Annisak Arum Rohmawati, Sukisman Purtadi

The effect of environmental knowledge and attitudes on decision-making strategies contextualized Sustainable Development Goals (SDGs) in high school student

Introduction

The effect of environmental knowledge and attitudes on decision-making strategies contextualized sustainable development goals (sdgs) in high school student. Explore how environmental knowledge and attitudes impact high school students' Sustainable Development Goals (SDGs) decision-making. A study of 291 students found no significant influence.

Abstract

This study aims to analyze the influence of environmental knowledge and attitudes on decision-making strategies with the context of Sustainable Development Goals (SDGs) among high school students in Sleman Regency. Data were collected using random sampling technique through a survey involving 291 students from public high schools in Sleman Regency using tests to measure environmental knowledge and questionnaires to assess environmental attitudes and decision-making strategies. Instrument validity was tested through theoretical and empirical validity. The results showed that all instruments were valid and reliable. Then, the results of further tests were analyzed using the Structural Equation Modeling (SEM) method which includes the measurement model (measurement model) and strucrutal model (structural model) stages. then analyzed using Structural Equation Modeling Partial Least Squares (SEM-PLS) with SmartPLS4 software. The results of the analysis showed that environmental knowledge (p = 0.744 > 0.05) and environmental attitudes (p = 0.375 > 0.05) did not have a significant influence on students' decision-making strategies.

Review

This study tackles a highly relevant and timely topic, investigating the intricate relationship between environmental knowledge, attitudes, and decision-making strategies among high school students, contextualized within the critical framework of the Sustainable Development Goals (SDGs). The research employs a robust methodology, utilizing a random sampling technique to gather data from 291 students and applying Structural Equation Modeling Partial Least Squares (SEM-PLS) for analysis. The explicit mention of comprehensive instrument validity and reliability testing, encompassing both theoretical and empirical approaches, lends significant credibility to the data collection and measurement processes. The most notable and, frankly, unexpected finding of this research is the non-significant influence of both environmental knowledge (p = 0.744 > 0.05) and environmental attitudes (p = 0.375 > 0.05) on students' decision-making strategies. This outcome is counter-intuitive to much of the established theory in environmental education, which often posits a direct link between increased knowledge, positive attitudes, and subsequent pro-environmental behavior or effective decision-making. These results challenge conventional wisdom and prompt critical re-evaluation of current educational approaches aimed at fostering sustainable decision-making, suggesting that the pathways from knowledge and attitude to action may be far more complex than often assumed. While the study is methodologically sound, the abstract, by its nature, leaves some areas for further consideration and future research. The unexpected findings strongly suggest the presence of unexamined mediating or moderating variables that could explain the lack of direct influence. Future studies could explore factors such as perceived behavioral control, social norms, personal values, emotional engagement, or the specific educational environment. Additionally, a deeper qualitative exploration of students' decision-making processes could provide richer insights into *why* knowledge and attitudes do not translate directly into strategic choices. Despite its surprising outcomes, this research makes a valuable contribution by challenging assumptions and highlighting the need for a more nuanced understanding of how to effectively cultivate SDG-related decision-making skills in future generations.

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