The implementation of Science Technology Society Model to improve students environmental literacy

Encep Supriatna; Ismail Ali; Shahreena Babil; Intan Dwi Pratiwi

doi:10.21831/jipsindo.v12i1.47000

The implementation of Science Technology Society Model to improve students environmental literacy

Encep Supriatna, Universitas Pendidikan Indonesia, Indonesia
Ismail Ali, University Malaysia Sabah, Malaysia
Shahreena Babil, Jabatan Pendidikan Sabah, Malaysia
Intan Dwi Pratiwi, Universitas Pendidikan Indonesia, Indonesia

10.21831/jipsindo.v12i1.47000

Abstract

The development of technology is inseparable from the role of humans as creators of culture; technology is a product of creation and human initiative. Technology produced by humans has both positive and negative impacts on humans themselves. The negative effects of this latest technological invention are often used to over-exploit nature and make it easier for humans to meet their daily needs. Awareness of the importance of preserving nature by realizing green behavior or life-friendly behavior towards the environment can be started from the formal education pathway from elementary school to university. To realize awareness about green behavior, knowledge and competence in Environmental literacy are needed. Environmental literacy competence relates to head/mind or aspects of knowledge (learning to know), heart/hand skills (learning to do), and spirit / spiritual (learning to live together). Environmental literacy aims to build a community that agrees on how to understand conceptual ecology in the practice of special education in elementary schools. In addition, it is also an environmental literacy to realize pedagogical processes that are based on local wisdom and directly require the participation of the community in its implementation. The purpose of the research was to improve ecoliteracy in fifth-grade students of Mekarsari State Elementary School, Bogor Regency, West Java. The research used a classroom action research method with 21 fifth-grade students as research subjects. Data collection techniques were carried out by interview, observation, and documentation. The model of interactive qualitative data analysis techniques was conducted to analyze the research. The results of the research showed that the science, technology, and society model could improve the eco-literacy of students of Mekarsari State Elementary School, Pulo Merak, Cilegon from 70 to 76

Keywords

Science community technology, Environmental literacy, Social Studies Learning

Full Text:

PDF

References

Aladwan, F. (2024). The role of psychological immunity in predicting the psychological empowerment level of female kindergarten teachers in Jordan, Journal of Social Studies Educational Research, 15(5), 120-147. https://jsser.org/index.php/jsser/article/view/5677/711

Arikunto, S., Suhardjono, & Supardi. (2007). Penelitian tindakan kelas. Bumi Aksara.

Budiman, B., Supardi, S., & Sudrajat, S. (2023). Enhancing Social Sciences learning effectiveness with a learning management system. Jurnal Kependidikan Penelitian Inovasi Pembelajaran, 7(2), 189-203. doi:https://doi.org/10.21831/jk.v7i2.61782

Dina, A. M., Widiastuti, A., Sudrajat (2024). The role of Social Studies education toward students' readiness in facing globalization: social skills as moderating factor, Jurnal Pendidikan Progresif 14(3), 2005-2025, DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024136

Lailatussakdiah, Sudrajat, Irfanani, Z. I. (2025). The influence of the learning environment and digital literacy on Social Studies learning outcomes of VIII grade students of Jerowaru State Junior High School, International Journal of Multidisciplinary Research 08(02), 662-669 DOI: https://doi.org/10.47191/ijmra/v8-i02-27

Mufid, S. A. (2010). Ekologi manusia dalam prespektif sektor kehidupan dan ajaran Islam. PT Remaja Rosdakarya.

Muhammad Nur, D., & Zubair, A. (2024). Environmental conservation efforts for disaster mitigation based on local wisdom in Colo Dawe. JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia), 11(2), 152-170. DOI:https://doi.org/10.21831/jipsindo.v11i2.73241

Poedjiadi, A. (2019). Sains teknologi masyarakat model pembelajaran kontekstual bermuatan nilai. PT Remaja Rosdakarya.

Rusmana, N. E., & Akbar, A. (2017). Pembelajaran ekoliterasi berbasis proyek di sekolah dasar. Jurnal Edukasi Sebelas April, 1(1), 1-12. DOI: https://doi.org/10.25217/ji.v8i2.3731

Siregar, M., Meilanie, S., & Purwanto, A. (2020). Pengenalan ecoliteracy pada anak usia dini melalui metode bercerita. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 719-728. doi:https://doi.org/10.31004/obsesi.v5i1.700

Susanto, A. (2014). Pengembangan pembelajaran IPS di sekolah dasar. Prenadamedia Group.

Tianti, T., Komalasari, K., & Ratmaningsih, N. (2024). Implementation of project-based learning social studies in Independent Curriculum to reduce students' social loafing. JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia), 11(2), 106-117. doi:https://doi.org/10.21831/jipsindo.v11i2.70758

Widiastuti, A., Mulyani, E., Riani, L., Saputri, A., & Samsudin, N. (2024). Community empowerment strategy based on social entrepreneurship values through village-owned enterprise in Indonesia: The contribution for Social Studies Education. JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia), 11(2), 194-213. doi:https://doi.org/10.21831/jipsindo.v11i2.76897

DOI: https://doi.org/10.21831/jipsindo.v12i1.47000