Implementing the Integrated GREEN Model for Social Natural Science Project (IPAS) to Enhance Understanding of Sustainable Biodiversity Concepts in Schools

Authors

Nayudin Hanif , Siti Fatimah , Eli Rohaeti

DOI:

10.29303/jppipa.v10i2.6090

Published:

2024-02-25

Issue:

Vol. 10 No. 2 (2024): February

Keywords:

Biodiversity, Garden, GREEN Model, PjBL, Understanding of concepts

Research Articles

Downloads

How to Cite

Hanif, N., Fatimah, S. ., & Rohaeti, E. . (2024). Implementing the Integrated GREEN Model for Social Natural Science Project (IPAS) to Enhance Understanding of Sustainable Biodiversity Concepts in Schools. Jurnal Penelitian Pendidikan IPA, 10(2), 842–850. https://doi.org/10.29303/jppipa.v10i2.6090

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This research implements the Garden Resources, Education, and Environment Nexus (GREEN) Model as an innovative learning strategy to enhance the sustainable understanding of biodiversity concepts through Project-Based Learning (PjBL) Science and Social Science (IPAS) subject in schools. This PjBL model aims to integrate the GREEN Model into PjBL IPAS to enhance students' understanding of biodiversity concepts at the Indonesian School in Kota Kinabalu, Sabah, Malaysia. The research employs an experimental method with a ODGE using PjBL in IPAS subjects, the sample 34 students 10th. Research instruments and data collected included a 14-item short-answer pretest-posttest, a 8-item Likert Scale questionnaires, and interview guidelines and analyzed using descriptive statistical methods. The research results indicate that the implementation of the integrated GREEN Model in PjBL IPAS can improve students' understanding of biodiversity concepts, increasing the average score from 64.85 to 83.41 with a sig (2- tailed = 0.034) < (0.05). Based on statistical analysis, the integrated GREEN Model with PiBL in subject IPAS significantly enhance students' understanding concepts of biodiversity knowledge. According to the survey and interview data processing, most students also responded positively to the learning process, finding the GREEN Model engaging and easy to understand when integrated with PjBL IPAS.

References

Alexander, R., Hill, J., Grier, K., MacAuley, L., McKenzie, A., Totten, T., Zoellner, J., & Porter, K. (2016). Evaluating the feasibility of a gardening and nutrition intervention with a matched contact-control physical activity intervention targeting youth. Journal of Extension, 54(5), 19. https://doi.org/10.34068/joe.54.05.19

Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 1–15. https://doi.org/10.1177/2158244020938702

Aprilla, R. H., Idrus, A. Al, Handayani, B. S., & Hadiprayitno, G. (2021). The effects of school environment on learning outcomes. Jurnal Pijar Mipa, 16(4), 454–458. https://doi.org/10.29303/jpm.v16i4.2810

Dahar, R. W. (2012). Teori-teori belajar dan pembelajaran. Erlangga. Retrieved from https://www.goodreads.com/book/show/20816809-teori-teori-belajar-dan-pembelajaran

Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. The School Science Review, 87(320), 107–111. https://doi.org/10.4324/9781315730486

Erwanto, E. (2020). Profil kemampuan berpikir kritis siswa pada konsep keanekaragaman hayati melalui problem based learning. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 6(3), 578–587. https://doi.org/10.33394/jk.v6i3.2916

Febrianti, W., Aseptianova, A., & Wijayanti, T. F. (2019). Using the school environment as a learning resource for the concept of biodiversity using the guided inquiry model. Journal of Biology Learning, 1(2), 114–121. https://doi.org/10.32585/.v1i2.527

Hanif, N., Supriyanto, G., Ito, D. S., Fatimah, G. S., Febriyanto, G. A. A., Nababan, G. P. E. S., & Iskandar, G. R. B. (2021). The establishment of GREEN integrated model as a promotion of media biodiversity, food and nutrition sustainable for students of kota kinabalu indonesian school. Retrieved from https://biotrop.org/storage/uploads/research/the-establishment-of-green-integrated-model-as-a-p.pdf

Hastutiningsih, T., Prasetyo, A. P. B., & Widiyaningrum, P. (2016). Pengembangan panduan pembelajaran outdoor bermuatan karakter peduli lingkungan pada materi ekologi. Journal of Innovative Science Education, 5(1), 28–35. Retrieved from http://journal.unnes.ac.id/sju/index.php/jise

Kohlstedt, S. (2008). A better crop of boys and girls: The school gardening movement, 1890-1920. History Educ Q, 48(1), 28–31. https://doi.org/10.1111/j.1748-5959.2008.00126.x

Langellotto, G. A., & Gupta, A. (2012). Gardening increases vegetable consumption in school-aged children: A meta-analytical synthesis. HortTechnology, 22(4), 430–445. https://doi.org/10.21273/horttech.22.4.430

Lile, J., & Richards, L. (2018). Youth as interviewers: Methods and findings of participatory peer interviews in a youth garden project. Journal of Adolescent Research, 33(4), 496–519. https://doi.org/10.1177/0743558416670009

Melina, M. M., Zuhro, M. V., Siregar, N., Ristanto, R., & Isfaeni, H. (2023). Project base learning (PjBL) model in biology learning concept: A meta-analysis. Bio-Lectura: Jurnal Pendidikan Biologi, 10(1), 65–73. https://doi.org/10.31849/bl.v10i1.12605

Mulyani, A. S. N. D., Syamsiah, S., & L., H. (2023). Efektivitas model project-based learning terhadap kemampuan berpikir kreatif peserta didik SMA pada materi keanekaragaman hayati. Jurnal Jeumpa, 10(1), 176–183. https://doi.org/10.33059/jj.v10i1.7410

Ningrum, L. S., Drastisianti, A., Setiowati, H., & Pratiwi, R. (2022). Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students’ Misconceptions of Acid-Base Materials. Jurnal Penelitian Pendidikan IPA, 8(4), 2425–2429. https://doi.org/10.29303/jppipa.v8i4.2092

Nurhidayah, I. J., Wibowo, F. C., & Astra, I. M. (2021). Project Based Learning (PjBL) learning model in science learning: Literature review. Journal of Physics: Conference Series, 2019(1). https://doi.org/10.1088/1742-6596/2019/1/012043

Nurmaliah, C., Syukriah, Abdullah, Khairil, Safrida, Artika, W., & Huda, I. (2020). Enhancing student’s creativity by implementing project-based learning (PjBL) in biodiversity concept. Journal of Physics: Conference Series, 1460(1), 1–6. https://doi.org/10.1088/1742-6596/1460/1/012065

Nurwidodo, Hindun, I., Mahmudati, N., & Iswanto. (2022). Pemanfaatan kebun sekolah sebagai sumber belajar untuk meningkatkan aktivitas dan pemahaman siswa pada materi biologi. Jurnal SOLMA, 11(1), 79–91. https://doi.org/10.22236/solma.v11i1.8268

Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., & Garside, R. (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1), 1051. https://doi.org/10.1186/s12889-016-2941-0

Ozer, E. J. (2007). The effects of school gardens on students and schools: Conceptualization and considerations for maximizing healthy development. Health Educ Behav, 34(6), 846–863. https://doi.org/10.1177/1090198106289002

Pratiwi, I., Pulungan, A. S. S., & Dumasari, D. (2020). Perbandingan keterampilan proses sains siswa dengan menggunakan model pembelajaran problem based learning (PBL) dan project based learning (PjBL) pada materi keanekaragaman hayati. Jurnal Pelita Pendidikan, 8(1), 62–70. https://doi.org/10.24114/jpp.v8i1.12105

Rahayu, R. D., Setia, T. M., & Mangunjaya, F. (2021). Pemahaman keanekaragaman hayati pada guru dan penggunaan ruang terbuka hijau dalam pembelajaran keanekaragaman hayati. Jurnal BIOEDUIN : Program Studi Pendidikan Biologi, 11(2), 88–95. https://doi.org/10.15575/bioeduin.v11i2.14314

Ratcliffe, M. M., Merrigan, K. A., Rogers, B. L., & Goldberg, J. P. (2011). The effects of school garden experiences on middle school-aged students’ knowledge, attitudes, and behaviors associated with vegetable consumption. Health Promotion Practice, 12(1), 36–43. https://doi.org/10.1177/1524839909349182

Rumahlatu, D., & Sangur, K. (2019). The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students. Journal of Education and Learning (EduLearn), 13(1), 104–110. https://doi.org/10.11591/edulearn.v13i1.11189

Septian, I., Ariyati, E., & Marlina, R. (2018). Analisis konsepsi siswa pada materi keanekaragaman hayati di SMA. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 7(10), 1–12. Retrieved from https://jurnal.untan.ac.id/index.php/jpdpb/article/viewFile/29346/75676578969

Somerset, S., & Markwell, K. (2009). Impact of a school-based food garden on attitudes and identification skills regarding vegetables and fruit: A 12-month intervention trial. Public Health Nutrition, 12(2), 214–221. https://doi.org/10.1017/S1368980008003327

Susanti, L. (2022). Keanekaragaman hayati diusulkan masuk kurikulum merdeka belajar. Retrieved from ttps://megapolitan.antaranews.com/berita/205117/keanekaragaman-hayati-diusulkan-masuk-kurikulum-merdeka-belajar

Wara, H., Pargito, & Sudarmi. (2015). Penerapan metode pembelajaran outdoor study terhadap hasil belajar geografi. Jurnal Penelitian Geografi, 3(5), 1–9. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/JPG/issue/view/533

Yunanda, I., Susilo, H., & Ghofur, A. (2019). Identifikasi Konsep Materi Keanekaragaman Hayati dan Protista pada Siswa Kelas X di Jawa Timur. In Prosiding Seminar Nasional Dan Workshop Biologi-IPA Dan Pembelajarannya Ke-4. Retrieved from https://www.researchgate.net/publication/346966116

Author Biographies

Nayudin Hanif, Universitas Negeri Yogyakarta

Siti Fatimah, Universitas Negeri Yogyakarta

Eli Rohaeti, Universitas Negeri Yogyakarta

License

Copyright (c) 2024 Nayudin Hanif, Siti Fatimah, Eli Rohaeti

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).