The Completeness of Environmental Literacy Aspects Studied in the Articles Published in Several Countries

Autor/inn/en	Ulfah, Mutia; Suyanto, Slamet; Aminatun, Tien
Titel	The Completeness of Environmental Literacy Aspects Studied in the Articles Published in Several Countries
Quelle	In: Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 6 (2020) 1, S.75-82 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Suyanto, Slamet) ORCID (Aminatun, Tien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2442-3750
Schlagwörter	Environmental Education; Literacy; Cognitive Processes; Affective Behavior; Teaching Methods; Educational Media; Elementary Secondary Education; Higher Education; Educational Research; Foreign Countries; Europe; North America; South America; Africa; Australia; Asia + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Alphabetisierung; Schreib- und Lesefähigkeit; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Ausland; Europa; Nordamerika; Südamerika; Afrika; Australien; Asien
Abstract	Environmental literacy is indicated as one element of learning that is able to solve environmental problems. However, the extent to which the environmental literacy component is embedded in various levels of education has not been revealed much. This study aims to determine the environmental literacy of students in several countries, starting from primary school to university level. Research of the content analysis model was carried out by analyzing 25 articles from international journals and proceedings during 2012-2018. Environmental literacy instruments in this study refer to the evaluation of environmental literacy developed by Liang. The data analysis was performed quantitatively and presented as a percentage. The results showed that the majority of environmental literacy components that were widely studied and developed included cognitive, affective, and psychomotor (48%). Furthermore, junior high school (30.77%) and senior high school (23.08%) were chosen as research subjects in an effort to form a literate generation of the environment. The results of this study can be followed up with the optimization of efforts to strengthen environmental literacy through an appropriate learning process. (As Provided).
Anmerkungen	Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01