data were collected using tests and non-tests. Test data were used to collect research skills data. Self-efficacy data were collected using questionnaires. Research data were analyzed using qualitative and quantitative techniques, as well as effect-size analysis, to analyze the effectiveness of the treatment given to the tested variables. The results of the study found that the TPASK-C practicum model made a significant contribution to the formation of self-efficacy and research skills in prospective biology teacher students. The results of the t-test on the achievement of self-efficacy and research skills showed a sig. α <0.005, which indicated a significant difference between the two classes tested. Effect size testing showed Cohen's d values (1.338 and 1.469), indicating that TPASK-C is effective in equipping students with self-efficacy and research skills. The results of this study are expected to be an alternative practicum model that can be widely applied in teacher training institutions (LPTK) to facilitate efforts to improve self-efficacy and research skills in prospective biology teacher students in Indonesia.

An IoT-based smart home prototype: Enhancing energy efficiency, water conservation, and sustainability education

Wildan Arasid, Diky Zakaria, Cep Ubad Abdullah — Mon, 01 Sep 2025 00:00:00 +0000

The rapid development of the Internet of Things (IoT) has driven the emergence of smart home innovations that not only provide convenience but also contribute to energy efficiency and resource conservation. This study aims to develop an IoT-based smart home prototype using the ESP8266-12e module to control lights and solenoid valves that function as water faucets. The system operates in two modes: automatic mode, utilizing light-dependent resistors (LDRs) and ultrasonic sensors, and manual mode through a web-based control interface. The method in this study uses an experimental method consisting of a literature review, hardware and software design, implementation, and testing. The results show that the system functions reliably and remains stable within a Wi-Fi connection range of up to 21 meters. Furthermore, this prototype shows potential as a project-based learning medium in science and technology education, particularly in the context of sustainability education. By integrating the concepts of electricity and water conservation, this study contributes to increasing scientific literacy while supporting sustainable household practices.