Journal articles: 'Ecoliteracy'

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Ha, Changchen, and Shumin Dong. "Identifying the Most Ecoliterate Inhabitants in a Top-Ten Ecologically Advanced City of China: A Sociodemographic Perspective." Sustainability 15, no. 4 (February 8, 2023): 3054. http://dx.doi.org/10.3390/su15043054.

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Ecological literacy (ecoliteracy) is an interdisciplinary concept that spans ecology and linguistics. This concept is particularly important given today’s increasingly severe ecological environmental problems. In the discipline of linguistic ecology, ecoliteracy can include five aspects: ecological knowledge literacy, ecological awareness literacy, ecological ethics literacy, ecological emotional literacy, and ecological behavioral literacy. We advocate for a quantitative assessment of the level of ecoliteracy from those five dimensions. However, in the evaluation process, the difference in the specific sociodemographic characteristics (SDCs) of the participants is a factor that cannot be ignored. Therefore, this article starts from SDCs and takes the inhabitants of Guiyang City, a top-ten ecologically advanced city in China, as the study population. The main purpose of the study was to identify the differences in the levels of ecoliteracy shown by inhabitants of this city who have different SDCs. The results indicated that there were significant differences in the levels of ecoliteracy among the inhabitants of Guiyang City with regards to gender, age group, ethnicity, type of living area, educational background, and current main identity. The highest overall score among the participants, that is, the most ecoliterate inhabitants, were found to be males, middle-aged groups, Buyi ethnic groups, those who live in urban areas, the most highly educated, and those who work for the Chinese government. To address the specific five-dimensional levels, this article also analyzed the nuances among inhabitants regarding each aspect. Based on this analysis, the reasons for the differences among inhabitants with different SDCs are discussed. In addition, after discovering the specific characteristics of inhabitants with high-level ecoliteracy, we also propose ways to improve low-level ecoliteracy among inhabitants. Our ultimate goal is to make contributions to the advancement of harmonious coexistence between humans and the natural environment.

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Nadiroh, Nadiroh, Uswatun Hasanah, and Vania Zulfa. "Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women." Indonesian Journal of Geography 51, no. 2 (August 30, 2019): 114. http://dx.doi.org/10.22146/ijg.36784.

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This study aims at explaining the behavior of students of the biology-Jakarta State University study program on environmental preservation in the perspective of ecoliteracy and critical thinking skills. Ecoliteracy is an understanding and behavior or the action of a person towards the environment. The results of the study show that there is no effect of the interaction between ecoliteracy and thinking Skills. In addition, there is also no interaction between ecoliteracy and gender. This study supports previous relevant research and provides new empirical information that ecoliteracy and critical thinking skills are the causes of someone contributing to preserving the environment. However, the influence of ecoliteracy interactions and critical thinking skills is not significant. In addition, the interaction in the ecoliteracy and gender perspective needs to be ignored because both of them make the same contribution. Therefore, the application of ecoliteracy must begin early. The application of ecoliteracy can also be integrated into the media that are currently developing rapidly. So that at the university level, the concept of ecoliteracy has emerged in a more creative and innovative form by initiating new innovations in the more advanced environment.

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Kurniasari, Ria. "PENINGKATAN ECOLITERACY SISWA TERHADAP SAMPAH ORGANIK DAN ANORGANIK MELALUI GROUP INVESTIGATION PADA PEMBELAJARAN IPS." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 10, no. 2 (July 26, 2018): 133. http://dx.doi.org/10.17509/eh.v10i2.10869.

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Abstract:. This research was motivated by the low of students’ ecoliteracy. The low of ecoliteracy could be seen from the students' attitudes toward school environment indifference shown by the behavior of many students still waste rubbish everywhere. Such situation has been a concern of researchers and do a study that aims to improve students’ ecoliteracy in sorting organic and inorganic waste. Therefore, to overcome this problem researcher applied group investigation model, which was one type of model of cooperative learning. The research subjects were students in grade V SDN Sindang I. The method used a Class Action Research (PTK) using Kemmis design and Taggart. The instruments used were observation sheet, student conscience questionnaire sheets, interview sheets and evaluation sheets. Overall implementation group investigation brought positive results to the learning activities and students’ ecoliteracy. Based on the research findings from the data that had been obtained showing that students’ ecoliteracy increased from cycle I to III. Increasing ecoliteracy could be seen from the increasing in the percentage level of achievement of various aspects, namely knowledge, conscience, and also the application. It could be concluded that group investigation could improve students’ ecoliteracy in sorting organic and inorganic waste. Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya ecoliteracy siswa. Rendahnya ecoliteracy tersebut dapat dilihat dari sikap ketidakpedulian siswa terhadap lingkungan sekolah yang ditunjukkan dengan perilaku masih banyaknya siswa yang membuang sampah sembarangan. Keadaan yang demikian telah menjadi kekhawatiran peneliti dan melakukan sebuah penelitian yang bertujuan untuk meningkatkan ecoliteracy siswa dalam memilah sampah organik dan anorganik. Oleh karena itu, untuk mengatasi hal tersebut peneliti menerapkan model pembelajaran group investigation yang merupakan salah satu tipe model cooperative learning. Subjek penelitian ini yaitu siswa kelas V SDN Sindang I. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) dengan menggunakan desain Kemmis dan Taggart. Adapun instrumen yang digunakan yaitu lembar observasi, lembar angket kesadaran siswa, lembar wawancara, dan lembar evaluasi. Secara keseluruhan penerapan group investigation ini membawa hasil yang positif terhadap aktivitas belajar dan ecoliteracy siswa. Berdasarkan temuan-temuan penelitian dari data-data yang telah diperoleh menunjukkan bahwa ecoliteracy siswa meningkat dari siklus I sampai dengan Siklus III. Peningkatan ecoliteracy dapat dilihat dari kenaikan persentase tingkat pencapaian dari berbagai aspek, yaitu aspek pengetahuan, conscience, dan juga aplikasi/tindakan. Dengan demikian dapat disimpulkan bahwa group investigation dapat meningkatkan ecoliteracy siswa dalam memilah sampah organik dan anorganik.

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Arga, Hana Sakura Putu, Galih Dani Septiyan Rahayu, Ronny Mugara, Dear Rahman Muliadi, and Santi Risnawati. "PROGRAM PENDAMPINGAN DALAM PENYUSUNAN BAHAN AJAR BERBASIS ECOLITERACY BAGI GURU-GURU SEKOLAH DASAR DI WILAYAH KABUPATEN BANDUNG BARAT." Abdimas Siliwangi 2, no. 2 (August 31, 2019): 122. http://dx.doi.org/10.22460/as.v2i2p122-128.3327.

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Program pengabdian kepada masyarakat adalah salah satu bagian dari tridharma perguruan tinggi. Kegiatan pengabdian masyarakat ini dilaksanakan di Kabupaten Bandung barat dengan tujuan jangka panjang program pengabdian ini adalah mengembangkan suatu pembelajaran dengan pendampingan berbasis ecoliteracy di lingkungan Sekolah Dasar (SD). Secara khusus, tujuan yang ingin dicapai sebagai berikut: (1). Meningkatkan pemahaman guru terkait dengan bahan ajar; (2). Meningkatnya pemahaman guru dalam membuat dan mengembangkan bahan ajar berbasis; dan 3). Tersedianya bahan ajar berbasis ecoliteracy di SD. Metode yang akan dipakai dalam upaya pencapaian tujuan tersebut memalui pendampingan yang langkah-langkahnya terdiri dari: (1). mengkaji ecoliteracy; (2). Mempersiapkan bahan-bahan untuk membuat bahan ajar; (3). Melakukan pendampingan bahan ajar berbasis ecoliteracy; (4). Melakukan refleksi dan terkait proses pendampingan; (d). Evaluasi kegiatan pendampingan penyusunan bahan ajar berbasis ecoliteracy. Hasil dari pengabdian ini yaitu tersedianya bahan ajar berbasis ecoliteracy.

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Valentine, Dewi Amelia. "PENINGKATAN ECOLITERACY SISWA DALAM PEMANFAATAN KEBUN KARET SEBAGAI SUMBER PEMBELAJARAN IPS." JURNAL PENDIDIKAN ILMU SOSIAL 24, no. 2 (April 7, 2016): 217. http://dx.doi.org/10.17509/jpis.v24i2.1458.

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Lingkungan alam yang oleh sebagian besar manusia dimanfaatkan sebagai alat pemenuhan kebutuhan tidak mendapat balikan berupa perawatan dan pelestarian dari penggunanya. Melihat kondisi tersebut, maka perlu adanya suatu pembelajaran yang dapat memupuk kesadaran ekologi atau ecoliteracy siswa dengan memanfaatkan alam yang dalam hal ini adalah tanaman lokal karet. Media tanaman karet dipilih karena selain mudah didapat juga merupakan komoditas utama masyarakat setempat sehingga sangat mudah menghubungkan pembelajaran dengan berbagai fenomena dalam kehidupan siswa yang berhubungan dengan media tersebut dalam upaya meningkatkan ecoliteracy siswa. Metode penelitian menggunakan PTK pada kelas VII SMP Negeri 2 Beduai, Kabupaten Sanggau, Kalimantan Barat. Desain penelitian menggunakan model Kemmis dan Taggart. Hasil penilitian menunjukkan bahwa desain pembelajaran yang dirancang peneliti bersama guru mitra yang meliputi skenario pembelajaran, materi, model pembelajaran, bentuk evaluasi yang terdiri dari lembar kerja kelompok siswa dan tes hasil belajar serta format penilaian yang kesemuanya termuat dalam RPP dengan penggunaan instrumen yang berbijak pada kompetensi ecoliteracy mampu meningkatkan ecoliteracy siswa. Dengan penggunaan kebun karet sebagai sumber pembelajaran IPS yang dikolaborasikan dengan pendekatan saintifik menggugah ketertarikan, keaktifan dan kesadarahn ekologi (ecoliteracy) siswa. Penggunaan kebun karet sebagai sumber pembelajarn IPS yang dikolaborasikan dengan pendekatan saintifik menunjukkan adanya peningkatan dalam tiap ranah kompetensi ecoliteracy. Tidak hanya ecoliteracy siswa meningkat, ketertatrikan dan keaktifan siswa dalam pembelajaranpun membaik. Pada tindakan akhir, tidak hanya pengausaan pengetahuan (head) siswa saja yang semakin utuh, tetapi sikap (heart), tindakan (hands) dan spiritial (spirit) siswa semakin menunjukkan bahwa pemanfaatan yang mereka lakukan pada taman karet sebagai pemenuhan ekbutuhan mereka suda dilandasi dengan ecoliteracy.Kata kunci: Ecoliteracy, Sumber Pembelajaran IPS.

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Majumdar, Koustab, and Dipankar Chatterjee. "Ecoliteracy among Tribals in Eastern India." South Asia Research 42, no. 1 (November 17, 2021): 76–92. http://dx.doi.org/10.1177/02627280211056838.

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This article is based on field research investigating levels of ecoliteracy and associating factors among four tribal groups in Jharkhand and West Bengal, involving 360 respondents from the Lodha, Santhal, Asur and Oraon communities. The study revealed low to extremely high levels of ecoliteracy and identified several specific factors as significant predictors of ecoliteracy levels. While gender, occupation and total monthly income of respondents did not influence such levels, the study conclusively indicates that detachment from forest and natural resources is detrimental to the preservation and cultivation of ecoliteracy and that the connection of people and forests requires careful multidimensional attention.

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Pramesthi, Herdyan Ratih. "ENHANCING STUDENTS' ECOLITERACY IN UTILIZATION OF SCHOOL AREA THROUGH AQUAPONIC PROJECT AS LEARNING MODEL IN SOCIAL STUDIES LEARNING (CLASSROOM ACTION RESEARCH IN CLASS VII-B SMP PASUNDAN 2 BANDUNG)." International Journal Pedagogy of Social Studies 2, no. 2 (February 21, 2018): 19. http://dx.doi.org/10.17509/ijposs.v2i2.10159.

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Abstract -Ecoliteracy comes as a solution to various environmental problems that occur. Understanding ecoliteracy should be introduced early, in order grow and development of every human being always has awareness to maintain the environment. Based on preliminary observations conducted by researchers in SMP Pasundan 2 Bandung in class VII-B, showed that the low Ecoliteracy of students, shown by the scattering of garbage in the classroom environment, students also never care for the classroom environment, school environment, or wilting plants around the school due to lack of care. Based on the observation, the researcher concludes that, it is necessary to increase the students’ ecoliteracy in the utilization of the school area. By looking at the problems occurring in class VII-B, the researcher intends to conduct classroom action research by applying the aquaponic learning model of the Social Studies learning. The research design used in this research is a Lewin cycle model according to Elliot. During the execution, this study was conducted 2 cycles, with 5 actions in each cycle consisting of an understanding of ecoliteracy, aquaponic project creation, aquaponic project maintenance, aquaponic harvesting process, accountability report, and harvesting of crops into healthy foods. Based on the results of students’ ecoliteracy research, in the utilization of school area on the cycle 1 results have shown an improvement, but the improvement is not maximal, with the average group assessment entered into the "Good" category. While in the cycle 2 experienced a significant improvement, making the percentage of group valuation to entered into the "Excellent" category. The conclusion of this research is the use of aquaponic learning model in Social Studies learning can improve the students' ecoliteracy in the utilization of the school area. Keywords: students' ecoliteracy enhancement, aquaponic project, social studies learning

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Suryaningtyas, Wahyuni. "Workshop Ecoliteracy Pengolahan Sampah Berbasis Ecopreneur School." dst 2, no. 2 (November 15, 2022): 154–60. http://dx.doi.org/10.47709/dst.v2i2.1860.

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Program workshop Ecoliteracy pengolahan sampah berbasis Ecopreneur School diawali dengan melakukan survei dan observasi lapangan. Selanjutnya, dilakukan analisis situasi sehingga dapat dibuat rancangan pelaksanaan program dan persiapan penyusunan materi workshop. Hasil observasi dan analisis situasi menunjukkan bahwa diperlukan penyuluhan Ecoliteracy pengolahan sampah berbasis Ecopreneur School. Program workshop pengolahan sampah diharapkan dapat memberikan ecoliteracy untuk guru SDN Sutorejo I/240 Sutorejo Surabaya sehingga dengan demikian para guru dapat mendidik siswa siswi pada level sekolah dasar. Para guru dan siswa-siswi SD diharapkan juga dapat menyampaikan manajemen pengolahan sampah kepada wali murid, sehingga dapat meningkatkan pengelolaan sampah rumah tangga. Workshop Ecoliteracy waste management juga memberikan manfaat secara ekonomis dimana sampah anorganik dapat dijual pada bank sampah terdekat. Pengelolaan sampah di lingkungan sekolah dasar yang bernilai ekonomis bekerjasama dengan Bank Junk for Surabaya Clean (BJSC) tempat penukaran sampah anorganik untuk kas kelas siswa. Workshop Ecoliteracy pengolahan sampah yang bermanfaat dan bernilai ekonomis menjadikan SDN Sutorejo I/240 Sutorejo Surabaya merupakan sekolah berbasis Ecopreneur School.

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Tyas, Dewi Nilam, Atip Nurharini, Desi Wulandari, and Barokah Isdaryanti. "Analisis Kemampuan Ekoliterasi dan Karakter Peduli Lingkungan Siswa SD Selama Pembelajaran Daring di Masa Pandemi Covid-19." Faktor : Jurnal Ilmiah Kependidikan 9, no. 3 (November 25, 2022): 213. http://dx.doi.org/10.30998/fjik.v9i3.11173.

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Ecoliteracy is a literacy that specifically studies the relationship between humans and the environment to support sustainable development. This study aims to analyze the ecoliteracy ability and the character care about environment of elementary school students. This study uses a mixed approach method that combines qualitative and quantitative methods, with research subjects are 4 classes of elementary school students in West Semarang. Data collection was carried out by interviews, instrument of ecoliteracy and self-assessment sheet to measure attitudes and skills abaout coliteracy and the character care about environment. The results show that learning or activities regarding ecoliteracy have never been carried out, so the cognitive and skill abilities of students' ecoliteracy are still low. Attitudes about coliteracy and environmental care characters are in the good category. The results of this study can be used to design activities or media that can develop ecoliteracy abilities and the character care about environment.__________________________________________________________________________________________________________________________________________Ekoliterasi merupakan literasi yang secara khusus mempelajari hubungan manusia dan lingkungan untuk mendukung pembangunan berkelanjutan. Penelitian ini bertujuan untuk menganalisis kemampuan ecoliteracy dan karakter peduli lingkungan siswa SD. Penelitian ini menggunakan pendekatan mix method yang menggabungkan metode kualitatif dan kuantitatif, dengan subjek penelitian sebanyak 4 kelas siswa SD di Semarang Barat. Pengumpulan data dilakukan dengan wawancara secara synchronous menggunakan aplikasi Zoom Clouds Meeting, instrumen soal ekoliterasi dan lembar penilaian diri untuk mengukur sikap-keterampilan ekoliterasi dan karakter peduli lingkungan. Hasil analisis menunjukkan jika pembelajaran atau aktivitas mengenai ecoliteracy belum pernah dilakukan, sehingga kemampuan kognitif dan keterampilan ekoliterasi siswa masih rendah. Sikap ekoliterasi secara tidak langsung dikembangkan bersama karakter peduli lingkungan yang sudah dibina sejak dini, sehingga masuk kategori baik. Hasil penelitian ini dapat dijadikan bahan pertimbangan bagi pendidik untuk merancang kegiatan pembelajaran atau media pembelajaran yang untuk mengembangkan kemampuan ecoliteracy dan karakter peduli lingkungan.

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Alifah, Aulia Nisa, and Eldi Mulyana. "Efektivitas Media Vlog Perilaku Green Consumer terhadap Pemahaman Konsep Ecoliteracy Peserta Didik pada Pembelajaran IPS." Jurnal Basicedu 6, no. 3 (April 23, 2022): 4591–99. http://dx.doi.org/10.31004/basicedu.v6i3.2785.

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Dampak negatif pencemaran limbah kemasan pada lingkungan akibat dari kegiatan konsumsi dapat dicegah dengan mendidik konsumen salah satunya dengan menerapkan pemahaman konsep ecoliteracy. Penelitian ini bertujuan untuk menguji dan melihat efektivitas dari media Vlog perilaku Green Consumer terhadap pemahaman konsep ecoliteracy peserta didik kelas VII di SMPN 4 Tarogong Kidul. Metode penelitian ini menggunakan metode pre-eksperimental dengan desain the-one group pretest-posttest. Sampel penelitian ini adalah siswa kelas VII-H SMPN 4 Tarogong Kidul. Instrumen yang digunakan dalam penelitian ini berupa tes dan lembar observasi. Setelah data terkumpul kemudian diolah menggunakan uji hipotesis atau uji t menggunakan aplikasi SPSS v26. Hasil penelitian dapat disimpulkan bahwa terdapat perbedaan pemahaman konsep ecoliteracy peserta didik sebelum dan sesudah menggunakan treatment media Vlog Perilaku Green Consumer. Perbedaan pemahaman konsep ecoliteracy peserta didik berdasarkan uji hipotesis menunjukkan nilai (Sig 2-tailed) yaitu 0,000 < 0,05, dengan begitu H1 diterima atau hipotesis diterima dan H0 ditolak. Sehingga media Vlog perilaku Green Consumer efektif untuk meningkatkan pemahaman kosep ecoliteracy peserta didik kelas VII di SMPN 4 Tarogong Kidul

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Tamam, Badrud. "Peningkatan Ecoliteracy siswa sebagai Green Consumer melalui Pemanfaatan Kemasan Produk Konsumsi dalam Pembelajaran IPS." JURNAL PENDIDIKAN ILMU SOSIAL 24, no. 2 (April 7, 2016): 227. http://dx.doi.org/10.17509/jpis.v24i2.1459.

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Penelitian ini bertujuan untuk meningkatkan kompetensi ecoliteracy siswa sebagai green consumer, melalui pemanfaatan kemasan produk konsumsi sebagai media dan sumber belajar IPS. Hal tersebut dilatarbelakangi atas kondisi objektif masalah limbah kemasan produk-produk konsumsi, sebagai polutan serius bagi lingkungan, termasuk bagi siswa di lingkungan SMP Negeri 1 Ciruas. Permasalahan lingkungan ini penting dikaji dalam pembelajaran IPS, sebab siswa sering dihadapkan pada fakta lemahnya pemahaman, kesadaran dan keterampilan menjadi konsumen yang ramah lingkungan (green consumer). Pembelajaran di kelaspun nampaknya masih jarang membangkitkan kesadaran, dan prilaku peduli akan lingkungan. Metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan kelas (clasroom action research), dengan desain penelitian dari Kemmis dan Mc. Taggart yang terdiri dari empat tahapan yakni perencanaan (plan), tindakan (act), observasi (observe) dan refleksi (reflect). Dari hasil analisis pencapaian kompetensi ecoliteracy siswa dari siklus satu sampai siklus ketiga, menunjukan peningkatan kemampuan ecoliteracy yang signifikan pada setiap aspeknya. Berdasarkan rekapitulasi pencapaian kompetensi ecoliteracy siswa dari hasil pengamatan disimpulkan bahwa; pembelajaran IPS setelah memanfaatkan kemasan produk konsumsi sebagai media dan sumber belajar, dapat secara efektif meningkatkan kemampuan ecoliteracy siswa sebagai green consumer, pada kelas VIIB di SMP Negeri 1 Ciruas Kabupaten Serang-Banten. Sehingga siswa mampu lebih selektif baik dalam memilih, menggunakan dan membeli produk konsumsi berkemasan, yang berorientasi pada kelestarian lingkungan, terutama dilingkungan sekitar sekolah.Kata Kunci; Ecoliteracy, Green consumer, Kemasan Produk Konsumsi, Pembelajaran IPS

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Nurfajriani, Novita, Eka Putri Azrai, and Diana Vivanti Sigit. "HUBUNGAN ECOLITERACY DENGAN PERILAKU PRO-LINGKUNGAN PESERTA DIDIK SMP." Florea : Jurnal Biologi dan Pembelajarannya 5, no. 2 (November 30, 2018): 63. http://dx.doi.org/10.25273/florea.v5i2.3126.

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AbstrakPerilaku pro-lingkungan adalah sebuah tindakan yang dilakukan secara sadar untuk mengurangi dampak negatif yang disebabkan oleh aktivitas manusia pada lingkungan. Perilaku pro-lingkungan peserta didik dapat ditingkatkan salah satunya melalui ecoliteracy. Penelitian ini bertujuan untuk mengetahui hubungan ecoliteracy dengan perilaku pro-lingkungan peserta didik SMP. Penelitian ini dilaksanakan di SMPN 45 Jakarta pada semester genap bulan Mei tahun ajaran 2017-2018. Metode yang digunakan adalah metode deskriptif dengan studi korelasional. Sampel yang digunakan sebanyak 168 peserta didik yang dipilih dengan teknik simple random sampling. Hasil uji prasyarat diketahui bahwa data berdistribusi normal dan homogen. Koefisien korelasi yang diperoleh sebesar 0,171 dan nilai signifikansi sebesar 0,026, artinya terdapat hubungan yang signifikan antara ecoliteracy dengan perilaku pro-lingkungan peserta didik SMP Negeri 45 Jakarta. Koefisien determinasi yang diperoleh sebesar 0,029, artinya ecoliteracy berkontribusi terhadap perilaku pro-lingkungan peserta didik SMP Negeri 45 Jakarta sebesar 2,9%. Kata kunci: Ecoliteracy, perilaku pro-lingkungan, peserta didik. ABSTRACTPro-environmental behavior is a conscious act to reduce the negative impact caused by human activity on the environment. Pro-environment behavior in students can be improved through ecoliteracy. This study aims to determine the relationship of ecoliteracy with pro-environment behavior in students of junior high school. This research was conducted at 45 Jakarta junior high school on May 2017-2018. The method used is descriptive method with correlational study. Total of sample are 168 students selected by simple random sampling technique. The result of prerequisite test known that the data are normally distributed and homogeneous. The correlation coefficient is 0.171 and the significance value is 0.026, it means there is a significant correlation between ecoliteracy with pro-environment behavior of students of 45 Jakarta Junior High School. The coefficient of determination is 0.029, it means that ecoliteracy has determine pro-environment behavior of students of 45 Jakarta Junior High School equal to 2.9%. Keywords: Ecoliteracy, pro-environment behavior, student.

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Siregar, Masyunita, Sri Martini Meilanie, and Agung Purwanto. "ECOLITERACY PADA ANAK USIA 5-6 TAHUN." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 10, no. 2 (July 1, 2020): 48. http://dx.doi.org/10.24114/esjpgsd.v10i2.20891.

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ABSTRACTEcoliteracy needs to be given to children from an early age, to reduce various environmental problems caused by humans. For this reason ecoliteration needs to be considered in early childhood, especially children aged 5-6 years. This research is a literature study by examining literature from various sources such as articles from journals, books and scientific works. The results of the study indicate that the age of 5 years is a good start to introduce ecoliteration in children. Children who have ecoliteration or ecological literacy will become a generation that can be responsible for the surrounding environment. Keyword: Ecoliteracy, Early ChildhoodABSTRAKEcoliteracy perlu diberikan kepada anak sejak usia dini, untuk memgurangi berbagai masalah lingkungan yang disebabkan oleh manusia. Untuk itu perlu memahami ecoliteracy pada anak usia dini, khususnya anak usia 5-6 tahun. Penelitian ini merupakan penelitian studi literatur dengan menelaah literatur dari berbagai seumber seperti artikel dari jurnal, buku dan karya ilmiah. Hasil studi menunjukkan bahwa usia 5 tahun adalah awal yang bagus untuk mengenalkan ecoliteracy pada anak. Anak yang memiliki ecoliteracy atau melek ekologi akan menjadi generasi yang dapat bertanggung jawab dengan lingkungan sekitarnya. Kata Kunci: Ecoliteracy, anak usia dini.

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Siregar, Masyunita, Sri Martini Meilanie, and Agung Purwanto. "Pengenalan Ecoliteracy pada Anak Usia Dini melalui Metode Bercerita." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 1 (August 11, 2020): 719. http://dx.doi.org/10.31004/obsesi.v5i1.700.

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Permasalahan lingkungan yang disebabkan oleh tangan jahil manusia semakin banyak, khususnya permasalahan sampah. Hal ini didukung fakta yang disampaikan direktur pengelolaan sampah kementrian lingkungan hidup dan kehutanan bahwa 72 % masyarakat Indonesia kurang peduli dengan masalah sampah dan komposisi sampah plastik terus mengalami peningkataan tepatnya tahun 2015 angka persentase kenaikan sampah plastik mencapai 11%. Pemahaman untuk menjaga keseimbangan lingkungan alam (ecoliteracy ) perlu diberikan sejak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan teknik studi literatur. Hasil penelitian menunjukkan bahwa salah satu cara pengenalan ecoliteracy pada anak usia dini adalah melalui metode bercerita. Studi literatur menunjukkan bahwa cerita adalah strategi yang dapat digunakan untuk mengenalkan ecoliteracy melalui alur cerita, pesan moral dan emosi dari cerita yang diceritakan kepada anak. Pemahaman ecoliteracy tidak hanya tentang kognitif tetapi juga tentang emosional, tindakan dan spirit dan hal tersebut dapat diberikan melalui metode bercerita.

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Desfandi, Mirza, Enok Maryani, and Disman Disman. "Building Ecoliteracy Through Adiwiyata Program (Study at Adiwiyata School in Banda Aceh)." Indonesian Journal of Geography 49, no. 1 (July 28, 2017): 51. http://dx.doi.org/10.22146/ijg.11230.

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This study is back grounded by importance of ecoliteracy for each individual. One of comprehensive efforts to build ecoliteracy in community is through Adiwiyata Program. This study is aimed to find out how the effectiveness of Adiwiyata Program in the effort to build students’ ecoliteracy in Banda Aceh. The method which is used is survey. The study is conducted in ten schools, with respondents are principal, teachers, administrative staff and students. Data analysis is done descriptively toward five variable and hypothesis test use nonparametric statistic test. The result of study showed that there is significant influence of school policy, curriculum implementation, school culture and school infrastructure management toward students’ ecoliteracy. The findings of study is the more effective four components of Adiwiyata is implemented, the higher of students’ecoliteracy. Therefore, four components of Adiwiyata should be implemented maximally, among other by strengthening Adiwiyata school team.

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Rahmah, Sella Auliya, and Didin Widyartono. "Pengembangan Modul Elektronik Menulis Teks Tanggapan Berbasis LMS Moodle dengan Muatan Ekoliterasi untuk Kelas 9." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 4, no. 4 (November 5, 2021): 473–86. http://dx.doi.org/10.30872/diglosia.v4i4.259.

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This research purposed to produce a Moodle module based ecoliteracy for 9th grade. This study used five methods, (1) preliminary analysis, (2) product development, (3) expert validation and revision, (4) small-scale field trials and revision, and (5) large scale product trial. This research produces a Moodle module with ecoliteracy in its content and presentation which has been validated by material, media, and language expert with certain qualifications. This study result is suitable product that get validation score 87.5% for material, 92.5% for media, and 70.5% for language. The result from small field trials is 75%, and 87.5% for large field trials, the product declared as suitable to use. This study ecoliteracy in the module content is contained in its themes, learning objectivities, materials, exercise, and cases that students must responses. Ecoliteracy in the module presentation is include in text, images, audios, and videos.

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Wahyuni, N., E. Maryani, and W. Kastolani. "The contribution ecoliteracy in environmental care behavior students of state high school in the city of medan." IOP Conference Series: Earth and Environmental Science 1089, no. 1 (November 1, 2022): 012058. http://dx.doi.org/10.1088/1755-1315/1089/1/012058.

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Abstract Global environmental problems that occur on earth include global warming, urban air pollution, water crisis, noise pollution and loss of biodiversity, which are environmental problems caused by human activities. Environmental problems have not been resolved due to the lack of environmental awareness of the community. The educational institutions ranging from elementary schools to tertiary institutions will be able to contribute and play their role in realizing the goals and protection of environmental management. The purpose of this study was to determine the level of ecoliteracy of students in Medan, the environmental care behaviour of students, and the contribution of ecoliteracy to environmental care behavior. This research uses a survey method, with a quantitative approach. The sample in this study was 243 students. The results showed that the level of ecoliteracy was included in the moderate category of 62%, while the environmental care behaviour was also in the moderate category of 53% and the ecoliteracy of students contributed to the environmental care behaviour of students with the coefficient of determination (R2) of 0.254 (25.4 %) while the rest (74.6%) is influenced by other factors. The conclusion is that a good level of ecoliteracy can provide a good understanding of the environmental care behaviour of students.

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Liulinnuha, Maghfiroh, and Salamatun Umma. "PENGENALAN GREEN BEHAVIOUR MELALUI ECOLITERACY PADA SISWA MI." PREMIERE : Journal of Islamic Elementary Education 4, no. 1 (November 5, 2022): 71–79. http://dx.doi.org/10.51675/jp.v4i1.299.

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Penelitian ini bertujuan untuk memberitahu ecoliteracy merupakan upaya penting untuk membangun green behavuiour. Lingkungan adalah pilar utama bagi semua kehidupan termasuk kehidupan manusia. Seseorang yang sudah menyadarai betapa pentingnya lingkungan hidup berarti sudahn masuk dalam taraf ecolitaracy. Ecoliteracy adalah sebuah kesadaran seseorang yang sudah menyadari betapa pentingnya menjaga dan merawat lingkungan hidup.ketika sudah menyadari lalu memiliki rasa tanggung jawab maka sudah masuk dalam taraf green behaviour. Green behaviour adalah perilaku menjaga dan memelihara lingkungan hidup. Pendidikan lingkungan perlu diberikan kepada peserta didik, bahkan sejak usia dini, agar keseimbangan lingkungan hidup tetap terjaga kelestariannya. Penelitian ini bertujuan untuk mengenalkan ecoliteracy melalui kegiatan green behaviour pada anak siswa MI. Tiga orang yang berperan penting dalam hal ini yaitu orang tua, guru dan siswa itu sendiri. Pengenalan green behaviour pada anak usia MI dapat dimulai dengan pembiasaan sikap keteladanan dan pembiasaan sehari-hari. Pengenalan green behavior melalui ecoliteracy bagi anak juga dapat dilakukan dengan metode bercerita selain bercerita bisa juga melakukan kegiatan karyawisata untukmemberikan kesadaran betapa pentingnya lingkungan bagi mereka. Penelitian ini menggunakan penelitian kualitatif dengan metode studi literatur atau penelitian kepustakaan dengan mengumpulkan datadata penelitian dari sumber literatur jurnal yang relevan 10 tahun terahir.

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Azmussya'ni, Azmussya'ni, and Dedy Sofian MZ. "MEDIA PEMBELAJARAN BAHASA BERBASIS SAMPAH ORGANIK SEBAGAI PENGENALAN ECOLITERACY SISWA SEKOLAH DASAR." SeBaSa 5, no. 2 (November 13, 2022): 333–43. http://dx.doi.org/10.29408/sbs.v5i2.6287.

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The purpose of this study was to develop language learning media based on organic waste as an introduction to ecoliteracy for elementary school. This study uses a development research method that refers to the Borg and Gall development model. Data collection methods in this study were questionnaires and observations. Data analysis in this research is descriptive quantitative with categorization technique. Based on the results of the study, it showed that the final product of learning media development based on organic waste at SDN 3 Kabar after going through a series of development procedures, was feasible to be implemented. Based on the results of product trials that have been carried out, there are significant changes between the pretest and posttest on students' understanding of Ecoliteracy. The indicator “merasa dini bagian dari alam” when the pretest percentage of students who are able to understand is 29.6% and when the posttest is 63.0%. The percentage of indicator “mampu mendeskripsikan pengertian dan jenis sampah” from 14.8% become 63.0%. The last indicator is ”mampu mendeskripsikan dampak negative sampah” from a percentage of 0% increasing to 29.6%. This shows that the introduction of ecoliteracy through developing language learning media based on organic waste to students at SDN 3 Kabar was successful.Keyword: Language Learning Media Development, Organic Waste, Ecoliteracy

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Putu Arga, Hana Sakura. "APPLICATION OF PROJECT BASED LEARNING MODELS TO IMPROVE ECOLITERACY OF ELEMENTARY SCHOOL STUDENTS THROUGH URBAN FARMING ACTIVITIES." PrimaryEdu - Journal of Primary Education 2, no. 2 (September 30, 2018): 95. http://dx.doi.org/10.22460/pej.v2i2.1014.

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This research is motivated by the concern of the author towards students of Public Elementary School 038 Kiaracondong Bandung who lack awareness in doing greening resulting in an arid and poorly maintained school environment. The purpose of this research is to improve the ecoliteracy of students so that they are more sensitive to the importance of the green environment so that they want to do a greening movement even though they have limited space. This research was conducted with the Classroom Action Research (PTK) method using the design of Kemmis and Taggart (2001) on grade IV students of SDN 038 Kiaracondong Bandung. The results of research conducted in 3 cycles with 12 meetings showed an increase in ecoliteracy in students towards greening the space indicated by behavior, one of which was; 1) students grow awareness to reforest on school land despite limited space; 2) students plant ornamental plants and vegetables with pots that come from processed waste; 3) students are responsible for caring for the plants well; 4) students take care of flowers and give fertilizer regularly; 5) students grow creativity in processing plastic waste into flower pots; 6) students are able to distinguish between types of waste. Through urban farming activities students experience a process of improving ecoliteracy which is not only applied in the school environment but also in the home environment. Keywords: Project Based Learning, Ecoliteracy, Urban Farming

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Nurhalisa, Siti, Dyah Lyesmaya, and Iis Nurasiah. "Analisis Indikator Ecoliteracy Perspektif Goleman Pada Buku Siswa Kelas IV Tema 9 Kayanya Negeriku." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 3, no. 2 (November 26, 2020): 272. http://dx.doi.org/10.31100/dikdas.v3i2.738.

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The purpose of this study was to describe the suitability of the ecoliteracy content contained in the fourth grade students' book theme 9 riches of my country with the Goleman perspective ecoliteracy indicator which is focused on social studies subject matter. The indicators are 1) developing empathy for all forms of life, 2) practicing survival as the action of community groups, 3) making things that are invisible become visible, 4) anticipating unexpected impacts, and 5) understanding how natural life takes place. This type of research used in this study is a qualitative descriptive method. The method of collecting data in this study used content analysis. Content analysis aims to describe the characteristics of the content or messages objectively, where the results of the analysis will be generally presented and then concluded. The results showed that there were five indicators of Goleman's perspective ecoliteracy found in student books from sub-themes 1 to 3 in 26 sentences of social studies material.

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Ekayanti, Ni Wayan, Dewa Ayu Puspitawati, and Sang Putu Kaler Surata. "UPAYA PENINGKATAN KETERAMPILAN SOSIAL DALAM EKOLITERASI KETAHANAN HAYATI MELALUI PEMBELAJARAN KOOPERATIF TIPE KELOMPOK INVESTIGASI PADA MAHASISWA PENDIDIKAN BIOLOGI SEMESTER III TAHUN AKADEMIK 2008/2009." Jurnal Santiaji Pendidikan (JSP) 1, no. 1 (January 26, 2011): 14–21. http://dx.doi.org/10.36733/jsp.v1i1.457.

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Environmental damage that has occurred recently, caused a various biosecurity problems. However, the people knowledge, understanding and awareness about these are still low. The ecoliteracy is a strategic approach for enggaging young generation in manage biosecurity issues. The purpose of this study is to evaluate how far undergraduate teacher training students able to increase their social skill, as one important aspect for successful management of biosecurity, after following biosecurity ecoliteracy. It was excecuted through class action research toward 30 undergraduate students of Biology Education Department, University of Mahasaraswati Denpasar. They followed indoor and outdoor learning based on cooperative learning approach and group investigation techniques nearly two month (August-September 2009), with twice face to face interaction in a week. Their behavior were observed using a rubric with four Likert Scalle, and data was analyzed with z-test. Nearly all components social skill of students were increasing significantly: contribution to group objectives (P =0.000), contribution to group knowledge (P=0.000), and sharing ideas (P=0.000). These showed that cooperative learning and group investigation are strongly tool for encouraging social skill in biosecurity ecoliteracy.

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Rahma, A., D. Mardiatno, and D. R. Hizbaron. "Factor analysis and consensus contributing to undergraduate students’ ecoliteracy on disaster risk reduction." IOP Conference Series: Earth and Environmental Science 1089, no. 1 (November 1, 2022): 012064. http://dx.doi.org/10.1088/1755-1315/1089/1/012064.

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Abstract Ecoliteracy implies a holistic understanding of the relationship between environment and disaster. Strengthening ecoliteracy in educational institutions is the first step in building disaster-aware communities. This pilot study aims to explore the perspective of students’ ecoliteracy on disaster mitigation while examining the set of Q statements as research instruments. This study applies the Q methodology since it has components that can measure the diversity of human subjectivity. Fourteen undergraduate students at the Faculty of Geography, Universitas Gadjah Mada, were selected as participants. The results construct five factors and two consensus statements with a cumulative variance percentage of 68%. These factors are (1) knowledge (ecology and environmental problems), cognitive, and behavior factors; (2) knowledge (environmental and social-political problems), cognitive, and behavior factors; (3) affect and knowledge factors; (4) affect, cognitive and knowledge factors; and (5) knowledge factor. The consensus consists of two statements in agreement. As this study is still in a pilot stage, research only focuses on interpreting qualitative analysis results. The procedure for quantitative data is not presented in this paper.

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Long, Tammy M., Joseph T. Dauer, Kristen M. Kostelnik, Jennifer L. Momsen, Sara A. Wyse, Elena Bray Speth, and Diane Ebert-May. "Fostering ecoliteracy through model-based instruction." Frontiers in Ecology and the Environment 12, no. 2 (March 2014): 138–39. http://dx.doi.org/10.1890/1540-9295-12.2.138.

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Lowman, Meg. "Ecoliteracy in informal science education settings." Frontiers in Ecology and the Environment 12, no. 8 (October 2014): 474–75. http://dx.doi.org/10.1890/1540-9295-12.8.474.

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H, Indu, Seetha Lakshmi T, and Hashini Boaby K. "DEVELOPING ECOLOGICAL LITERACY AMONG CHILDREN." Kongunadu Research Journal 4, no. 1 (June 30, 2017): 10–11. http://dx.doi.org/10.26524/krj164.

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Today mankind faces numerous problems related to physical, emotional and social aspects. One of the major causes is moving away from our mother nature. We face deforestation, climatic changes, biodiversity, environmental degradation, inequitable access to natural resources and the movement of hazardous materials in different parts of the world and many other issues. Ecological literacy is the ability to understand the natural systems that make life on earth possible. To be an ecoliterate means understanding the ecosystem and using this knowledge for creating sustainable human community. In simple terms, ecoliteracy is being aware of this beautiful, bountiful and mysterious environment. This sense of loving nature has to start from the childhood stage. The children should be reconnected to the natural environment and many activities can be designed with this view. This paper deals with the various ways of developing ecological literacy among children.

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Purwendah, Elly Kristiani. "THE EKO-TEOCRACY CONCEPT IN DISPOSAL SETTLEMENT OF OIL POLLUTION IN THE SEA BY TANKER SHIP." Ganesha Law Review 1, no. 1 (May 10, 2019): 14–26. http://dx.doi.org/10.23887/glr.v1i1.15.

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The shift in the Eco-Theocratic thinking in resolving oil pollution disputes at sea by tankers is intended as a new paradigm reconstruction that is more oriented to deep ecology with an ecoliteracy perspective towards a new ecodesign environment as an equal subject to human beings resisting anthropocentrism toward society sustainable sociaty and sustainable environmental development. This concept was built through an analysis of the shift in the perspective of philosophical figures from the organic paradigm of nature to the mechanistic paradigm of new nature and paradigms in looking at nature systemically, holistically and ecologically. This new ecoliteracy paradigm is analyzed through a system of democracy, ecocracy and theocracy with a measure of theology and paradigm of the Pancasila.

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Smith, Caroline. "Education and Society: The Case for Ecoliteracy." Education and Society 25, no. 1 (January 1, 2007): 25–37. http://dx.doi.org/10.7459/es/25.1.03.

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Lim, Jin Kyung. "A study on the conceptualization of ecoliteracy." Korean Early Childhood Education and Care Society 4, no. 1 (November 30, 2019): 1–30. http://dx.doi.org/10.52384/jecec.2019.4.1.1.

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Wyman, Tracy, and James Wong. "Workshops on Ecoliteracy: The Nature of Making." CITYGREEN 01, no. 6 (2013): 128. http://dx.doi.org/10.3850/s2010098115000596.

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Noviana, Eddy, Supentri Supentri, Rahmatul Hidayati, and Muhammad Nailu Huda. "Why Do Students Need to Establish Ecoliteracy?" JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 1, no. 2 (August 20, 2018): 69. http://dx.doi.org/10.33578/jtlee.v1i2.5874.

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This survey research aimed at determining the ecological intelligence level ofstudents. It involved 120 fourth grade students of elementary school. Thefindings revealed that the students‟ intelligence level, with an average score of77.48, was classified in „high‟ category. In addition, other aspects were alsoclassified into the „high‟ category with an average score on attitude aspect of78.19, skill aspect of 77.69, and participation aspect of 76.56. To conclude, theecological intelligence of the fourth grade elementary school students wasclassified in „high‟ category.

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Middendorf, George, and Bob R. Pohlad. "Ecoliteracy for ecology and ecologists: eroded underpinnings." Frontiers in Ecology and the Environment 12, no. 3 (April 2014): 194–95. http://dx.doi.org/10.1890/1540-9295-12.3.194.

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Berman, Nina. "Environmental Education Catalyzed by Tourism: Ecoliteracy Initiatives on the Coast of Kenya." Sustainability 13, no. 15 (July 29, 2021): 8501. http://dx.doi.org/10.3390/su13158501.

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The Diani-Ukunda area on the Kenyan coast is one of the main tourism centers of the country. Over time, individuals who originally visited the area as tourists have started sustainability initiatives that are in part funded through donor networks from abroad (drawing on individuals who visited the country initially as tourists). This essay explores select German initiatives in the educational sector that have emerged in the context of the area’s tourism industry. Diani Maendeleo Academy (a secondary school for girls) and the six primary and secondary schools known as Mekaela Academies collectively serve a significant portion of the population of the larger Diani-Ukunda area, including the hinterland extending widely into Kwale County. The study was designed to assess the schools’ approach toward sustainability and ecoliteracy, and centered on the following questions: 1. What kinds of sustainable practices are promoted in the select schools? 2. In what ways do students who attend these schools display environmental literacy? 3. Do these initiatives address UN SDGs, known as Education for Sustainable Development (ESD)? The study follows an interdisciplinary mixed method approach and is based on interviews, survey instruments, research on ecoliteracy and educational policy, and fieldwork data from previous stays. Findings reveal a lesser-known dimension of tourism: namely, the successful pursuit of ESD in schools thriving in the context of tourism through an integrated approach towards teaching ecoliteracy.

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Dadang Iskandar, Deasy Rahmawati, and Acep Roni Hamdani. "The Impact Of Application Of Value Clarification Technique (VCT) Towards Ecoliteracy And Critical Thinking Skill Student Of Social Science In Primary School." EDUTEC : Journal of Education And Technology 3, no. 1 (September 30, 2019): 31–46. http://dx.doi.org/10.29062/edu.v3i1.4.

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The purpose of this study was to determine the effect of the application of Value Clarification Technique (VCT) to ecoliteracy and critical thinking skills of elementary school students in learning Social Science. The method used in this study is a quasi experimental design with non-equivalent control group design, using the two study groups. Subjects in this study were students of class IVSDN Cijerah Indah, Bandung Kulon District Bandung City. The experimental group was given the treatment of learning Value Clarification Technique (VCT) and the control group was given conventional learning. The results showed that in general there is a difference between learners ecoliteracy experimental class and control class and critical thinking skills among learners experimental class and control class after each class has been getting treatment that has been set.

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Af'idah, Noer, Lina Arifah Fitriyah, and Oktaffi Arinna Manasikana. "Implementation of Ecoliteracy and Ecorepreneurship to Grow Entrepreneurial Interest of Science Education Students." Lensa: Jurnal Kependidikan Fisika 9, no. 2 (December 30, 2021): 113. http://dx.doi.org/10.33394/j-lkf.v9i2.4443.

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This study aimed to foster entrepreneurial interest in Science Education students at Hasyim Asy'ari University through the implementation of ecoliteracy and ecopreneurship in PKLH courses. This research is a type of descriptive research through a qualitative approach wich is carried out as an effort to provide insight and experience to students to reuse waste into quality products and high selling value. This research was conducted during the COVID-19 pandemic through an online system with two stages; first education about the environment (Ecoliteracy) and the second stage in the form of project assignments to manufacture environmental-based entrepreneurial products with waste as the main raw material. The results of the assignment can be used as entrepreneurial product innovations so that students are more creative in producing a product, as well as support one of the government programs to create a healthy and zero waste environment. From this research, it is known that ecoliteracy and ecopreneurship implementation activities can increase students' knowledge about environment; this can be seen from the average pre-test score of 72 to 80 in the post-test and an increase in the percentage of completeness from73% to 100%. Likewise, student interest in entrepreneurship increased, it was showed from the average score of pre-test and post-test 76 to 88. From this activity, student creativity was quite good with an average value 73, this can be seen from the variety of ecopreneurship products produced both from the types of basic materials and products.

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Amin, Amin, and Hermanto Hermanto. "The Effect of Geographical Education in Improving The Character of Educational Insights Students: A Study of Geographical Education." Jurnal Basicedu 6, no. 5 (July 21, 2022): 8826–35. http://dx.doi.org/10.31004/basicedu.v6i5.3962.

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This study intends to examine three elements: first, how students care about the environment; second, the function of geography education in creating environmental awareness in students; and third, how sociocultural, psychological, and demographic factors affect students' spiritual intelligence. A sample of 79 students from SMP YPI “45” Bekasi participated in this survey. Through the use of questionnaires, data collection procedures were used, and SPSS software was used to analyze the results. Students' assessment of the geography instructor's ability to integrate current environmental issues into their lessons, as well as the student's socio-economic origins and involvement in environmental groups, all have an impact on the student's environmental caring character. An area of interest of study is how socio-economic and cultural features and Demographics affect the ecoliteracy of students and how geography education contributes to the development of their ecoliteracy as a result.

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Kim, GoWoon, Rahul Vaswani, Wanmo Kang, Miri Nam, and Dowon Lee. "Enhancing Ecoliteracy through Traditional Ecological Knowledge in Proverbs." Sustainability 9, no. 7 (July 6, 2017): 1182. http://dx.doi.org/10.3390/su9071182.

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Pharmawati, M., L. P. Wrasiati, I. M. A. S. Wijaya, and M. R. Defiani. "PENGOMPOSAN SEBAGAI SARANA PENINGKATAN ECOLITERACY DAN KEWIRAUSAHAAN SISWA." Buletin Udayana Mengabdi 20, no. 2 (August 9, 2021): 113. http://dx.doi.org/10.24843/bum.2021.v20.i02.p04.

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Good waste management can be started from the smallest environment, namely households or schools. To reduce the problem of organic waste, this waste can be processed into compost, so that the waste is not only thrown away but can have useful value. Knowledge about composting techniques can be given to school students who will later become agents for spreading organic waste management in their immediate environment. Students' abilities related to the natural environment around them are called ecoliteracy or ecological intelligence. SMAN 1 Bangli has a waste working group chaired by a teacher and consisting of representative high school students from each class, but simple composting techniques using the Takakura basket method have not been mastered. This activity aimed to train students of SMAN 1 Bangli to do simple composting with the Takakura basket technique and foster an entrepreneurial spirit through composting. The activity went well and was attended by 8 students, the principal of SMAN 1 Bangli, 1 teacher of waste working group, and 2 other teachers. Activities consist of delivering composting theory and practice. From the activity, it was obtained compost with good quality, loose texture like soil and odorless.

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Hendratno, Hendratno, Yoyok Yermiandhoko, and Fajar Nur Yasin. "Development of Interactive Story Book For Ecoliteration Learning to Stimulate Reading Interest in Early Grade Students Elementary School." IJORER : International Journal of Recent Educational Research 3, no. 1 (January 30, 2022): 11–31. http://dx.doi.org/10.46245/ijorer.v3i1.179.

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Research aims to produce a storybook containing ecoliteracy education for elementary school students of good quality in terms of the validity, practicality, and effectiveness of a product. This type of research is Research and Development with the ADDIE model. The instruments used were validation questionnaires, observations, teacher response questionnaires and learning outcomes tests. The results of this study indicate that the validation of interactive storybooks for ecoliteracy learning gets an average coefficient of validation from the validator, which is very valid qualifications. The practicality of loading the teacher's response questionnaire gets a percentage of 97%, the results of teacher and student observations get a percentage of 91% and 94%. The effectiveness based on giving pretest and posttest to students amounted to 30 students in grade 1 and 30 students in grade 2 with an average pretest result of 74, while the average posttest was 90.8. The result indicates that there is a significant difference in the learning outcomes of early grade elementary school students using interactive story books. Based on the validation of the instrument and the recapitulation of the questionnaire filled in by the teacher, it can be stated that the quality of the interactive storybooks developed are very valid, practical and effective for use in learning. This interactive storybook can help early grade elementary school teachers in growing interest in reading related to ecoliteracy learning so that students' awareness of caring for and caring for the surrounding environment can be carried out from an early age.

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Ramos, Rui, and Ana Margarida Ramos. "Cross-readings and ecoliteracy in children’s pop-up books." Ocnos: Revista de estudios sobre lectura, no. 12 (November 28, 2014): 7–24. http://dx.doi.org/10.18239/ocnos_2014.12.01.

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El objetivo de este texto es analizar dos libros pop-up destinados a la infancia, escritos por Anouck Boisrobert y Louis Rigaud, titulados Popville (2009) y Dans la forêt du paresseux [En el bosque del perezoso] publicados por primera vez en 2009 y 2012, con textos de apoyo de la autoría de Joy Sorman y Sophie Strady, respectivamente. Estos libros se publicaron originalmente en Francia, en Hélium Éditions, pero pueden encontrarse ya traducidos en varios países occidentales y en muchos idiomas, incluyendo el catalán, holandés, inglés, francés, alemán, italiano, portugués y castellano. Este artículo analiza el texto verbal de los libros antes citados, así como su elaborado componente visual, construído gracias a una sofisticada ingeniería del papel, con vistas a reflejar la forma en que estas publicaciones alcanzan su objetivo: el desarrollo de la consciencia ecológica de los lectores (Orr, 1992) a través de su implicación en el proceso de la lectura. Esta cuestión parece constituir una de las principales tendencias de la Literatura Infantil en las sociedades occidentales contemporáneas, transcendiendo el papel tradicional y casi omnipresente que la naturaleza desempeña como escenario de narrativas infantiles.

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Suparman, Ida Bagus Putra Yadnya, I. Wayan Simpen, and Made Sri Satyawati. "English Reading Texts Model Using the Ecoliteracy Lexicons Approach." International Journal of Linguistics, Literature and Translation 4, no. 4 (April 27, 2021): 145–54. http://dx.doi.org/10.32996/ijllt.2021.4.4.15.

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This article discusses the English reading texts model using the Ecoliteracy Lexicons. The study aims to design and develop an example of English reading text by using the ecological or environment lexicons. This study applied the Educational Research and Development (R & D) method. It was conducted in Sumbawa District, West Nusa Tenggara Province, Indonesia. The instruments of this study were the validation sheet, a questionnaire sheet and a documentation instrument. The result of the study revealed that there are four types of English reading texts based on the ecoliteracy lexicons. The first is the English reading text-based-beaches marine lexicons, which have developed and designed the text using ecological lexicon Jempol Beach and Goa Beach lexicon. The second is the English reading text-based-historical architecture environment lexicons constructed the text by applying two ecological lexicons of Dalam Loka palace and Bala Puti Palace. The third is the English reading text-based-marine archipelagos environment lexicons, which used the Moyo Island and Ngali Island's ecological lexicons in developing and designing the English reading text. The last one is the English reading text-based- traditional farmland environment lexicons, which was developed and designed using the ecological lexicons of Orong and Uma.

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Juhriati, I., I. Rachman, and K. Yayoi. "The best practice of ecoliteracy based on social culture." IOP Conference Series: Earth and Environmental Science 802, no. 1 (June 1, 2021): 012012. http://dx.doi.org/10.1088/1755-1315/802/1/012012.

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Reynolds, Julie A., and Margaret D. Lowman. "Promoting ecoliteracy through research service-learning and citizen science." Frontiers in Ecology and the Environment 11, no. 10 (December 2013): 565–66. http://dx.doi.org/10.1890/1540-9295-11.10.565.

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Semetsky, Inna. "Ecoliteracy and Dewey's educational philosophy: implications for future leaders." Foresight 12, no. 1 (February 23, 2010): 31–44. http://dx.doi.org/10.1108/14636681011020164.

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Fisher, Frank. "EcoLiteracy and MetaResponsibility: ‘Steps to an Ecology of Mind’." Systemic Practice and Action Research 18, no. 2 (April 2005): 133–49. http://dx.doi.org/10.1007/s11213-005-4154-9.

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Štrajn, Darko. "Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement." International Review of Education 58, no. 1 (February 2012): 129–31. http://dx.doi.org/10.1007/s11159-012-9267-7.

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Francis, Chris. "Critical pedagogy, ecoliteracy & planetary crisis: the ecopedagogy movement." Environmental Education Research 17, no. 5 (October 2011): 705–8. http://dx.doi.org/10.1080/13504622.2010.551180.

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Hammond, Sarah Wheeless, and Sherry S. Herron. "The natural provenance: ecoliteracy in higher education in Mississippi." Environmental Education Research 18, no. 1 (February 2012): 117–32. http://dx.doi.org/10.1080/13504622.2011.583982.

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Agsari, Karenina Shashal, Mayang Kusumaning Rahady, and Wahyudi Wahyudi. "DEVELOPMENT OF ECO-CULTURE TO IMPROVE ENVIROMENTAL LITERACY IN ELEMENTARY SCHOOL." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 217. http://dx.doi.org/10.20961/shes.v1i2.26858.

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The objectives of writing scientific papers are: (1) describing eco-culture, (2) describing ecoliteration of the environment, and (3)to describing ways to improve environmental ecoliteracy by means of eco-culture in elementary schools. The method used is literature study, which is data collection techniques by conducting study studies of books, literature, notes, and reports that are related to the problem being solved. Library sources in this study were obtained from: books, journals and research results (thesis, thesis, and dissertation). So that in this study include general processes such as: systematic theory identification, library discovery, and documentary analysis which contains information relating to the research topic. The results of this study are (1) eco-culture a process of increasing understanding, knowledge, attitudes and behavior based on ecology. (2) environmental echoliteration is to teach children to love the environment through greening. (3) improve environmental ecoliteracy in primary schools by take care and practicing directly maintaining and caring for the school environment.

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Rahma, Aldila, Djati Mardiatno, and Dyah Rahmawati Hizbaron. "Q methodology to determine distinguishing and consensus factors (a case study of university students’ ecoliteracy on disaster risk reduction)." E3S Web of Conferences 200 (2020): 01003. http://dx.doi.org/10.1051/e3sconf/202020001003.

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Q methodology is to measure the diversity of human subjectivity, such as perspective, mindset, preferences, opinions, and attitudes. It is one of the approaches applied in mixed methods research. This paper is part of a preliminary study that aims to examine the application of Q methodology. Fourteen undergraduate students from the Faculty of Geography, Universitas Gadjah Mada, participated in this study. Data collected with Q sorting techniques using the Q-Sortware, and analyzed with Principal Component Analysis using KADE desktop. Both are software used specifically in Q methodology research. The method implementation aims to determine the distinguishing factors and consensus of students’ ecoliteracy components on disaster risk reduction. The research showed that Q-Sortware tends to facilitate researchers in collecting data. However, it is quite complicated and less practical for participants. Meanwhile, the KADE desktop has an attractive interface with a tutorial that makes it easy to use. By analyzing the case study, the result showed that the students’ ecoliteracy component is represented by five distinguishing factors and two consensus statements, with cumulative variations explained by 68 %. This study is, however, limited by the performance of quantitative procedures without in-depth qualitative data interpretation.

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Journal articles on the topic 'Ecoliteracy'

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