Early Childhood Science Learning Decision Making Based on Environmental Contextual Analysis: A Study of Pre-Early Childhood Education Teacher Students
DOI:
10.29303/jppipa.v12i8.15322Published:
2026-08-31Downloads
Abstract
This study aims to describe and analyze environmental knowledge, environmentally based learning behavior, and decision-making ability in science learning among pre-service early childhood education (ECE) teachers. A quantitative descriptive design involved 21 students in the ECE Teacher Education Study Program at Universitas Muhammadiyah Buton. Data were collected using a 10 item environmental knowledge test, a 12 item environmentally based learning behavior questionnaire, and five case-based analytical tasks assessing contextual decision making. Descriptive statistics were used to calculate average scores and achievement categories. The results showed high levels of environmental knowledge (7.81), environmentally based learning behavior (7.48), and decision-making ability (7.80). Students demonstrated particular strength in understanding environmental analysis, adapting learning to available facilities, integrating environmental contexts with science concepts, and selecting developmentally appropriate activities. However, contextual analysis, environmental utilization, learning reflection, and consideration of community sociocultural characteristics remained moderate. The novelty of this study lies in providing an integrated descriptive profile of these three competencies through environmental contextual analysis rather than examining them separately. The findings highlight the need to strengthen case-based learning, field experience, and reflective practice in ECE teacher education to support more adaptive, authentic, and locally responsive science learning.
Keywords:
Decision making Early childhood education Environmental analysis Pre-service teacher Science learningReferences
Beers-Dewhirst, C., & Goldman, J. (2020). Launching motivation for mindfulness: Introducing mindfulness to early childhood preservice teachers. Early Child Development and Care, 190(8), 1299–1312. https://doi.org/10.1080/03004430.2018.1531853 DOI: https://doi.org/10.1080/03004430.2018.1531853
Bradbury, O., Mallett, D., Pfeiffer, L., Busch, G., & Hughes, L. (2026). STEM in the Park: Eliciting Young Children’s Understandings Through Dialogue and Image. International Journal of Science and Mathematics Education, 24(4), 40. https://doi.org/10.1007/s10763-026-10655-1 DOI: https://doi.org/10.1007/s10763-026-10655-1
Bravo, E., Costillo, E., Bravo, J. L., Mellado, V., & Conde, M. D. C. (2022). Analysis of prospective early childhood education teachers’ proposals of nature field trips: An educational experience to bring nature close during this stage. Science Education, 106(1), 172–198. https://doi.org/10.1002/sce.21689 DOI: https://doi.org/10.1002/sce.21689
Chan, A., & Ritchie, J. (2025). Exploring Perspectives on Identity, Belonging, Inclusion and Social Cohesion: Implications for Placed-Based Early Childhood Education. New Zealand Journal of Educational Studies, 60(2), 451–468. https://doi.org/10.1007/s40841-025-00403-4 DOI: https://doi.org/10.1007/s40841-025-00403-4
Cheng, E. C. K., & Liu, R. H. Y. (2026). Academic Learning vs Everyday Learning?: How do 21st Century Learning Trends Break Down the Dichotomy?. Routledge. https://doi.org/10.4324/9781003733638 DOI: https://doi.org/10.4324/9781003733638
Cinantya, C. (2022). Pembelajaran Sains Berbasis Kegiatan Bermain Kreatif di Lingkungan Lahan Basah untuk Mengembangkan Kecerdasan Naturalistik Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(3), 449-456. https://doi.org/10.23887/paud.v10i3.52560
Eckhoff, A. (2017). Partners in Inquiry: A Collaborative Life Science Investigation with Preservice Teachers and Kindergarten Students. Early Childhood Education Journal, 45(2), 219–227. https://doi.org/10.1007/s10643-015-0769-3 DOI: https://doi.org/10.1007/s10643-015-0769-3
ElSayary, A., & Mohebi, L. (2025). Fostering preservice teachers socio-emotional, technological, and metacognitive knowledge (STM-K) using e-portfolios. Education and Information Technologies, 30(2), 2095–2122. https://doi.org/10.1007/s10639-024-12894-7 DOI: https://doi.org/10.1007/s10639-024-12894-7
Franco-Mariscal, A. J., Rodríguez-Melero, A. M., López-Fernández, M.-M., & Cano-Iglesias, M. J. (2026). Doctor’s Learning Environment: Fostering Critical Thinking in 4-Year-Old Children. Education Sciences, 16(3), 491. https://doi.org/10.3390/educsci16030491 DOI: https://doi.org/10.3390/educsci16030491
Furu, A.-C., Chan, A., Larsson, J., Engdahl, I., Klaus, S., Navarrete, A. M., & Turk Niskač, B. (2023). Promoting Resilience in Early Childhood Education and Care to Prepare Children for a World of Change: A Critical Analysis of National and International Policy Documents. Children, 10(4), 716. https://doi.org/10.3390/children10040716 DOI: https://doi.org/10.3390/children10040716
Geist, E. (2025). Reinventing STEM in Early Childhood Education: A Constructivist Approach (1st edn). Routledge. https://doi.org/10.4324/9781003488873 DOI: https://doi.org/10.4324/9781003488873-1
Gusni, K., Mayar, F., Rakimahwati, & Eliza, D. (2026). Development of Local Culture-Based Interactive Media to Improve Children’s Mathematics Skills in Kindergarten. Jurnal Penelitian Pendidikan IPA, 12(4), 525–532. https://doi.org/10.29303/jppipa.v12i4.14481 DOI: https://doi.org/10.29303/jppipa.v12i4.14481
Halida, H., Yuniarni, D., Astuti, I., Putri, A. A. P., Sanulita, H., & Windaniati, W. (2023). Permainan My City Cleaning Waste Recycle untuk Meningkatkan Karakter Peduli Lingkungan pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(2), 1961–1972. https://doi.org/10.31004/obsesi.v7i2.4325 DOI: https://doi.org/10.31004/obsesi.v7i2.4325
Ismail, A. F., & Shahpo, S. M. (2025). The integrative learning approach in early childhood: A proposed framework based on STEM – a field study. European Journal of STEM Education, 10(1), 30. https://doi.org/10.20897/ejsteme/17477 DOI: https://doi.org/10.20897/ejsteme/17477
Kess, R., & Puroila, A.-M. (2023). Narratives from the North: Early Childhood Teachers’ Narrative Identities in Place. Scandinavian Journal of Educational Research, 67(1), 126–139. https://doi.org/10.1080/00313831.2021.1983867 DOI: https://doi.org/10.1080/00313831.2021.1983867
Kewalramani, S., Devi, A., & Ng, A. (2025). Supporting Early Childhood Preservice Teachers to Effectively Integrate STEM in Their Future Teaching Practice. Education Sciences, 15(2), 189. https://doi.org/10.3390/educsci15020189 DOI: https://doi.org/10.3390/educsci15020189
Kurniati, A., Kudus, I., Marwah, M., & Hartati, H. (2020). Pembelajaran Kearifan Lokal Pakaian Adat Suku Buton bagi Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1101–1112. https://doi.org/10.31004/obsesi.v5i2.737 DOI: https://doi.org/10.31004/obsesi.v5i2.737
Kurniati, A. & Wahira. (2024). Kebutuhan Manajemen Kurikulum Pendidikan Anak Usia Dini Berbasis Kearifan Lokal Budaya Buton. Murhum: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.37985/murhum.v5i2.1013 DOI: https://doi.org/10.37985/murhum.v5i2.1013
Kusmara, E. F., Syaodih, E., & Agustin, M. (2025). Bermain Bermakna Melalui Pendekatan Qur’anic Sains Pada Fase Fondasi. AWLADY: Jurnal Pendidikan Anak, 11(1), 10-26.https://doi.org/10.24235/awlady.v11i1.18430 DOI: https://doi.org/10.24235/awlady.v11i1.18430
McKee, A., Myck-Wayne, J., & Lee, S. H. (2023). Inclusive mindedness: Evolving knowledge and beliefs of preservice educators in California. Frontiers in Education, 8, 1142670. https://doi.org/10.3389/feduc.2023.1142670 DOI: https://doi.org/10.3389/feduc.2023.1142670
Putri, A. A. P. P., Rahardjo, B., & Olby, N. A. (2023). Project-Based Learning Model Improves Ability to Understand Environmental Cleanliness in Early Childhood. Jurnal Pendidikan Anak Usia Dini Undiksha, 11(1), 43–51. https://doi.org/10.23887/paud.v11i1.54589 DOI: https://doi.org/10.23887/paud.v11i1.54589
Putri, U. R., Diana, D., & Formen, A. (2026). Implementation of the Holistic Integrative Early Childhood Education Program in Preventing Stunting in Aceh Tamiang Regency. Jurnal Penelitian Pendidikan IPA, 12(3), 100–112. https://doi.org/10.29303/jppipa.v12i3.14024 DOI: https://doi.org/10.29303/jppipa.v12i3.14024
Rodrigues-Silva, J., & Alsina, Á. (2023). STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review. Sustainability, 15(4), 3721. https://doi.org/10.3390/su15043721 DOI: https://doi.org/10.3390/su15043721
Sáez-Bondía, M. J., Mateo, E., & Martín-García, J. (2024). Science learning in 3- and 5-year-old children in the same free-choice learning environment on plant diversity. Learning Environments Research, 27(1), 199–215. https://doi.org/10.1007/s10984-023-09475-9 DOI: https://doi.org/10.1007/s10984-023-09475-9
Scanlon, E., Schreffler, J., James, W., Vasquez, E., & Chini, J. J. (2018). Postsecondary physics curricula and Universal Design for Learning: Planning for diverse learners. Physical Review Physics Education Research, 14(2), 020101. https://doi.org/10.1103/PhysRevPhysEducRes.14.020101 DOI: https://doi.org/10.1103/PhysRevPhysEducRes.14.020101
Sinta, S., Kurniati, A., Susanti, S. M., & Said, R. (2026). Principal Leadership as a Driver of Early Childhood Teacher Competency: A Systematic Literature Review. JED (Jurnal Etika Demokrasi), 11(2), 233–254. https://doi.org/10.26618/zbmjpp49
Sriwarthini, N. L. P. N., Astini, B. N., & Gunawan, G. (2023). Analysis of Early Childhood Pre-Service Teacher’s Science Concepts Comprehension Based On Their Science Process Skill. Jurnal Penelitian Pendidikan IPA, 9(2), 906–910. https://doi.org/10.29303/jppipa.v9i2.3241 DOI: https://doi.org/10.29303/jppipa.v9i2.3241
Sumarni, S., & Kurniati, A. (2026). Utilization of School Resources for Science Learning in Early Childhood Education: A Systematic Literature Review. Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini, 15(2), 848-863. https://doi.org/10.31000/ceria.v15i2.16030
Suryani, L., & Seto, S. B. (2020). Penerapan Media Audio Visual untuk Meningkatan Perilaku Cinta Lingkungan pada Golden Age. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 900–908. https://doi.org/10.31004/obsesi.v5i1.601 DOI: https://doi.org/10.31004/obsesi.v5i1.601
Yasar, M. (2019). ‘It Is Not Our Fault; It Is Our Professors’ Fault!’ Preservice Teachers’ Perspectives on Their Own Experiences in Teacher Education Classrooms. European Journal of Educational Research, 8(1), 141–156. https://doi.org/10.12973/eu-jer.8.1.141 DOI: https://doi.org/10.12973/eu-jer.8.1.141
Yaswinda, Y., Putri, D. M. E., & Irsakinah, I. (2023). Pembelajaran Sains Berbasis Pemanfaatan Lingkungan untuk Peningkatan Kognitif Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 94–103. https://doi.org/10.31004/obsesi.v7i1.2842 DOI: https://doi.org/10.31004/obsesi.v7i1.2842
License
Copyright (c) 2026 Asma Kurniati, Marwah, Viola, Sitti Maulidya Nurussyaman
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
