Analysing students' environmental awareness profile using strategic environmental assessment [version 2; peer review: 2 approved, 2 approved with reservations]

• Published in: F1000 research Vol. 10; p. 305
• Main Authors: Khoiri, Ahmad, Sunarno, Widha, Sajidan, Sajidan, Sukarmin, Sukarmin
• Format: Journal Article
• Language: English
• Published: England F1000 Research Limited 2021; F1000 Research Ltd
• Subjects: and Socioscientific Issues; Attitude; Confirmatory Factor Analysis; eng; Environmental Awareness; Ethnoscience; Humans; Indonesia; Schools; Strategic Environmental Assessment; Students; Surveys and Questionnaires; Indonesia; Strategic Environmental Assessment; Environmental Awareness; Ethnoscience; Confirmatory Factor Analysis; and Socioscientific Issues
• ISSN: 2046-1402; 2046-1402
• DOI: 10.12688/f1000research.51523.2

Background: Environmental awareness (EA) is a part of character education ignored by most students. This indifference tends to affect other students' by not only in protecting and preserving the current environment but also in preventing and repairing the damage that occurs in the environment. This research analyses students' EA profile, based on the findings of LISREL 8.8 Confirmatory Factor Analysis. Methods: Research subjects included 131 students from Senior High School State 1 Selomerto Wonosobo, Central Java Province, Indonesia. Based on the Slovin formula, the number of samples is representative of the total population (N: 185; error tolerance: 0.05). Data were collected through non-test questionnaires and observation of Strategic Environmental Awareness (SEA). Quantitative descriptive data analysis on EA indicators (Care, Curiosity, Critical, Dependability, Responsibility, and Local Wisdom). Results: The EA profile of high school students was categorised sufficiently. This revealed the following results: a) the SEA instrument is effective in identifying students' awareness about current environmental issues and meets model fit criteria (P-value 0.25>0.05; RMSEA 0.095; NFI 0.67); b) the SEA instrument is valid and reliable in accurately determining students' EA profile; c) although the Responsibility profile was significant (t >1.96), other variables did not meet this significance criteria (EA 1a: 'Care towards environmental damage' under the Care profile; EA 3b: 'Contributing towards preserving the environment' under the Critical profile; and EA 6b: 'Aware of local potentials' under the Local Wisdom profile); d) evaluation of the expected changes in SEA is modified through an ethnoscience approach and the socioscientific issues strategy. Conclusions: Students' lack of awareness of the environment and understanding of their regional potential fails to contribute towards creating a sustainable environment. Profile analysis in exploring attitudes, values, and ethics towards the environment are important, as it helps recognize students' behaviour.