Siti Oriza Salsijanti1, Suyadi2, Esti Junining3, Wike4
1. Doctoral Program of Environment Studies, Universitas Brawijaya, 65145, Malang, Indonesia.
2. Department of Animal Husbandary, Faculty of Animal Husbandary, Universitas Brawijaya, 65145, Malang, Indonesia.
3. Department of Language and Literatures, Faculty of Cultural Studies, Universitas Brawijaya, 65145, Malang, Indonesia.
4. Master Program of Women Studies, Universitas Brawijaya, 65145, Malang, Indonesia.
Abstract: The world has a lot of environmental problems which should be addressed in order to help the future generation. It is imperative to come up with measures that promote environmental awareness. However, many students do not consider environmental problems as important issues that need careful consideration. This study used environmental learning models: problem based learning (pbl) and project based learning (pjbl) to introduce real-world problems. Additionally, a descriptive quantitative analysis using sem-pls was used. The result showed the problem based learning has a significant influence on the environmental variable. Problem based learning provided important opportunities for engaging students in real environmental issue and is significant in fostering awareness. Nevertheless, the result showed project based learning has a negative influence on the environmental awareness, where the path coefficient obtained is -0.162 with a cr value of 1.594. Since cr is smaller than the critical value (1.594 <1.96), the statistical hypothesis h0 is accepted. This implies that the project based learning has an insignificant influence on the environmental awareness. Project based learning with campaign task was not effective in conveying the message and changing the behaviors of individuals. Parental and community involvement and the school environment also influence the awareness.
Keywords: Students’ Environmental Awareness, Environmental Learning Models, Problem Based Learning, Project Based Learning.
Pages: 337 – 358 | Full PDF Paper