logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Research Article

Implementation Supplementary Book of Green Consumerism: Improving Students HOTS in Environmental Learning

Ilmi Zajuli Ichsan , Diana Vivanti Sigit , Mieke Miarsyah , Ahmad Ali , Tri Suwandi , Titin

Environmental learning in the 21st century must be contextual and require the ability of Higher Order Thinking Skills (HOTS) to solve environmental pr.

E

Environmental learning in the 21st century must be contextual and require the ability of Higher Order Thinking Skills (HOTS) to solve environmental problems such as green consumerism. The purpose of this study was to implement an Android-based Supplementary Book of Green Consumerism (SBGC) to improve students' HOTS abilities in environmental learning. The method used experiment with a sample of 144 students in 8th grade of Junior High School. Students divided into 72 students in control classes and 72 students in experimental classes. The treatment given was in the form of using SBGC in the experimental classes. The results showed that the students HOTS score increased significantly in the pre-post test in the experimental class or when compared to the control class. Increased in the experimental classes from a score 15.7 (very low) to 32.73 (low). Meanwhile, when compared between the experimental classes with a score 32.73 (low) and control classes with a score 25.25 (very low). This showed that SBGC is easy to understand. SBGC is also interesting so that makes students become active in learning. The conclusion of this study was that SBGC can increased students' HOTS in environmental learning.

Keywords: Environmental learning, HOTS, supplementary book of green consumerism.

cloud_download PDF
Cite
Article Metrics
Views
985
Download
1628
Citations
Crossref
17

Scopus
26

References

Aisyah, A., Salehuddin, K., Aman, I., Yasin, R. ., & Mimiko, N. (2018). Eliciting elements of higher order thinking skills in the higher secondary examination question structure in japan and malaysia aznur. In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016) (pp. 455–464). https://doi.org/10.1007/978-981-13-0074-5

Anderson, L. W., Krathwohl, D. R., Airiasian, W., Cruikshank, K. A., Mayer, R. E., & Pintrich, P. R. (2001). A taxonomy for learning, teaching and assessing: a revision of bloom’s taxonomy of educational outcomes: complete edition. New York, NY: Longman.

Arnold, O., Kibbe, A., Hartig, T., & Kaiser, F. G. (2018). Capturing the environmental impact of individual lifestyles: evidence of the criterion validity of the general ecological behavior scale. Environment and Behavior, 50(3), 350–372. https://doi.org/10.1177/0013916517701796

Bronfman, N. C., Cisternas, P. C., Lopez-Vazquez, E., De la Maza, C., & Oyanedel, J. C. (2015). Understanding attitudes and pro-environmental behaviors in a chilean community. Sustainability, 7(10), 14133–14152. https://doi.org/10.3390/su71014133

Buber, A., & Coban, G. U. (2017). The effects of learning activities based on argumentation on conceptual understanding of 7th graders about “force and motion” unit and establishing thinking friendly classroom environment. European Journal of Educational Research, 6(3), 367–384. https://doi.org/10.12973/eu-jer.6.3.367

Buzov, I. (2014). Social network sites as area for students’ pro-environmental activities. Procedia - Social and Behavioral Sciences, 152(1), 1233–1236. https://doi.org/10.1016/j.sbspro.2014.09.304

Chander, P., & Muthukrishnan, S. (2015). Green consumerism and pollution control. Journal of Economic Behavior and Organization, 114(1), 27–35. https://doi.org/10.1016/j.jebo.2015.02.013

Dani, D. (2011). Sustainability as a Framework for Analyzing Socioscientific Issues. International Electronic Journal of Environmental Education, 1(2), 113–128.

Diaz-Rainey, I., & Ashton, J. K. (2011). Profiling potential green electricity tariff adopters: green consumerism as an environmental policy tool? Business Strategy and the Environment, 20(7), 456–470. https://doi.org/10.1002/bse.699

Garcia, L. C. (2015). Environmental science issues for higher- order thinking skills (hots) development: a case study in the philippines. Biology Education and Research in a Changing Planet (pp. 45–54). https://doi.org/10.1007/978-981-287-524-2

Goldman, D., Yavetz, B., & Pe’er, S. (2014). Student teachers’ attainment of environmental literacy in relation to their disciplinary major during undergraduate studies. International Journal of Environmental and Science Education, 9(4), 369–383. https://doi.org/10.12973/ijese.2014.222a

Grosch, M., Berger, R., Gidion, G., & Romeo, M. (2014). Which media services do students use in fact? Results of an international empirical survey. Procedia - Social and Behavioral Sciences, 141(1), 795–806. https://doi.org/10.1016/j.sbspro.2014.05.139

Gunduz, A. Y., Alemdag, E., Yasar, S., & Erdem, M. (2016). Design of a problem-based online learning environment and evaluation of its effectiveness. The Turkish Online Journal of Educational Technology, 15(3), 49–57. https://doi.org/10.1017/CBO9781107415324.004

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.

Hamouda, A. M. S., & Tarlochan, F. (2015). Engaging engineering students in active learning and critical thinking through class debates. Procedia - Social and Behavioral Sciences, 191(1), 990–995. https://doi.org/10.1016/j.sbspro.2015.04.379

Hidayati, N., Pangestuti, A. A., & Prayitno, T. A. (2019). Edmodo mobile: developing e-module biology cell for online learning community. Biosfer: Jurnal Pendidikan Biologi / Biosphere: Journal of Biology Education, 12(1), 94–108. https://doi.org/10.21009/biosferjpb.v12n1.94-108

Husamah, H., Fatmawati, D., & Setyawan, D. (2018). Oidde learning model : improving higher order thinking skills of biology teacher candidates. International Journal of Instruction, 11(2), 249–264.

Ichsan, I. Z., Sigit, D. V., & Miarsyah, M. (2019a). Students ’ higher order thinking skills in environmental learning : develop assessment based on green consumerism. Journal of Educational Science and Technology (EST), 5(1), 9–19. https://doi.org/10.26858/est.v5i1.7848

Ichsan, I. Z., Sigit, D. V., & Miarsyah, M. (2019b). Supplementary book of green consumerism : an innovation of environmental learning based on hots. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah / Tadris: Journal of Education and Teacher Training, 4(2), 135–144. https://doi.org/10.24042/tadris.v4i2.4689

Istiyono, E., Dwandaru, W. S. B., Setiawan, R., & Megawati, I. (2019). Developing of computerized adaptive testing to measure physics higher order thinking skills of senior high school students and its feasibility of use. European Journal of Educational Research, 9(1), 91–101. https://doi.org/10.12973/eu-jer.9.1.91

Jewpanich, C., & Piriyasurawong, P. (2015). Project-based learning using discussion and lesson-learned methods via social media model for enhancing problem solving skills. International Education Studies, 8(6), 24–31. https://doi.org/10.5539/ies.v8n6p24

Jonell, M., Crona, B., Brown, K., Ronnback, P., & Troell, M. (2016). Eco-labeled seafood: determinants for (blue) green consumption. Sustainability, 8(9), 1–19. https://doi.org/10.3390/su8090884

Kaiser, F. G., & Wilson, M. (2004). Goal-directed conservation behavior: the specific composition of a general performance. Personality and Individual Differences, 36(7), 1531–1544. https://doi.org/10.1016/j.paid.2003.06.003

Khoiriyah, A. J., & Husamah, H. (2018). Problem-based learning: creative thinking skills, problem-solving skills, and learning outcome of seventh grade students. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(2), 151–160. https://doi.org/10.22219/jpbi.v4i2.5804

Kivunja, C. (2014). Teaching students to learn and to work well with 21st century skills: unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4(1), 1–11. https://doi.org/10.5430/ijhe.v4n1p1

Knowlton, D. S., & Sharp, D. C. (2015). Students’ opinions of instructional strategies in a graduate-level creativity course. International Journal for the Scholarship of Teaching and Learning, 9(2), 1–12. Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss2/6

Lai, C.-S. (2018). A study of fifth graders’ environmental learning outcomes in taipei. International Journal of Research in Education and Science, 4(1), 252–262. https://doi.org/10.21890/ijres.383171

Lekakos, G., Vlachos, P., & Koritos, C. (2014). Green is good but is usability better? Consumer reactions to environmental initiatives in e-banking services. Ethics and Information Technology, 16(2), 103–117. https://doi.org/10.1007/s10676-014-9337-6

Lemus, J. D., Seraphin, K. D., Coopersmith, A., & Correa, C. K. V. (2014). Infusing traditional knowledge and ways of knowing into science communication courses at the university of hawai‘i. Journal of Geoscience Education, 62(1), 5–10. https://doi.org/10.5408/12-416.1

Matthes, J., & Wonneberger, A. (2014). The skeptical green consumer revisited: testing the relationship between green consumerism and skepticism toward advertising. Journal of Advertising, 43(2), 115–127. https://doi.org/10.1080/00913367.2013.834804

Musyaddad, A., & Suyanto, S. (2019). Evoking the four dimensions of student knowledge in ecosystem: effectiveness of real object, web, and blended learning. Biosfer: Jurnal Pendidikan Biologi / Biosphere: Journal of Biology Education, 12(2), 194–210. https://doi.org/10.21009/biosferjpb.v12n2.182-193

Nabilah, S., Anwar, Y., & Riyanto, R. (2019). Motoric mechanism with problem-based learning: impact on students’ higher-order thinking skills. Biosfer: Jurnal Pendidikan Biologi  / Biosphere: Journal of Biology Education, 12(2), 182–193. https://doi.org/10.21009/biosferjpb.v12n2.182-193

Narayanan, S., & Adithan, M. (2015). Analysis of question papers in engineering courses with respect to hots (higher order thinking skills). American Journal of Engineering Education, 6(1), 1–10.

Ningsih, L. R., Rusdi, R., & Miarsyah, M. (2019). Exploring respiratory system to improve biological learning motivation: resysmart media application. Biosfer: Jurnal Pendidikan Biologi / Biosphere: Journal of Biology Education, 12(2), 211–222. https://doi.org/10.21009/biosferjpb.v12n2.211-222

Nugraini, S. H., Choo, K. A., Hin, H. S., & Hoon, T. S. (2013). Students’ feedback of e-av biology website and the learning impact towards biology. Procedia - Social and Behavioral Sciences, 103(1), 860–869. https://doi.org/10.1016/j.sbspro.2013.10.408

Oncu, E. C. (2016). Improved creative thinkers in a class: a model of activity based tasks for improving university students creative thinking abilities. Educational Research and Reviews, 11(8), 517–522. https://doi.org/10.5897/ERR2015.2262

Pratama, A. T. (2018). Improving metacognitive skills using problem based learning (pbl) at natural science of primary school in deli serdang, indonesia. Biosfer: Jurnal Pendidikan Biologi / Biosphere: Journal of Biology Education, 11(2), 101–107. https://doi.org/10.21009/biosferjpb.v11n2.101-107

Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The development of an instrument to measure the higher order thinking skill in physics. European Journal of Educational Research, 8(3), 743–751. https://doi.org/10.12973/eu-jer.8.3.743

Ratumanan, T. ., & Laurens, T. (2006). Evaluasi hasil belajar yang relevan dengan kurikulum berbasis kompetensi. Surabaya City: Unesa University Press.

Rindah, M. A. K., Dwiastuti, S., & Rinanto, Y. (2019). Excretory system learning in senior high school: comparative analysis of students’ problem-solving skills. Biosfer: Jurnal Pendidikan Biologi / Biosphere: Journal of Biology Education, 12(2), 249–257. https://doi.org/10.21009/biosferjpb.v12n2.249-257.10.21009/biosferjpb.v12n2.249-257

Sadiqin, I. K., Santoso, U. T., & Sholahuddin, A. (2017). Students ’ difficulties on science learning with prototype problem-solving based teaching and learning material : a study evaluation of development research. Advances in Social Science, Education and Humanities Research, 100, 279–282.

Saido, G. A. M., Siraj, S., DeWitt, D., & Al-Amedy, O. S. (2018). Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy delphi approach. International Journal of Science Education, 40(8), 847–866. https://doi.org/10.1080/09500693.2018.1452307

Samoot, S., Prawit, E., & Sudharm, D. tad sa na non. (2015). The development of professional learning community in primary schools. Educational Research and Reviews, 10(21), 2789–2796. https://doi.org/10.5897/ERR2015.2343

Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of Education and Learning, 6(4), 201–208. https://doi.org/10.5539/jel.v6n4p201

Sener, N., Turk, C., & Tas, E. (2015). Improving science attitude and creative thinking through science education project: a design, implementation and assessment. Journal of Education and Training Studies, 3(4), 57–67. https://doi.org/10.11114/jets.v3i4.771

Shabani, N., Ashoori, M., Taghinejad, M., & Beyrami, H. (2013). The study of green consumers ’ characteristics and available green sectors in the market. International Research Journal of Applied and Basic Sciences, 4(7), 1880–1883.

Smith, V. D., & Darvas, J. W. (2017). Encouraging student autonomy through higher order thinking skills. Journal of Instructional Research, 6, 29–34.

Sodri, A., & Garniwa, I. (2016). The effect of urbanization on road energy consumption and co2 emissions in emerging megacity of jakarta, indonesia. Procedia - Social and Behavioral Sciences, 227, 728–737. https://doi.org/10.1016/j.sbspro.2016.06.139

Suhendar, S., & Wahyuni, A. (2018). Achievement and response of students at favorite junior high schools in sukabumi on trends in international mathematics and science study (timss) questions. Biosfer: Jurnal Pendidikan Biologi / Biosphere: Journal of Biology Education, 11(2), 126–133. https://doi.org/10.21009/biosferjpb.v11n2.126-133

Sung, H. Y., Hwang, G. J., & Chen, S. F. (2019). Effects of embedding a problem-posing-based learning guiding strategy into interactive e-books on students’ learning performance and higher order thinking tendency. Interactive Learning Environments, 27(3), 389–401. https://doi.org/10.1080/10494820.2018.1474235

Taft, M. M. (2015). Higher ­ order critical thinking in teacher preparation. In J. M. Paraskeva, & T. LaVallee (Eds.), Transformative Researchers and Educators for Democracy (pp. 57–73). Rotterdam, The Netherlands: Sense Publishers.

Talmi, I., Hazzan, O., & Katz, R. (2018). Intrinsic motivation and 21st-century skills in an undergraduate engineering project: the formula student project. Higher Education Studies, 8(4), 46-58 . https://doi.org/10.5539/hes.v8n4p46

Vidergor, H. E., & Krupnik-Gottlieb, M. (2015). High order thinking, problem based and project based learning in blended learning environments. In Applied Practice for Educators of Gifted and Able Learners (pp. 217–232). https://doi.org/10.1007/978-94-6300-004-8_11

Yavich, R., & Starichenko, B. (2017). Design of education methods in a virtual environment. Journal of Education and Training Studies, 5(9), 176. https://doi.org/10.11114/jets.v5i9.2613

Yedla, S., & Park, H. S. (2017). Eco-industrial networking for sustainable development: review of issues and development strategies. Clean Technologies and Environmental Policy, 19(2), 391–402. https://doi.org/10.1007/s10098-016-1224-x

Yousefi, S. (2014). Comparison of traditional and video mediated learning of english: tracking a new approach. Procedia - Social and Behavioral Sciences, 98(1), 1940–1944. https://doi.org/10.1016/j.sbspro.2014.03.626

Zohar, A., & Alboher Agmon, V. (2018). Raising test scores vs. teaching higher order thinking (hot): senior science teachers’ views on how several concurrent policies affect classroom practices. Research in Science and Technological Education, 36(2), 243–260. https://doi.org/10.1080/02635143.2017.1395332

...