THE ENVIRONMENTAL LITERACY OF 7TH GRADER AFTER THE LEARNING ENVIRONMENTAL POLLUTION WITH EDUCATION FOR SUSTAINABILITY DEVELOPMENT FRAMEWORK Nadila Fetiana, Anna Permanasari, Irvan Permana
Science Education program School of Postgraduate Studies-Pakuan University
Abstract
Education for Sustainability Development (ESD) is one of the 17 Sustainability Development Goals. The research was tried to implement the ESD framework in environment pollution subject to enhance environmental literacy of 7th grader. The research was initiated by the development of teaching materials which was characterized by ESD framework and the assessment was arranged on using environmental literacy based. The learning was then conducted involving 32 students of private schools in west Java-Indonesia, as the subject of research. The validation by five experts on the teaching materials shows that the learning has included the effort to build system thinking, anticipative, normative, strategic, collaborative, critical thinking and problem-solving competences toward environment problems. The instruments were adapted from the Middle Schools Environmental Literacy Survey/ Instrument (MSELS/I, by NELA 2008) with the modification of environmental content. The validation result included 4 indicators of environment literacy those were knowledge (multiple choice), cognitive skills (essay), attitude toward environment (questionary) and pro-environmental behaviour (questionary) show the 98% of appropriateness. The research the environmental literacy profile of students shows the different level of achievement. However, the students^ score was in the middle category with the N-gain = 0.41
Keywords: environmental pollution, learning with ESD farmework, environmental literacy
