Rachma Dini Fitria, Moh Barirul Umam

Analysis of Environmental Literacy in Students of the Social Studies Study Program UIN Kiai Haji Achmad Siddiq Jember

Introduction

Analysis of environmental literacy in students of the social studies study program uin kiai haji achmad siddiq jember. This study assesses environmental literacy in social studies students at UIN Jember, finding a moderate level. Recommendations include innovative methods to boost knowledge, attitudes, and responsible behavior.

Abstract

This study aims to understand the level of environmental literacy among students in the Social Studies Education Program at UIN Kiai Haji Achmad Siddiq Jember who have completed the course "Environmental Education and Sustainable Development." The research employed a quantitative descriptive method, using a questionnaire as the instrument to measure environmental literacy. The subjects of the study were selected through random sampling, involving 30 students from the total population. The level of environmental literacy was analyzed through four key aspects: environmental knowledge, Environmental attitudes, Cognitive skills, and environmentally responsible behavior. Based on the results of data processing and analysis, it is concluded that environmental literacy falls into the medium category. The average score for environmental knowledge was 47.63 (categorized as high). The score for environmental attitude was 16.46 (categorized as moderate). The score for cognitive skills was 15.5 (categorized as moderate). The score for environmentally responsible behavior was 33.93 (categorized as moderate). In general, the students' level of environmental literacy falls within the moderate category. These findings suggest that strengthening environmental literacy among students is necessary through innovative learning methods, enabling them to achieve a high level of environmental literacy. Family and environmental factors also play a significant role in fostering the development of environmentally conscious attitudes and strong environmental stewardship skills among university students.

Review

This study presents a timely and relevant analysis of environmental literacy among students in a Social Studies Education Program, particularly given the increasing global emphasis on sustainability. The clear objective to assess the level of environmental literacy, post-completion of an environmental education course, provides a focused scope. The application of a quantitative descriptive method, employing a questionnaire to measure four critical dimensions – environmental knowledge, attitudes, cognitive skills, and responsible behavior – offers a systematic approach to understanding this complex construct. The findings, indicating an overall moderate level of environmental literacy with a notable strength in knowledge, provide valuable baseline data for the institution and highlight specific areas for potential improvement. While the study's aim is clear, several methodological aspects could benefit from further elaboration and justification. The sample size of 30 students, selected via random sampling from an unspecified total population, raises questions regarding the generalizability of the findings, even within the specific program. A more detailed explanation of how the questionnaire was developed and validated, particularly in a local context, would strengthen confidence in the instrument's reliability and validity. Furthermore, the abstract presents numerical scores alongside categorical descriptors (e.g., knowledge score 47.63 categorized as high). The criteria or ranges used to define these 'high,' 'moderate,' and 'low' categories are crucial for interpreting the results accurately and should be explicitly stated. Without this, the categorizations appear somewhat subjective. Despite these points, the study offers important insights into the current state of environmental literacy among a specific student cohort. The conclusion that strengthening environmental literacy is necessary through innovative learning methods and considering broader family and environmental factors is a logical extension of the findings, even if the abstract itself doesn't detail the causal links from the data. This paper serves as a significant initial step, providing empirical data that can inform curriculum development and pedagogical strategies within the university. Future research could expand upon this by employing larger sample sizes, conducting qualitative inquiries to explore the underlying reasons for observed literacy levels, and specifically testing the impact of proposed innovative learning interventions.

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