Eco-literacy and Sustainability Awareness for Junior High School Students through Phenomenon-Based Learning on the Interaction of Living Things with the Environment Iman Kadarisman(a)(b), Indarini Dwi Pursitasari (a*), Dadang Jaenudin (a)
a) Departement of Science Education, Postgraduate School, Universitas Pakuan, Indonesia
b) SMP Negeri 2 Cicurug, Kabupaten Sukabumi, Indonesia
*indarini.dp[at]unpak.ac.id
Abstract
Ecoliteracy and Educational for Sustainable Development (ESD) are receiving increasing attention in line with the encouragement of the Sustainable Development Goals (SDGs). The low quality of the Environment that has occurred recently requires students^ understanding of the Environment (eco-literacy). This condition will impact awareness of sustainability, which is one of the ESD indicators and the SDGs^ fourth goal. Ecoliteracy and sustainability awareness must be considered and familiarized to students in science lessons through the Phenomenon-Based Learning model. Phenomenon Based Learning is phenomenon-based learning that occurs in the Environment in everyday life and is packaged in the form of contextual problems that students must solve. This research aims to increase awareness of eco-literacy and sustainability among junior high school students through Phenomenon-Based Learning on the interaction of living things and the Environment. The study used the quasi-experimental method with Only Pretest-Posttest Control Group Design. The research subjects were conducted at grade 7 junior high schools. The results of student research showed that Phenomenon Based Learning could improve eco-literacy and Sustainability Awareness.
Keywords: ecoliteracy- sustainability_awareness- phenomenon_based_learning- interaction of living things with the environment
