Integrated environmental education physics project to enhance student creativity
Abstract
This study aims to describe the results of research on physics education integrated with environmental issues, especially related to climate change, through literature review and its implementation in schools. The aspects observed include the feasibility, effectiveness, and student responses to the implementation of integrated physics learning with environmental education related to climate change to enhance creativity. The research method used was quantitative research with a true experimental design involving pretest and posttest control groups. The subjects of the study were science students in public secondary schools in Jombang, divided into experimental and control groups. The research data were processed using observation sheets for the feasibility of learning, prerequisite tests including tests for data normality and homogeneity, paired t-tests, two-tailed t-tests, one-tailed t-tests, n-gain tests, effect size, and student response questionnaires. Based on the research findings, it can be concluded that (1) there is a significant difference in students' creativity before and after the implementation of integrated physics learning with environmental education related to climate change, with the experimental group experiencing a higher increase compared to the control group, indicating the effectiveness of integrated physics learning with environmental education. (2) Student responses after the implementation of integrated physics learning with environmental education related to climate change were categorized as excellent. Therefore, as an initial study, it can be stated that climate change education can be implemented in the form of project performance and has an impact on student creativity.
References
Bulut, D., Samur, Y., & Cömert, Z. (2022). The effect of educational game design process on students ’ creativity. Smart Learning Environments, 9(8), 1–15. https://doi.org/10.1186/s40561-022-00188-9
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16. https://doi.org/10.12973/iji.2018.1131a
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001
Conradty, C., & Bogner, F. X. (2020). STEAM teaching professional development works: Effects on students’ creativity and motivation. Smart Learning Environments, 7, 1-20. https://doi.org/10.1186/s40561-020-00132-9
Debrah, J. K., Vidal, D. G., & Dinis, M. A. P. (2021). Raising awareness on solid waste management through formal education for sustainability: A developing countries evidence review. Recycling, 6(1), 6. https://doi.org/10.3390/recycling6010006
Griggs, G., & Reguero, B. G. (2021). Coastal adaptation to climate change and sea-level rise. Water, 13(16), 2151. https://doi.org/10.3390/w13162151
Hadar, L. L., & Tirosh, M. (2019). Creative thinking in mathematics curriculum: An analytic framework. Thinking Skills and Creativity, 33, 100585. https://doi.org/10.1016/j.tsc.2019.100585
Hsbollah, H. M., & Hassan, H. (2022). Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications. Malaysian Journal of Learning and Instruction (MJLI), 19(1), 147-181. https://doi.org/10.32890/mjli2022.19.1.6
Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942. https://doi.org/10.12973/eu-jer.8.4.935
Jatmiko, B., Prahani, B. K., Munasir, Supardi, Z. A. I., Wicaksono, I., Erlina, N., Pandiangan, P., Althaf, R., & Zainuddin. (2018). The comparison of oripa teaching model and problem based learning model effectiveness to improve critical thinking skills of pre-service physics teachers. Journal of Baltic Science Education, 17(2), 300–319. https://doi.org/10.33225/jbse/18.17.300
Kurup, P. M., Levinson, R., & Li, X. (2021). Informed-decision regarding global warming and climate change among high school students in the United Kingdom. Canadian Journal of Science, Mathematics and Technology Education, 21, 166-185. https://doi.org/10.1007/s42330-020-00123-5
Lestari, N. A., Hariyono, E., Dwikoranto, D., Prahani, B. K., & Deta, U. A. (2022). Project-based inquiry-science: An innovative learning for thinking, teaching and assessing science-physics. Momentum: Physics Education Journal, 6(1), 86-92. https://doi.org/10.21067/mpej.v6i1.6254
Liliawati, W., & Rusnayati, H. (2021). STEAM and Environment on students ’ creative- thinking skills : A meta-analysis study STEAM and Environment on students ’ creative-thinking skills : A meta-analysis study. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1796/1/012101
Marzuki, M., & Basariah, B. (2017). The influence of problem-based learning and project citizen model in the civic education learning on student’s critical thinking ability and self discipline. Jurnal Cakrawala Pendidikan, 36(3), 382-400.https://doi.org/10.21831/cp.v36i3.14675
Mikhaylov, A., Moiseev, N., Aleshin, K., & Burkhardt, T. (2020). Global climate change and greenhouse effect. Entrepreneurship and Sustainability Issues, 7(4), 2897. http://doi.org/10.9770/jesi.2020.7.4(21)
Moody-Marshall, R. (2023). An investigation of environmental awareness and practice among a sample of undergraduate students in Belize. Environmental Education Research, 29(7), 911-928. https://doi.org/10.1080/13504622.2022.2079613
Nkoana, E. M. (2020). Exploring the effects of an environmental education course on the awareness and perceptions of climate change risks among seventh and eighth grade learners in South Africa. International Research in Geographical and Environmental Education, 29(1), 7-22. https://doi.org/10.1080/10382046.2019.1661126
Perdiawan, Z. & Tini, K. (2021). Efektivitas model pembelajaran environmental learning terhadap motivasi dan hasil belajar siswa. Binomial, 4(2), 109–124. https://doi.org/10.46918/bn.v4i2.1063
Samsudin, M. A., Jamali, S. M., Md Zain, A. N., & Ale Ebrahim, N. (2020). The effect of STEM project based learning on self-efficacy among high-school physics students. Journal of Turkish Science Education, 16(1), 94-108. http://dx.doi.org/10.2139/ssrn.3574024
Santos, R. M., & Bakhshoodeh, R. (2021). Climate change/global warming/climate emergency versus general climate research: comparative bibliometric trends of publications. Heliyon, 7(11). https://doi.org/10.1016/j.heliyon.2021.e08219
Siburian, J., Corebima, A. D., & Saptasari, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 19(81), 99-114. https://doi.org/10.14689/ejer.2019.81.6
Saputri, A. C., Sajidan, Rinanto, Y., Afandi, & Prasetyanti, N. M. (2019). Improving students’ critical thinking skills in cell-metabolism learning using Stimulating Higher Order Thinking Skills model. International Journal of Instruction, 12(1), 327–342. https://doi.org/10.29333/iji.2019.12122a
Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11-21. https://doi.org/10.15294/jpii.v9i1.21754
Santyasa, I. W., Rapi, N. K., & Sara, I. (2020). Project based learning and academic procrastination of students in learning physics. International Journal of instruction, 13(1), 489-508. https://doi.org/10.29333/iji.2020.13132a
Suyidno, S., Susilowati, E., Arifuddin, M., Misbah, M., Sunarti, T., & Dwikoranto, D. (2019). Increasing students responsibility and scientific creativity through creative responsibility based learning. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 9(2), 178-188. https://doi.org/10.26740/jpfa.v9n2.p178-188
Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen, H., ... & Hirsto, L. (2021). Learning environments preferred by university students: A shift toward informal and flexible learning environments. Learning Environments Research, 24, 371-388. https://doi.org/10.1007/s10984-020-09339-6
Yaniawati, P., Kariadinata, R., Sari, N., Pramiarsih, E., & Mariani, M. (2020). Integration of e-learning for mathematics on resource-based learning: Increasing mathematical creative thinking and self-confidence. International Journal of Emerging Technologies in Learning (iJET), 15(6), 60-78. https://doi.org/10.3991/ijet.v15i06.11915
Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers' creative thinking through online learning in the covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408-420. https://doi.org/10.15294/jpii.v9i3.24706.
Authors
Copyright (c) 2023 Momentum: Physics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal