Environmental Literacy and Learning Independence of Students
DOI:
10.29303/jppipa.v12i6.11749Published:
2026-06-30Downloads
Abstract
This study aims to describe the environmental literacy and learning independence skills of students at SMA Negeri 3 Banjarbaru, South Kalimantan. Using a quantitative descriptive approach, data were collected from the research subjects, namely all 11th grade students enrolled in the even semester at SMA Negeri 3 Banjarbaru, through environmental literacy tests and independent learning questionnaires. Environmental literacy assessment covers three domains: knowledge, attitude, and competence, while self-directed learning is measured through eight indicators. The results show that students achieved the highest scores in environmental literacy in identifying environmental issues (78.7%) and understanding social, cultural, and political systems (74%), both of which fall into the “adequate” category. However, they scored lowest in proposing alternative solutions (36.1%) and making personal assessments of environmental issues (50%). In terms of self-regulated learning, students demonstrated the highest competency in selecting and applying learning strategies (59.2%), while the lowest was in diagnosing learning needs (32.4%). This study highlights the importance of active learning strategies such as problem-based learning and metacognitive training to develop environmental awareness and self-directed learning among students.
Keywords:
Environmental literacy High school students Problem-based learning Science education Self-regulated learningReferences
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