UTILIZING THE GEOECO-BOOK LEARNING PACKAGE TO IMPROVE ECO-LITERACY OF Z GENERATION STUDENTS IN ELEMENTARY SCHOOLS

Erian Fatria, Agus Priadi, Guspri Devi Artanti, Syukra Alhamda

Abstract

The issue of environmental damage has become a contemporary issue and a limelight of the world today. To anticipate environmental disasters needed a strategy that can change the paradigm of the community so that people are more literate about the environment and have a high understanding of the importance of the environment. Environmental education exists and is designed to increase students' eco-literacy of environmental problems that occurred during the 21st century and provide efforts in saving the environment. This study aims to determine the geoeco-book learning package to improve the ecoliteracy of alpha generation of elementary school students. Research and Development was chosen by involving 50 students at Cipinang Melayu 04 East Jakarta Elementary School as a randomly selected sample. This geoeco-book learning package refers to the goal of environmental education which emphasizes the process of introducing values and environmental morals by explaining concepts relevant to basic ecological material in order to develop core competence eco-literacy. Data were analyzed using descriptive statistics and t-tests to verify product differences and effectiveness. The results showed that there was an increase in the effective and significant generation of Z generation of students after they learned the learning package. Therefore, even though they are an alpha generation, they have a serious interest in reading and understanding learning packages as products. This is one way to change eco-literacy and expect changes in their attitudes towards the environment that will ultimately be more positive in their environmental behavior.

Keywords

Geoeco-Book; Environmental Education; Eco-Literacy, Z Generation

Full Text:

PDF

References

Bencsik, A., Juhász, T., & Horváth-Csikós, G. (2016). Y and Z Generations at Workplaces. Journal of Competitiveness, 6(3), 90–106. https://doi.org/10.7441/joc.2016.03.06

Craig, C. A., & Allen, M. W. (2015). The impact of curriculum-based learning on environmental literacy and energy consumption with implications for policy. Utilities Policy, 35, 41–49. https://doi.org/10.1016/j.jup.2015.06.011

Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education.

Hammond, S. W., & Herron, S. S. (2012). The natural provenance: ecoliteracy in higher education in Mississippi. Environmental Education Research, 18(1), 117–132. https://doi.org/10.1080/13504622.2011.583982

Kulnieks, A., Longboat, D. R., & Young, K. (2013). Eco-Literacy Development through a Framework for Indigenous and Environmental Educational Leadership. Canadian Journal of Environmental Education, 18, 111–125.

Lingkungan, F., & Sonny, H. A. (2017). PENERAPANNYATERHADAP EKOWISATA DI INDONESIA ( Sebuah Paradigma Baru Bioregionalisme dalam Usaha Pengembangan Wisata di Indonesia untuk Menuju Kearifan Lingkungan ).

Locke, S., Russo, R., & Montoya, C. (2013). Environmental education and eco-literacy as tools of education for sustainable development. Journal of Sustainability Education, 4(January), 10.

Oversby, J. (2015). Teachers’ Learning about Climate Change Education. Procedia - Social and Behavioral Sciences, 167, 23–27. https://doi.org/10.1016/j.sbspro.2014.12.637

Pérez-Escoda, A., Castro-Zubizarreta, A., & Fandos-Igado, M. (2016). Digital skills in the Z generation: Key questions for a curricular introduction in primary school. Comunicar, 24(49), 71–79. https://doi.org/10.3916/C49-2016-07

Salleh, M. S. M., Mahbob, N. N., & Baharudin, N. S. (2017). Overview of "Generation Z“ behavioural characteristic and its effect towards hostel facility. International Journal of Real Estate Studies, 11(2), 60–67.

Santiago, M. P., Cunha, L. I. da, & Cartea, P. Á. M. (2017). Resilient Communities to Climate change. Environmental Education and Movement in Transition Connection. Procedia - Social and Behavioral Sciences, 237(June 2016), 925–930. https://doi.org/10.1016/j.sbspro.2017.02.130

Saribas, D., Teksoz, G., & Ertepinar, H. (2014). The Relationship between Environmental Literacy and Self-efficacy Beliefs toward Environmental Education. Procedia - Social and Behavioral Sciences, 116, 3664–3668. https://doi.org/10.1016/j.sbspro.2014.01.820

Spinola, H. (2015). Environmental literacy comparison between students taught in Eco-schools and ordinary schools in the Madeira Island region of Portugal. Science Education International, 26(3), 392–413.

Turner, A. (2015). Generation Z: Technology and Social Interest. The Journal of Individual Psychology, 71(2), 103–113. https://doi.org/10.1353/jip.2015.0021

Varela-Candamio, L., Novo-Corti, I., & García-Álvarez, M. T. (2018). The importance of environmental education in the determinants of green behavior: A meta-analysis approach. Journal of Cleaner Production, 170, 1565–1578. https://doi.org/10.1016/j.jclepro.2017.09.214

DOI: https://doi.org/10.20961/ge.v10i1.82151

Refbacks

  • There are currently no refbacks.