The Effect of Green School-Based Inquiry Learning Model on Students' Ability of Scientific Literacy

Authors

Wida Herlina , Topik Hidayat , Taufik Rahman

DOI:

10.29303/jppipa.v8i5.1847

Published:

2022-11-30

Issue:

Vol. 8 No. 5 (2022): November

Keywords:

Green school, Scientific literacy, Inquiry learning model

Research Articles

Downloads

How to Cite

Herlina, W. ., Hidayat, T. ., & Rahman, T. . (2022). The Effect of Green School-Based Inquiry Learning Model on Students’ Ability of Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 8(5), 2513–2517. https://doi.org/10.29303/jppipa.v8i5.1847

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

A Green School is an environmentally friendly educational program designed in such a way as to create a meaningful learning experience. learning environment contributes to the development of students' scientific literacy skills. The involvement of students in nature or environmental-based learning can increase students' sensitivity to the relationship between humans and the environment. Therefore, Green School was chosen as a way to teach environmental material. Using the Pre-post Experimental Group Design research design that was applied to SMPN students on the interaction of living things, the results showed that students who learned to use the Green School-based inquiry model experienced a significant increase in their scientific literacy skills. It is hoped that there will be further research on environmental learning using Green School-based inquiry, so that references can be obtained in developing students' scientific literacy skills in the future.

References

Al Mufida, A., Widodo, A., & Solihat, R. (2022). Application of Immersive Virtual Learning to Understanding Climate Change Concepts and Thinking Process Skills. Jurnal Penelitian Pendidikan IPA, 8(3), 1401–1407. https://doi.org/10.29303/jppipa.v8i3.1673

ÄŒipková, E., KarolÄík, Å ., & Scholzová, L. (2020). Are secondary school graduates prepared for the studies of natural sciences?–evaluation and analysis of the result of scientific literacy levels achieved by secondary school graduates. Research in Science and Technological Education, 38(2), 146–167. https://doi.org/10.1080/02635143.2019.1599846

ÄŒipková, E., KarolÄík, Å ., Sládková, K., & Ušáková, K. (2018). What is the level of scientific literacy among geography students studying bachelor’s studies in natural sciences? International Research in Geographical and Environmental Education, 27(4), 295–310. https://doi.org/10.1080/10382046.2017.1389044

Cole, L. B., & Altenburger, E. (2019). Framing the Teaching Green Building: environmental education through multiple channels in the school environment. Environmental Education Research, 25(11), 1654–1673. https://doi.org/10.1080/13504622.2017.1398817

Dragoş, V., & Mih, V. (2015). Scientific Literacy in School. Procedia - Social and Behavioral Sciences, 209(July), 167–172. https://doi.org/10.1016/j.sbspro.2015.11.273

Eick, C. J. (2012). Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom. Journal of Science Teacher Education, 23(7), 789–803. https://doi.org/10.1007/s10972-011-9236-1

Fives, H., Huebner, W., Birnbaum, A. S., & Nicolich, M. (2014). Developing a Measure of Scientific Literacy for Middle School Students. Science Education, 98(4), 549–580. https://doi.org/10.1002/sce.21115

Garthwaite, K., France, B., & Ward, G. (2014). The Complexity of Scientific Literacy: The development and use of a data analysis matrix. International Journal of Science Education, 36(10), 1568–1587. https://doi.org/10.1080/09500693.2013.870363

Ghent, C., Trauth-Nare, A., Dell, K., & Haines, S. (2014). The Influence of a Statewide Green School Initiative on Student Achievement in K–12 Classrooms. Applied Environmental Education and Communication, 13(4), 250–260. https://doi.org/10.1080/1533015X.2014.983658

Goldman, D., Assaraf, O. B. Z., & Shaharabani, D. (2013). Influence of a Non-formal Environmental Education Programme on Junior High-School Students’ Environmental Literacy. International Journal of Science Education, 35(3), 515–545. https://doi.org/10.1080/09500693.2012.749545

Hasasiyah, S. H., Hutomo, B. A., Subali, B., & Marwoto, P. (2020). Analisis Kemampuan Literasi Sains Siswa SMP pada Materi Sirkulasi Darah. Jurnal Penelitian Pendidikan IPA, 6(1), 5–9. https://doi.org/10.29303/jppipa.v6i1.193

Jamaluddin, J., Jufri, A. W., Ramdani, A., & Azizah, A. (2019). Profil Literasi Sains Dan Keterampilan Berpikir Kritis Pendidik Ipa Smp. Jurnal Penelitian Pendidikan IPA, 5(1), 120–130. https://doi.org/10.29303/jppipa.v5i1.185

Jeong, S., Sherman, B., & Tippins, D. J. (2021). The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability. Cultural Studies of Science Education, 16(3), 805–820. https://doi.org/10.1007/s11422-021-10029-9

Jufrida, J., Basuki, F. R., Kurniawan, W., Pangestu, M. D., & Fitaloka, O. (2019). Scientific literacy and science learning achievement at junior high school. International Journal of Evaluation and Research in Education, 8(4), 630–636. https://doi.org/10.11591/ijere.v8i4.20312

Kähler, J., Hahn, I., & Köller, O. (2020). The development of early scientific literacy gaps in kindergarten children. International Journal of Science Education, 42(12), 1988–2007. https://doi.org/10.1080/09500693.2020.1808908

Komalasari, B. S., Jufri, A. W., & Santoso, D. (2019). Pengembangan Bahan Ajar IPA Berbasis Inkuiri Terbimbing untuk Meningkatkan Literasi Sains. Jurnal Penelitian Pendidikan IPA, 5(2), 219–227. https://doi.org/10.29303/jppipa.v5i2.279

Mutiaramses, M., & Fitria, Y. (2022). Pengembangan Komik Digital Berorientasi Problem Based Learning (PBL) untuk Meningkatkan Literasi Sains Siswa Sekolah Dasar. Jurnal Penelitian Pendidikan IPA, 8(2), 699–704. https://doi.org/10.29303/jppipa.v8i2.1349

Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2018). Scientific Literacy of Students Learned. International Journal of Research & Review, 6(3), 357–367. https://www.ijrrjournal.com/IJRR_Vol.4_Issue.5_May2017/IJRR004.pdf

Sarkar, M., & Corrigan, D. (2014). Promotion of scientific literacy: Bangladeshi teachers’ perspectives and practices. Research in Science and Technological Education, 32(2), 162–181. https://doi.org/10.1080/02635143.2014.905462

Schelly, C., Cross, J. E., Franzen, W., Hall, P., & Reeve, S. (2012). How to Go Green: Creating a Conservation Culture in a Public High School Through Education, Modeling, and Communication. The Journal of Environmental Education, 43(3), 143–161. https://doi.org/10.1080/00958964.2011.631611

Shay-Margalit, B., & Rubin, O. D. (2017). Effect of the Israeli “Green Schools†Reform on Pupils’ Environmental Attitudes and Behavior. Society and Natural Resources, 30(1), 112–128. https://doi.org/10.1080/08941920.2016.1171939

Smith, K. V., Loughran, J., Berry, A., & Dimitrakopoulos, C. (2012). Developing Scientific Literacy in a Primary School. International Journal of Science Education, 34(1), 127–152. https://doi.org/10.1080/09500693.2011.565088

Tal, T., Levin-Peled, R., & Levy, K. S. (2019). Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment. Innovation and Education, 1(1), 1–17. https://doi.org/10.1186/s42862-019-0004-y

Vakalis, D., Lepine, C., MacLean, H. L., & Siegel, J. A. (2021). Can green schools influence academic performance? Critical Reviews in Environmental Science and Technology, 51(13), 1354–1396. https://doi.org/10.1080/10643389.2020.1753631

Wee, B., Mason, H., Abdilla, J., & Lupardus, R. (2018). Nationwide perceptions of US green school practices: implications for reform and research. International Research in Geographical and Environmental Education, 27(4), 283–294. https://doi.org/10.1080/10382046.2016.1207995

Yeh, F.-Y., Tran, N.-H., Hung, S. H., & Huang, C.-F. (2021). A Study of Environmental Literacy, Scientific Performance, and Environmental Problem-Solving. International Journal of Science and Mathematics Education, 5(3), 248–253. https://doi.org/10.1007/s10763-021-10223-9

Author Biographies

Wida Herlina, Universitas Pendidikan Indonesia

Topik Hidayat, Universitas Pendidikan Indonesia

Taufik Rahman, Universitas Pendidikan Indonesia

License

Copyright (c) 2022 Wida Herlina

Creative Commons License

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:

  1. 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.
  2. 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.
  3. 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).