The Development of Low Carbon Education Non-Textbooks to Grow Sustainability Literacy and Sustainability Awareness in First Grade Elementary School Students

Muhamad Sukri; Anna Permanasari; Didit Ardianto

doi:10.21831/j.sc.edu.research.v10i2.88763

Authors

Muhamad Sukri Universitas Pakuan
Anna Permanasari Universitas Pakuan
Didit Ardianto Universitas Pakuan

DOI:

https://doi.org/10.21831/j.sc.edu.research.v10i2.88763

Abstract

Non-text books, Low carbon education, Sustainability Literacy, Sustainability Awareness

This open access article is distributed under a (CC-BY SA 4.0 License)

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This research is motivated by the low interest in the competency skills of sustainability literacy and sustainability awareness of grade I students at SD IT Suwarna, Bogor Regency, as well as the use of non-test books in the learning process that has not been optimally integrated into low-carbon education. This research aims to produce a product in the form of a valid and effective low-carbon education non-text book in improving students' literacy and sustainability awareness competencies in integrated Indonesian language and Pancasila Education courses. The research method used is the Research and Development (R&D) method with the ADDIE development model which consists of five main stages, namely analysis, design, development, implementation and evaluation. The subjects in this study consisted of 30 students in grade I of SD IT Suwarna, Bogor Regency, using a one group pretest-posttest design. The results of quantitative data analysis from the experts' assessment obtained Improvement in sustainability literacy competence and sustainability awareness before and after the use of non-text books was measured using the N-Gain test, which resulted in a score of 0.77 with a "high" category in the Sustainability knowledge indicator in sustainability literacy competence. Furthermore, the Sustainability awareness competency in the Knowledge (Cognitive) indicator produced an N-Gain score of 0.58. Thus, the application of low-carbon education non-text books has proven to be effective and feasible for use in real learning in the classroom. In order to obtain data on the responses of students and teachers to the implementation of low-carbon education non-text books, a response questionnaire was given to both parties. As a result, 99% of students responded positively to non-text books, and 98% of teachers responded that media is quite practical to use in the learning process. The results of the validation from the teacher strengthen the feasibility of this book with a CVI and CVR score of 1.00 on what aspects of the content and curriculum show that this book is suitable for implementation in the learning process in grade 1 of elementary school.

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