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International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012163 doi:10.1088/1742-6596/895/1/012163

Enhance Environmental Literacy through Problem Based

Learning

L K Febriasari1* and N Supriatna2

1
Pendidikan Dasar, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung,
Indonesia
2
Departemen Pendidikan Ilmu Pengetahuan Sosial, Universitas Pendidikan Indonesia,
Bandung, Indonesia
*
[email protected]

Abstract. This study aims to improve environmental literacy elementary school students in
Bandung. The design of this study used a classroom action research consisting of four stages,
planning, implementation, observation, and reflection. The results showed that there was an
increase in the students' environmental literacy. The conclusion of this research is that students'
environmental literacy can be improved through classroom learning by applying Problem
Based Learning model. Learning planning is important which includes analysis of
environmental literacy component and learning model that is used, Problem Based Learning,
so that learning can run effectively, efficiently, and get maximum result. Efforts to improve
environmental literacy should be sustainable.

1. Introduction
The problem of low environmental concern in elementary school students in one school in Bandung is
a problem that must be overcome in order not to cause more complexity of environmental problems
[1]. The role of environmental education can be the solution of the problem [2, 3]. Environmental
education is a process that helps develop the skills and ethics needed to understand the relationship
between humans and the environment [3]. It aims to prepare citizens, including students, to solve and
prevent environmental problems [4, 5, 6, 7, 8]. Environmental education is important to gain high
attention in building a sustainable environment [9]. The importance of environmental education to
students is to solve environmental problems.
Achievement of environmental education is students have environmental literacy [2, 9, 10, 11, 12,
13]. Communities that have environmental literacy will be able to behave in an honorable and
environmentally responsible manner [14]. Roth defines environmental literacy as the ability to
understand and interpret that relates to the environmental system and take appropriate action to
maintain, restore, and improve the system through knowledge, skills and awareness toward
environmental problems [15]. Students who have an environment literacy will behave responsibly to
the environment through knowledge, skills and awareness of environmental issues.
Research on environmental literacy has been studied by many researchers such as Maulidya,
McBeth, Aminrad, and Fah who examine environmental literacy in middle school students, and
Igbowke is researching on EcoSchool [1,6,16,17,18]. This study examines the environmental literacy
in primary schools that are different from those studies. There is Erdogan's research on elementary
school, but the study analyzes the science education objective addressed to the basic components of
environmental literacy, as well as Karatekin research that analyzes primary schools of social studies

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International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012163 doi:10.1088/1742-6596/895/1/012163

textbooks [5, 9]. This study examines how to improve students' environmental literacy through
classroom learning. Research on teaching strategies on environmental literacy has also been
investigated by Kostova, through interactive didactic strategies [19]. However, in this study the
strategy used is the application of Problem Based Learning model.
Problem Based Learning according to Tan is an innovation in learning, because in Problem Based
Learning, students' thinking ability is optimized through a systematic group or team work process so
that students can empower, sharpen, test, and develop their thinking ability continuously [20]. Problem
Based Learning provides issues that prepare learners actively and their curiosity to investigate to find
solutions to their problems [21]. In Problem Based Learning there is no right or wrong answer, there is
only a reasonable answer, the most sensible solution to solve the given problem [22, 23].
Problem Based Learning can be expressed as an ego process to solve questions, curiosities, doubts,
and also uncertainty about the phenomena contained in life [24, 25, 26]. It takes a solution to answer
all questions, this is the most important process in Problem Based Learning, that is finding the solution
of all problems. In this study, students work in groups to find solutions to existing environmental
problems. Students seek and build their own information from something learned so that the learning
process is not just an activity of transferring knowledge from teacher to student, but is an activity that
awakens activity and allows students to build their own knowledge through a strong connection
between concepts and skills [27,28]. Working in groups will enhance students' communication skills
that can make learning fun and motivated students to be more active in learning [29, 30]. According to
Stanford University's Center for Teaching and Learning, group work can also improve learning
achievement [31]. Empirical research of Problem Based Learning has shown that students who have
learned to use Problem Based Learning are better able to apply their knowledge to new problems and
also utilize independent learning strategies more effectively than students who have learned from
traditional learning [32, 33, 34]. Problem Based Learning are significantly more effective than
traditional teaching to train competent and skilled practitioners and to promote long-term retention of
the knowledge and skills gained during the learning experience [35]. Using Problem Based Learning
model is an alternative to improve the students' environmental literacy.

2. Experimental Method
The design in this study is a classroom action research. The research design used in this research is the
spiral model of Kemmis and MC. Taggart. This model is the development of Kurt Lewin model,
which consists of four stages of planning, action, observation and reflection. Research subjects were
15 male students and 12 female students. The source of environmental literacy data of the students
comes from the document data of the test result of evaluation, questionnaire, skill assessment,
observation, and student documentation. Technique of collecting data using test and non test
technique. Data analysis uses descriptive analysis which includes quantitative and qualitative data. The
variable in this research is the student literacy of the students through the Problem Based Learning
model of the students in one of the primary schools in Bandung.

3. Result and Discussion

Learning by applying Problem Based Learning models has shown an improvement in all aspects of
environmental literacy that include knowledge, awareness, and skills. The Problem Based Learning
model is a learning model that presents a contextual problem that stimulates students to learn [22].
Students work in teams to solve existing environmental problems.
The environmental literacy components studied in this research are the aspects of knowledge,
awareness, and skills. The knowledge aspect is a component of environmental literacy [14]. This is
also in accordance with the opinion of Maulidya and Iqbal which defines the definition of
environmental literacy as knowledge of the mechanisms of the natural environment and how humans
should preserve the natural environment, as well as the ability to consider in detail and depth the
environmental issues in order to analyze, evaluate, and make decision on environmental issues [1, 36].
And one of the goals of environmental education according to UNESCO is to provide opportunities
for everyone to gain the knowledge needed to solve current environmental problems and prevent new
problems [3].

2
International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012163 doi:10.1088/1742-6596/895/1/012163

The calculation of the scores of the students' environmental literacy knowledge is based on five
indicators, 1) Understanding the problem of paper waste in the surrounding environment, 2)
Understanding the process of paper making, 3) Analyzing the impact of paper making, 4) Analyzing
paper waste problem, and 5) Creating problem solution of waste paper with recycling paper waste.
The achievement of the indicator is in line with 21st century skills goals in the Rhode Island
Environmental Literacy: 1) To demonstrate knowledge and understanding of the circumstances of the
environment and the conditions that affecting it, 2) To demonstrate knowledge and understanding of
the impacts that society has on nature, 3) Investigate and analyze environmental issues, and make
accurate conclusions regarding effective solutions to overcome them, and, 4) Takes both individual
and collective action to address environmental concerns [37]. In addition, the achievement of
environmental literacy knowledge is also consistent with the environmental literacy component of the
North American Association for Environmental Education (NAAEE) that includes knowledge of
environmental issues, an understanding of issues related to environmental issues, and the achievement
of cognitive skills, which is capable of identifying, defining, and / or analyzing environmental issues,
synthesizing, and evaluating information on environmental issues [4, 7, 9, 38].
Environmental knowledge, based on the Tbilisi Declaration, is very important because it helps
acquire a basic understanding of the environment and the problems associated with it [3]. This aspect
includes the ecological knowledge and understanding of important concepts in ecology, principles and
theories about how the system works and its interaction with the social system environment; as well as
cognitive skills, is the ability to analyze, synthesize and evaluate information about environmental
issues [2, 5, 9, 12, 19, 36]. The results of such understanding help generate attention among
individuals, students, who create a willingness to act on environmental problems [39, 40].
Environmental knowledge affects attitudes that will ultimately improve behavioral intentions [41].
In this research, environmental literacy is not merely a knowledge of environmental and ecological
concepts, but is supported by an attitude and concern for the environment which then fosters the
motivation of environmental caring behavior [18]. Maulidya and Ibrahim also revealed that to
cultivate environmentally responsible behavior must begin by building environmental awareness [1,
42]. Awareness based on the Tbilisi Declaration, includes awareness and sensitivity to the
environment [3]. Such awareness may be illustrated by a tendency towards environmental problems as
expressed by Roth [15].
The awareness indicators in this study include beliefs, awareness, and environmental conservation
activities on garbage issues in the form of commitments as measured by consciousness questionnaires.
Such attitudes, motivations, awareness, and attention will lead to more environmentally responsible
behavioral behavior [43, 44, 45]. Environmental dispositions refer to the tendencies of feelings, values
and concerns that will motivate them against environmental protection and conservation.
Environmental disposition also helps individuals to make decisions in solving environmental problems
[39, 43]. The environmental disposition component consists of environmental sensitivity, attitudes and
attention as well as motivation and intention to act. Environmental sensitivity refers to a collection of
cognitive and affective attributes that are incorporated in individuals acquired through various internal
factors (needs, abilities, interests and emotions) and external experience [46]. The environmental
attitude consists of a complex perception formed by the values and beliefs of a person that produces
verbal commitment, actual commitment, motivation and intent to act in actively participating towards
environmental protection and improvement [16, 47].
Environmental literacy, in this study also shown with skills in solving environmental problems [3].
Iozzi reveals that the behavior of individual and community environments, following from the
development of knowledge and skills [48]. The opportunity of individuals or groups in participating in
solving environmental problems is also the goal of environmental literacy [3]. In this study, students
participate actively in solving environmental problems in recycling with skill indicators that include
skills in utilizing learning resources to create solutions to existing problems, skills to create relevant
solutions to existing problems, and skills in generating work from problems itself. Skills in solving
environmental problems can be actions that include active participation in providing solutions to
environmental problems, which may include consumption actions, environmental management, legal
action, persuasiveness, and political action [2, 5, 9, 12, 19]. These actions can be grouped into physical

3
International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012163 doi:10.1088/1742-6596/895/1/012163

and persuasive actions. Physical action is the action of a person by doing an environmentally
conscious lifestyle such as recycling and picking up trash. Persuasive action involves directing others
to commit to conservation and environmental protection [14].
Based on the description of the three aspects of environmental literacy that have been described,
the increasing of environmental literacy can occur because of the good planning before the learning
which includes the analysis of each component of environmental literacy which is further elaborated in
the indicators as well as analysis of the learning model used to be applied effectively and efficiently to
maintain maximum results.

4. Conclusion
Environmental literacy of students can be improved through classroom learning by applying problem
based learning model. It takes learning planning which includes analysis of environmental literacy
component and learning model that is used, problem based learning, so that learning can run
effectively, efficiently, and get maximum result. Efforts to improve environmental literacy should be
sustainable.

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International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
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895 (2017) 012163 doi:10.1088/1742-6596/895/1/012163

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International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012163 doi:10.1088/1742-6596/895/1/012163

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