Outdoor Learning to Improve the Wetland Ecological Literacy of Geography Education Students
Abstract
Some geography education students score poorly in wetlands ecological literacy. This study aimed to determine the effect of outdoor learning on wetlands ecological literacy using a pre-experimental design and a sample of 60 geography students. The wetlands ecological literacy instruments were adapted from Anderson's cognitive dimensions comprising factual, conceptual, strategic, and metacognitive indicators. Data were analyzed using percentages and non-parametric Wilcoxon ranked statistical sign tests. The result showed that 2-tailed Asymp. Sig. was 0.000, smaller than 0.05. The conceptual and metacognitive indicators had the highest and lowest improvement of 21.11% and 13.33%, respectively. Furthermore, students’ wetlands ecological literacy improved through outdoor learning. Outdoor learning increases students’ attention to their environment through closer interactions, complementing the learning experience. Therefore, outdoor learning improves students’ wetland ecological literacy.
Keywords : Outdoor learning; ecological literacy; teacher candidate; wetlands
Copyright (c) 2022 Geosfera Indonesia and Department of Geography Education, University of Jember
This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License
References
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Aladağ, E., Arıkan, A., & Özenoğlu, H. (2021). Nature education: Outdoor learning of map literacy skills and reflective thinking skills towards problem-solving. Thinking Skills and Creativity, 40, 100815. doi:10.1016/j.tsc.2021.100815
Arisona, R. D., & Utsman, A. R. (2018). Pengaruh Pembelajaran Outdoor Study terhadap Hasil Belajar IPS Siswa MI. Jurnal Komunikasi Pendidikan, 1(1), 69–77.
Asiyah, S., Rosita, L., & Utomo, B. (2021). Outdoor learning method as an effort to improve the spatial thinking skills of students of geography teachers candidate in University of pgri Palembang. IOP Conference Series: Earth and Environmental Science, 683(1), 012037. doi:10.1088/1755-1315/683/1/012037.
Berg, S., Bradford, B., Barrett, J., Robinson, D. B., Camara, F., & Perry, T. (2021). Meaning-making of student experiences during outdoor exploration time. Journal of Adventure Education and Outdoor Learning, 21(2), 172–183. doi:10.1080/14729679.2020.1769694.
Bruyere, B. L. (2008). The effect of environmental education on the ecological literacy of first‐year college students. Journal of Natural Resources and Life Sciences Education, 37(1), 20–26. doi:10.2134/jnrlse2008.37120x.
Capra, F. (2007). Sustainable living, ecological literacy, and the breath of life. Canadian Journal of Environmental Education (CJEE), 12(1), 9–18.
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple-choice format for detecting students with incomplete understandings. BioScience, 68(6), 455–463. doi:10.1093/biosci/biy037.
Eaton, D. (2000). Cognitive and affective learning in outdoor education. Toronto: University of Toronto
Fatchan, A., Soekamto, H., & Utaya, S. (2016). Effect of Learning" Outdoor Study" Ability to Communicate in Writing and Social-Geography Student Learning Outcomes at the "Mataraman" East Java-The Republic of Indonesia. Mediterranean Journal of Social Sciences, 7(3), 429–429. doi:10.5901/mjss.2016.v7n3p429.
Genc, M., Genc, T., & Rasgele, P. G. (2018). Effects of nature-based environmental education on the attitudes of 7th-grade students towards the environment and living organisms and affective tendency. International Research in Geographical and Environmental Education, 27(4), 326–340. https://doi.org/10.1080/10382046.2017.1382211.
Glackin, M. (2016). 'Risky fun or "Authentic science"? How teachers' beliefs influence their practice during a professional development program on outdoor learning. International Journal of Science Education, 38(3), 409–433. doi:10.1080/09500693.2016.1145368.
Ha, C., Huang, G., Zhang, J., & Dong, S. (2021). Assessing ecological literacy and its application based on linguistic ecology: A case study of Guiyang City, China. Environmental Science and Pollution Research, 1–14. doi:10.1007/s11356-021-16753-7.
Hartono, R. (2020). Evaluating Sustainable Education Using Eco-Literacy. HABITAT, 31(2), 78–85. doi:10.21776/ub.habitat.2020.031.2.9.
Huang, G., & Zhao, R. (2019). What is ecolinguistics? Shanghai : Shanghai Foreign Language Education Press.
Javid, L. (2014). Comparing multiple-choice (MC) and multiple true-false (MTF) test formats in Iranian intermediate EFL learners' vocabulary learning. Procedia-Social and Behavioral Sciences, 98, 784–788. doi:10.1016/j.sbspro.2014.03.482.
Jonassen, D. H. (1991). Evaluating constructivist learning. Educational Technology, 31(9), 28–33.
Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge University Press.
Karpudewan, M., & Ismail, Z. (2012). Malaysian primary pre-service teachers’ understanding and awareness of environmental knowledge. Sustainable Development-Education, Business and Management-Architecture and Building Construction-Agriculture and Food Security. InTech Publisher, Rijeka, Croatia, 13–26. doi:10.5772/27628.
Khan, M., McGeown, S., & Bell, S. (2020). Can an outdoor learning environment improve children's academic attainment? Quasi-experimental mixed methods study in Bangladesh. Environment and Behavior, 52(10), 1079–1104. doi.org/10.1177/0013916519860868.
Kreiter, C. D., & Frisbie, D. A. (1989). Effectiveness of multiple true-false items. Applied Measurement in Education, 2(3), 207–216. doi:10.1207/s15324818ame0203_2.
Lawson, A. E. (1992). The Development of Reasoning Among College Biology Students—A Review of Research. Journal of College Science Teaching, 21(6), 338–344.
Lickona, T. (2012). Raising good children: From birth through the teenage years. Bantam.
Loubser, C., Swanepoel, C. H., & Chacko, C. P. C. (2001). Concept formulation for environmental literacy. South African Journal for Education, 21, 317–323. https://doi.org/10.4314/saje.v21i4.24922.
Meerah, T. S. M., Halim, L., & Nadeson, T. (2010). Environmental citizenship: What level of knowledge, attitude, skill, and participation do the students own? Procedia-Social and Behavioral Sciences, 2(2), 5715–5719. doi:10.1016/j.sbspro.2010.03.933.
Moore, P., & Garratt, R. (2006). Biomes of the Earth. Wetlands.
Musfah, J. (2012). Peningkatan kompetensi guru: Melalui pelatihan dan sumber belajar teori dan praktik. Kencana.
Parsons, K., & Traunter, J. (2020). Muddy knees and muddy needs: Parents perceptions of outdoor learning. Children’s Geographies, 18(6), 699–711. doi:10.1080/14733285.2019.1694637.
Quibell, T., Charlton, J., & Law, J. (2017). Wilderness Schooling: A controlled trial of the impact of an outdoor education program on attainment outcomes in primary school pupils. British Educational Research Journal, 43(3), 572–587. doi:10.1002/berj.3273.
Fayanto, S., Amaluddin, L. O., Rahmat, R., Surdin, S., Ramadhan, M. I., Hidayat, D. N., … Purwana, I. G. (2019). The Effectiveness of Outdoor Learning in Improving Spatial Intelligence. Journal for the Education of Gifted Young Scientists, 7(3), 667–680. doi:10.17478/jegys.61398.
Salam, M., Ibrahim, N., & Sukardjo, M. (2019). Effects of Instructional Models and Spatial Intelligence on the Mathematics Learning Outcomes after Controlling for Students’ Initial Competency. International Journal of Instruction, 12(3), 699–716. doi:10.29333/iji.2019.12342a.
Sejati, A. E., Amaluddin, L., Hidayati, D., Kasmiati, S., Sumarmi, S., & Ruja, I. (2017). The effect of outdoor study on the geography scientific paper writing ability to construct student character in senior high school. Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). doi:10.2991/seadric-17.2017.22.
Soendjoto, M. A., & Dharmono, D. (2016). Potensi, Peluang, dan Tantangan Pengelolaan Lingkungan Lahan-basah Secara Berkelanjutan. Prosiding Seminar Universitas Lambung Mangkurat, Lambung Mangkurat University Press.
Sugiyono, M. (2015). Metode Penelitian & Pengembangan (Research and Development/R&D). Bandung: Alfabeta.
Wahyuni, S., Indrawati, I., Sudarti, S., & Suana, W. (2017). Developing science process skills and problem-solving abilities based on outdoor learning in junior high school. Jurnal Pendidikan IPA Indonesia, 6(1), 158–162. doi:10.15294/jpii.v6i1.6849.
Waite, S. (2020). Where are we going? International views on purposes, practices, and barriers in school-based outdoor learning. Education Sciences, 10(11), 311. doi:10.3390/educsci10110311.
Widada, W., Herawaty, D., Falaq, A., Anggoro, D., Yudha, A., & Hayati, M. (2019). Ethnomathematics and outdoor learning to improve problem-solving ability. Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). doi:10.2991/icetep-18.2019.4.
Wilson, L. O. (2016). Anderson and Krathwohl–Bloom’s taxonomy revised. Understanding the New Version of Bloom’s Taxonomy. Qouincy College.
Yi, S., Yun, R., Duan, X., & Lu, Y. (2021). Similar or Different? A Comparison of Traditional Classroom and Smart Classroom’s Teaching Behavior in China. Journal of Educational Technology Systems, 49(4), 461–486. doi:10.1177/0047239521988999.
Yli-Panula, E., Jeronen, E., & Lemmetty, P. (2019). Teaching and learning methods in geography promote sustainability. Education Sciences, 10(1), 5. doi:10.3390/educsci10010005.
Yokuş, G. (2020). Integrating outdoor school learning into the formal curriculum: Designing outdoor learning experiences and developing outdoor learning framework for pre-service teachers. International Journal of Education Technology and Scientific Researches, 5(13), 1330–1388. doi:10.35826/ijetsar.276.
Published
2022-04-23
How to Cite
SETIAWAN, Faisal Arif; SAPUTRA, Aswin Nur.
Outdoor Learning to Improve the Wetland Ecological Literacy of Geography Education Students.
Geosfera Indonesia, [S.l.], v. 7, n. 1, p. 72-84, apr. 2022.
ISSN 2614-8528.
Available at: <https://jurnal.unej.ac.id/index.php/GEOSI/article/view/27782>. Date accessed: 19 apr. 2024.
doi: https://doi.org/10.19184/geosi.v7i1.27782.
Section
Original Research Articles
