Promoting Students' Anticipatory Competency through the Rainwater Harvesting System Learning Project

N. A. Lestari; A. Widodo; E. Eliyawati

doi:10.21831/jser.v8i1.65787

Promoting Students' Anticipatory Competency through the Rainwater Harvesting System Learning Project

N. A. Lestari, Universitas Pendidikan Indonesia, Indonesia
A. Widodo, Universitas Pendidikan Indonesia, Indonesia
E. Eliyawati, Universitas Pendidikan Indonesia, Indonesia

10.21831/jser.v8i1.65787

Abstract

In response to the pressing global challenges of climate change and water scarcity, the education sector seeks innovative approaches to nurture students' anticipatory competency. This study aims to investigate the improvement of students' anticipatory competency through rainwater harvesting system learning project. The method used in this research was Quasi-Experimental with Non-Equivalent Control Group Design research design. The sample used was class VII students consisting of a control class and an experimental class of 20 students each. Data were collected both before and after learning to assess students' anticipatory competence. The results showed that there was the significant different on Anticipatory competency in the experimental class. This means that rainwater harvesting system learning project effect on students' anticipatory competency The study implies positive impacts of utilizing the rainwater harvesting system learning project on students' anticipatory abilities to shape a future generation ready to tackle clean water and proper sanitation issues.

Keywords

Anticipatory Competency, Science Learning, STEM ESD

Full Text:

PDF

References

Aránguiz, P., Palau-Salvador, G., Belda, A., & Peris, J. (2020). Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València.” Sustainability, 12(9). https://doi.org/10.3390/SU12093553

Armah, F. A., Yengoh, G. T., Ung, M., Luginaah, I., Chuenpagdee, R., & Campbell, G. (2017). The unusual suspects? Perception of underlying causes of anthropogenic climate change in coastal communities in Cambodia and Tanzania. Journal of Environmental Planning and Management, 60(12), 2150–2173. https://doi.org/10.1080/09640568.2017.1281797

Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-Based Learning Analysis to Improve Students’ Problem Solving Abilities in Science Subject: a Literature Review. Journal of Innovative Science Education, 9(3), 79–86. https://doi.org/10.15294/jise.v9i2.38505

Brechin, S. R., & Bhandari, M. (2011). Perceptions of climate change worldwide. In Wiley Interdisciplinary Reviews: Climate Change (Vol. 2, Issue 6, pp. 871–885). Wiley-Blackwell. https://doi.org/10.1002/wcc.146

Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications. https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&ved=0CDYQw7AJahcKEwj4x_nXxc6AAxUAAAAAHQAAAAAQAw&url=https%3A%2F%2Fus.sagepub.com%2Fen-us%2Fnam%2Fa-concise-introduction-to-mixed-methods-research%2Fbook266037&psig=AOvVaw3j77Jfl3nVbRJIEpII8rN3

Creutzig, F., Roy, J., Lamb, W. F., Azevedo, I. M. L., Bruine De Bruin, W., Dalkmann, H., Edelenbosch, O. Y., Geels, F. W., Grubler, A., Hepburn, C., Hertwich, E. G., Khosla, R., Mattauch, L., Minx, J. C., Ramakrishnan, A., Rao, N. D., Steinberger, J. K., Tavoni, M., Ürge-Vorsatz, D., & Weber, E. U. (2018). Towards demand-side solutions for mitigating climate change. Nature Climate Change, 8(4), 260–263. https://doi.org/10.1038/S41558-018-0121-1

Eliyawati, Widodo, A., Kaniawati, I., & Fujii, H. (2023). The Development and Validation of an Instrument for Assessing Science Teacher Competency to Teach ESD. Sustainability (Switzerland), 15(4), 1–14. https://doi.org/10.3390/su15043276

Feby Octafianellis, D., Sudarmin, S., Wijayanti, N., & Pancawardhani, H. (2021). Analysis of student’s critical thinking skills and creativity after problem-based learning with STEM integration. Journal of Science Education Research Journal, 2021(1), 31–37. www.journal.uny.ac.id/jser

Forsler, I. (2017). Researching Infrastructural Imaginaries in Education Through Future Workshops. Researching Infrastructural Imaginaries in Education Through Future Workshops. https://doi.org/10.4135/9781526442116

Ghari, M. (2018). Linear Temporal Justification Logics with Past Operators. ArXiv, abs/1809.00167. https://doi.org/

Gillingham, K., Nordhaus, W., Anthoff, D., Blanford, G., Bosetti, V., Christensen, P., McJeon, H., & Reilly, J. (2018). Modeling Uncertainty in Integrated Assessment of Climate Change: A Multimodel Comparison. Journal of the Association of Environmental and Resource Economists, 5(4), 791–826. https://doi.org/10.1086/698910

Hansson, S. O. (2020). How Extreme Is the Precautionary Principle? NanoEthics, 14(3), 245–257. https://doi.org/10.1007/S11569-020-00373-5

Hasanah, I. (2021). Pengaruh Kegiatan Pengelolaan Limbah Rumah Tangga Pada Materi Pencemaran Lingkungan Terhadap Literasi Keberlanjutan Dan Kompetensi Antisipasi Siswa. http://repository.upi.edu

Hoogendoorn, G., Sütterlin, B., & Siegrist, M. (2020). The climate change beliefs fallacy: the influence of climate change beliefs on the perceived consequences of climate change. Journal of Risk Research, 23(12), 1577–1589. https://doi.org/10.1080/13669877.2020.1749114

Hunter, M. A., Aprill, A., Hill, A., & Emery, S. (2018). Creative Criticality in the meenah neenah Cultural Arts Program (Critical Thinking). 47–60. https://doi.org/10.1007/978-981-10-7710-4_4

Indriyana, R. S., & Susilowati, S. (2020). The Effects of Model Project-Based Learning Approach on STEM (Science, Technology, Engineering, Mathematic) on Natural Science Learning to Junior High School Student’s Critical Thinking Skills And Cooperative Skills at SMP N 1 Berbah. Journal of Science Education Research, 4(2), 70–75. https://doi.org/10.21831/jser.v4i2.35717

Kabeyi, M. J. B. (2019). Organizational strategic planning, implementation and evaluation with analysis of challenges and benefits for profit and nonprofit organizations. International Journal of Applied Research, 5(6), 27–32. https://doi.org/10.22271/ALLRESEARCH.2019.V5.I6A.5870

Kardoyo, Nurkhin, A., Muhsin, & Pramusinto, H. (2020). Problem-Based Learning Strategy: Its Impact on Students’ Critical and Creative Thinking Skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/10.12973/EU-JER.9.3.1141

Kartini, F. S., Widodo, A., Winarno, N., & Astuti, L. (2021). Promoting Student’s Problem-Solving Skills through STEM Project-Based Learning in Earth Layer and Disasters Topic. Journal of Science Learning, 4(3), 257–266. https://doi.org/10.17509/jsl.v4i3.27555

Knap‑Stefaniuk, A., & Ambrozová, E. (2021). Critical Thinking – the Basic Competency for Leadership in the 21st century. Perspektywy Kultury, 33(2), 137–152. https://doi.org/10.35765/PK.2021.3302.10

Kong, S. F., & Matore, M. E. E. M. (2022). Can a Science, Technology, Engineering, and Mathematics (STEM) Approach Enhance Students’ Mathematics Performance? Sustainability, 14(1). https://doi.org/10.3390/SU14010379

Martuzzi, M. (2007). The precautionary principle: in action for public health. Occupational and Environmental Medicine, 64(9), 569–570. https://doi.org/10.1136/OEM.2006.030601

Mehta, L., Adam, H. N., & Srivastava, S. (2019). Unpacking uncertainty and climate change from ‘above’ and ‘below.’ Regional Environmental Change, 19(6), 1529–1532. https://doi.org/10.1007/S10113-019-01539-Y

Mentzer, N., Becker, K., & Sutton, M. (2015). Engineering design thinking: High school students’ performance and knowledge. 2015 International Conference on Interactive Collaborative Learning (ICL), 104(4), 417–432. https://doi.org/10.1002/JEE.20105

Mi, Z., Guan, D., Liu, Z., Liu, J., Viguié, V., Fromer, N., & Wang, Y. (2019). Cities: The core of climate change mitigation. Journal of Cleaner Production, 207, 582–589. https://doi.org/10.1016/J.JCLEPRO.2018.10.034

Paprocki, K., & Huq, S. (2018). Shrimp and coastal adaptation: on the politics of climate justice. Climate and Development, 10(1), 1–3. https://doi.org/10.1080/17565529.2017.1301871

Prawvichien, S., Siripun, K., & Yuenyong, C. (2018). Developing teaching process for enhancing students’ mathematical problem solving in the 21st century through STEM education. AIP Conference Proceedings, 1923. https://doi.org/10.1063/1.5019560

Puspita, A. S., & Aloysius, S. (2019). Developing student’s critical thinking skills through implementation of problem based learning approach. Journal of Physics: Conference Series, 1241(1). https://doi.org/10.1088/1742-6596/1241/1/012020

Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127–135. https://doi.org/10.1016/J.FUTURES.2011.09.005

Rios, M. M. M., Herremans, I. M., Wallace, J. E., Althouse, N., Lansdale, D., & Preusser, M. (2018). Strengthening sustainability leadership competencies through university internships. International Journal of Sustainability in Higher Education, 19(4), 739–755. https://doi.org/10.1108/IJSHE-06-2017-0097/FULL/PDF

Scherak, L., & Rieckmann, M. (2020). Developing ESD competences in higher education institutions—Staff training at the University of Vechta. Sustainability (Switzerland), 12(24), 1–19. https://doi.org/10.3390/su122410336

Seddighi, H., Sajjadi, H., Yousefzadeh, S., López López, M., Vameghi, M., Rafiey, H., & Khankeh, H. (2022). School-Based Education Programs for Preparing Children for Natural Hazards: A Systematic Review. Disaster Medicine and Public Health Preparedness, 16(3), 1229–1241. https://doi.org/10.1017/DMP.2020.479

Sobari, E. F. D., Hernani, H., & Ramalis, T. R. (2022). Critical Thinking Skills and Sustainability Conciousness of Students for The Implementation Education for Sustainable Development. Journal of Science Education Research, 6(2), 75–80. https://doi.org/10.21831/jser.v6i2.52347

UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Education for Sustainable Development. The Global Education 2030 Agenda. http://www.unesco.org/open-access/terms-%0Ahttp://www.unesco.org/open-access/terms-use-ccbysa-en

Uwasu, M., Kishita, Y., Hara, K., & Nomaguchi, Y. (2020). Citizen-Participatory Scenario Design Methodology with Future Design Approach: A Case Study of Visioning of a Low-Carbon Society in Suita City, Japan. Sustainability, 12(11). https://doi.org/10.3390/SU12114746

Wang, J., Hsu, J., Li, Y., & Gu, V. C. (2023). Confronting Current Crises and Critical Challenges of Climate Change. International Journal of Sociotechnology and Knowledge Development, 15(1). https://doi.org/10.4018/IJSKD.318695

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6

Withycombe, L. K. (2010). Anticipatory Competence as a Key Competence in Sustainability Education. Paper Knowledge . Toward a Media History of Documents, 7(2), 107–115. https://www.academia.edu/267695/Anticipatory_Competence_as_a_Key_Competence_in_Sustainability_Education

Xie, B., Brewer, M. B., Hayes, B. K., McDonald, R. I., & Newell, B. R. (2019). Predicting climate change risk perception and willingness to act. Journal of Environmental Psychology, 65. https://doi.org/10.1016/J.JENVP.2019.101331

Zizka, L., & Varga, P. (2020). Teaching Sustainability in Higher Education Institutions: Assessing Hospitality Students’ Sustainability Literacy. Journal of Hospitality & Tourism Education, 33(4), 242–257. https://doi.org/10.1080/10963758.2020.1726771

DOI: https://doi.org/10.21831/jser.v8i1.65787