JTLEE-Vol1-2-2018.Pdf

JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Volume 1, Nomor 2, August 2018

Journal of Teaching and Learning In Elementary Education (JTLEE) is a scientific journal that is published by Program Studi PGSD FKIP Universitas Riau. This journal will be published twice a year, the first period is in February and second period is in August. Journal of Teaching and Learning in Elementary Education (JTLEE) accommodates the research conducted by lecturer, scholars, teachers and students in order to improve teaching and learning quality in Elementary Education scope.

REVIEWER: Prof. Dr. M.Nur Mustafa, M.Pd. (Universitas Riau, Pekanbaru, Indonesia) Prof. Dr. Isjoni, M.Si. (Universitas Riau, Pekanbaru, Indonesia) Prof. Dr. Bunyamin Maftuh, M.Pd., MA. (Universitas Pendidikan Indonesia, Bandung, Indonesia) Prof. Dr. Zuhdan Kun Prasetyo, M.Ed. (Universitas Negeri Yogyakarta, Yogyakarta, Indonesia) Dr. Andi Suhandi, M.Pd. (Universitas Pendidikan Indonesia, Bandung, Indonesia) Dr. Wahyu Sopandi, M.A. (Universitas Pendidikan Indonesia, Bandung, Indonesia) Dr. Ernawulan Syaodih, M.Pd. (Universitas Pendidikan Indonesia, Bandung, Indonesia) Dr. Achmad Samsudin, M.Pd. (Universitas Pendidikan Indonesia, Bandung, Indonesia) Assoc. Prof. Dr. Peter Waterworth, BA., BEd, DipEd., TPTC, PhD (Deakin University, Burwood Victoria, Australia) Assoc. Prof. Dato’ Dr. Abdul Razaq Ahmad (The National University of Malaysia, Malaysia) Dr. Zulirfan, M.Si. (Universitas Riau, Pekanbaru, Indonesia) Dr. Firmanul Catur Wibowo, M.Pd.(Untirta, Serang, Indonesia) Dr. M. Jaya Adiputra, M.Pd. (Universitas Riau, Pekanbaru, Indonesia) Dr. Chaerul Rochman, M.Pd. (UIN Sunan Gunung Djati, Bandung, Indonesia) Dr. Fitri Kania, M.Pd. (STKIP Subang, Indonesia) Dr. Rokayah, S.Ag.,M.Pd.(STKIP Sebelas April, Sumedang, Indonesia) Dr. Rimba Hamid, M.Si. (Universitas Halu Oleo, Kendari, Indonesia) Dr. Rarasaning Setyaningsih, M.Pd. (Universitas Adi Buana, Surabaya, Indonesia) Nano Nurdiansyah, M.Pd. (UIN Sunan Gunung Djati, Bandung, Indonesia) Dindin Nasrudin, M.Pd. (UIN Sunan Gunung Djati, Bandung, Indonesia) EDITORIAL BOARD: Dr. Neni Hermita (Universitas Riau, Pekanbaru, Indonesia) Dr. Afrianto (Universitas Riau, Pekanbaru, Indonesia) Assoc Prof. Dr. Pieter Habber (Deakin University, Burwood Victoria, Australia) Dr. Merlyn John (Walter Silulu University, Mthatha, South Africa) Zetra Hainul Putra, M,Sc. (Universitas Riau, Pekanbaru, Indonesia) Mansur, M.Pd. (UIN Banten, Banten, Indonesia) Eddy Noviana, M.Pd. (Universitas Riau, Pekanbaru, Indonesia) Khoiro Mahbubah, M.Pd. (Universitas Pendidikan Indonesia, Bandung, Indonesia) Otang Kurniaman, M.Pd. (Universitas Riau, Pekanbaru, Indonesia) Eva Astuti Mulyani, M.Pd. (Universitas Riau, Pekanbaru, Indonesia) Mahmud Alpusari, M.Pd. (Universitas Riau, Pekanbaru, Indonesia) Hendri Marhadi, SE., M.Pd. (Universitas Riau, Pekanbaru, Indonesia) DESIGN COVER: M. Firdaus Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615- Vol. 1 No. 2 August 2018 4528 ©All rights reserved ISSN (Online) : 2622- Printed in Indonesia 3023

Alamat Penyunting: Gedung B, Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Riau, Kampus Bina Widya Jl HR Subrantas KM 12,5 Panam Pekanbaru 28293 Email: [email protected] and [email protected] Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615- Vol. 1 No. 2 August 2018 4528 ©All rights reserved ISSN (Online) : 2622- Printed in Indonesia 3023

TABLE OF CONTENTS

Why Do Students Need to Establish Ecoliteracy? (Eddy Noviana, Supentri, Rahmatul Hidayati, Muhammad Nailul Huda) ...... 69

Reading Comprehension Skill Using Graphic Organizer for Elementary School Students (Otang Kurniaman, Zufriady, Eva Astuti Mulyani, Nugraheti Simulyasih SB) ...... 75

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang (Muhamad Afandi, Sari Yustiana) ...... 81

Students’ Elementary Literacy Skill And Critical Thinking Skill Supported By School Literacy Program (SLP) (Sri Dewi Nirmala, R. Rahman, B. Musthafa) ...... 92

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics (Muhammad Fendrik, Elvina) ...... 98 Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615- Vol. 1 No. 2 August 2018 4528 ©All rights reserved ISSN (Online) : 2622- Printed in Indonesia 3023

Enhaching Primary Students’ Science Learning Outcome Utilizing Visual Multimedi (Nurmi, Hadi Putra, Penti Nursida, Khoiro Mahbubah dan Neni Hermita) ...... 109

The Effect Of Quantum Teaching Learning Model To Enhance Students’ Conceptual Understanding on Characteristic Material Concept (Ravita Dewi, Mahmud Alpusari, Lazim N) ...... 116

Promoting Mathematics Students’ Learning Outcome Using Jarimatika Method For Primary School (Dani Firmansyah, Syahrilfuddin, Zariul Antosa) ...... 123

Collaborative Reflection to Enhance Teachers’ Teaching Ability Utilized Inquiry Model (Richa Widya Tani, M. Jaya Adi Putra, Hendri Marhadi) ...... 129 Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528 Vol. 1 No. 2 August 2018 ISSN (Online) : 2622-3023

Why Do Students Need to Establish Ecoliteracy?

Eddy Noviana1*, Supentri2, Rahmatul Hidayati3, Muhammad Nailul Huda1 1PGSD, FKIP Universitas Riau, Indonesia 2PPKn, FKIP Universitas Riau, Indonesia 3Pendidikan Dasar, Pascasarjana Universitas Negeri Padang, Indonesia *[email protected]

Abstract

This survey research aimed at determining the ecological intelligence level of students. It involved 120 fourth grade students of elementary school. The findings revealed that the students’ intelligence level, with an average score of 77.48, was classified in ‘high’ category. In addition, other aspects were also classified into the ‘high’ category with an average score on attitude aspect of 78.19, skill aspect of 77.69, and participation aspect of 76.56. To conclude, the ecological intelligence of the fourth grade elementary school students was classified in ‘high’ category.

Keywords: Ecoliteracy

1. INTRODUCTION which affect the survival of the life and Those who possess ecological welfare of humans and all living things. intelligence are able to understand that Sumaatmadja in Muhaimin every behavior and actions have an (2015) suggests that human impact on the themselves, others and environment is the objects around, surrounding natural environment. In which affects their properties and relation, human and the environment growth. Therefore, other human are integral natural systems that beings, objects produced by culture, mutually influence each other and form regulations, air, water, solar heat, and an ecosystem. God created humans as other things surrounding the humans, kholifah on Earth who have the power are included in the human environment. to utilize the nature and its contents for Ecological intelligence is the their benefit. For this reason, humans understanding that the place we live have an obligation to use the nature should be maintained so that we have responsibly and in accordance with the carrying capacity for the life of environmental ethics by maintaining themselves and others. Therefore, and preserving it (Muhaimin, 2015). based on this understanding, someone The environment can be defined who has ecological intelligence will as a unit of space including all objects, realize that nature should be preserved. power, circumstances, living things, and In the world of education, social also human beings and their behavior, studies learning in primary schools, has a very essential role in establishing

Eddy Noviana, Why Do Students Need to Establish Ecoliteracy? Page | 69

Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528 Vol. 1 No. 2 August 2018 ISSN (Online) : 2622-3023

ecological intelligence through 2. METHOD ecoliteracy activities. Therefore, This study was a survey research establishing ecoliteracy is vital in employing a quantitative approach. primary schools because the high Survey research was conducted by ecological intelligence of students will directly observing the symptom or foster an awareness that nature should gathering information from large or be preserved (Noviana, 2018). small populations and analyzing the As the name implies, ecoliteracy data collected from the samples intelligence refers to the formation of representing the population (Iskandar students' knowledge and understanding in Huda, 2018); Noviana (2017); of the environment followed by the Noviana (2015). establishment of values that are This study aimed at: (1) implemented in the ecological skills and determining the ecological intelligence participation in their daily life. level of fourth grade elementary school Ecological intelligence indicates the students; (2) finding out the subject and the manner of individuals in distribution of students' achievement on understanding and behaving towards aspects of ecological intelligence the environment, which in turn, makes (attitudes, skills and participation); and individuals environmentally literate (3) investigating the purpose of (Muhaimin, 2015). establishing ecological intelligence of Ecological intelligence is an elementary school students. intelligence related to ecological The data collection of this study aspects in the context of education to was carried out by distributing be mastered by students in learning. questionnaires to 120 respondents (Palmer and Neal, 1994 ) argue that selected through simple random ecological intelligence emphasizes on sampling, who were fourth grade the concept of students' sensitivity and students of SDN 147 Pekanbaru,. concern to solve environmental The achievement level of the problems in daily life to form an ideal each component tendency was perspective and ethics for the analyzed by categorizing the students’ environment. In the education world, intelligence level. it refers to establishing sensitivity, awareness, understanding, critical 3. RESULT AND DISCUSSION thinking and problem solving skills Findings related to environmental problems. The results of this study focused The purpose of this study is to on the findings related to students' provide an overview or describe the ecological intelligence, which involved purpose of establishing ecological attitudes, skills and participation intelligence in elementary school aspects. students. Based on the results of the analysis of the data collected, it was found that the average score of the students' ecological intelligence was 77.48 and classified in ‘high’ category.

Eddy Noviana, Why Do Students Need to Establish Ecoliteracy? Page | 70

Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528 Vol. 1 No. 2 August 2018 ISSN (Online) : 2622-3023

In addition, based on the average score and one student (0.83%) was classified of students' ecological intelligence from in ‘low’ category. attitudes, skills, and participation Meanwhile, the achievements of aspects of 120 students, it was found the attitudes, skills and participation that three students (2.50%) were aspects were also high as indicated by classified to ‘very high’ category, 71 the acquisition of scores on each aspect students (59.17%) were classified in of ecological intelligence as presented ‘high’ category , 45 students (37.50%) in Table 1. were classified in ‘sufficient’ category,

Tabel 1. Students’ Ecollogical Inteligence Data Aspect Score Average Category Attitude 78.19 Skill 77.69 77.48 High Participation 76.56

The table above shows that the conscious attitude to respect and students' ecological intelligence score maintain health and hygiene as on the attitude aspect was 78.19, the indicated in the scores that were skill aspect was 77.69, and the classified in ‘high’ category. participation aspect was 76.56. The The score of aspect skill, which average score of these three aspects was classified ‘high’ category, indicated were 77.48 and classified in ‘high’ that students already had an awareness category. of skills in nature. Ths skill aspect in The acquisition of scores on ecological intelligence was based on attitude aspect on students' ecological two indicators, namely: (1) the skill to intelligence, which were classified in wisely using and utilizing natural ‘high’ category, indicated that students resources; and (2) environmental already had an awareness of attitudes responsibility skills. towards nature with the aim of The indicator of wisely using and maintaining its sustainability. utilizing natural resources skill had an In the attitude aspect, the average score of 77.46 and classified in students had high awareness based on ‘high’ category. In addition, the two indicators, namely (1) attitude of indicator of environmental responsibility respect for health and cleanliness; and obtained an average score of 77.92, (2) attitudes in maintaining cleanliness. which was classified in ‘high’ category. The indicator of respect for health and Thus, based on the scores of these two hygiene had an average score of 80.79, indicators, the students already had an and was classified ‘high’ category. awareness of using the skills they Meanwhile, the average score of the possessed, especially in the skills of indicator of attitude in maintaining wisely using and utilizing natural cleanliness was 75.58 and classified in resources and environmental ‘high’ category. Based on the scores of responsibility skills. these two indicators, the students had

Eddy Noviana, Why Do Students Need to Establish Ecoliteracy? Page | 71

Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528 Vol. 1 No. 2 August 2018 ISSN (Online) : 2622-3023

In the participation aspect, results indicated that elementary school which was classified in ‘high’ category, students already had a ‘high’ category the students already had awareness in of awareness of attitude aspect on participation to preserve nature and its ecological intelligence. sustainability. This participation aspect Second, the skills aspect that is was manifested into two indicators, manifested in the skill of wisely using namely: (1) participation to carry out and utilizing resources and the skills of activities to preserve the environment; environmental responsibility, showed and (2) participation to engage in that the student skills were classified in environmental movements. the ‘high’ category. This indicated that The indicator of carrying out the skills possessed by the students activities to preserve the environment were sufficient to realize the had an average score of 76.88 and was preservation of nature. classified in ‘high’ category. In addition, Last, the in the participation the average score of the indicator of aspect, the students were asked about participation to engage in the their participation in activities to environmental movement was 76.25 preserve the environment and and classified in ‘high’ category. It can environmental movement. The findings be concluded that students' awareness indicated that both aspects were of ecological intelligence in the classified in the ‘high’ category. participation aspect in the activities to These aspects, which include conserve the environment and attitudes, skills, and participation, participation to engage in should be possessed by every human environmental movements were being in order to guarantee and classified in ‘high’ category. maintain the sustainability of nature. This is consistent with the opinion of Discussion Zen in Neolaka (2008), stating that Ecological intelligence is always every citizen should cultivate and foster associated with human awareness of awareness to preserve the environment the environment. For this reason, it is based on the values system of the vital to establish early awareness of environment, which is based on the preserving nature and its sustainability. philosophy of living peacefully with the The findings of this study natural environment. indicated that elementary school This is in line with Muhaimin students already had the awareness of (2015), who asserts that human is preserving nature and its sustainability, obliged to utilize nature responsibly in as evidenced by the questionnaires accordance with environmental ethics results about ecological intelligence, by maintaining and preserving it. consisting three aspects, namely Rafsanjani (in Nugraha, 2015) and Sari attitude, skills and participation. Firstly, (2018) suggests that, with a good level in the attitude aspect, students were of 'ecological literacy', all designs in asked about the awareness of respect various fields of life will also be for health and cleanliness and the ecologically based. Thus, every area of attitude to maintain cleanliness. The life (eco-economy, eco-farming, eco-

Eddy Noviana, Why Do Students Need to Establish Ecoliteracy? Page | 72

Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528 Vol. 1 No. 2 August 2018 ISSN (Online) : 2622-3023

management, and eco-city) should be REFERENCES designed with a strong ecological style. Huda, Muhammad Nailul. (2018). In the other words, ecological Kompetensi Pedagogik intelligence should be established and Mahasiswa Program Studi kan possessed by students as early as Pendidia Guru Sekolah Dasar. possible. JOM FKIP Universitas Riau. Ecological intelligence possessed (Online) by students is the aspect that will http://jom.unri.ac.id/index.php/J establish ecoliteracy, since there is a OMFKIP/article/download/17835/ strong bond between humans and the 17226 environment. Thus, it will establish Muhaimin. (2015). Membangun students' awareness of their Kecerdasan Ekologis Model environment. Therefore, it is vital to Pendidikan untuk Meningkatkan establish early awareness of preserving Kompetensi Ekologis. Bandung: nature and its sustainability. Alfabeta The results showed that students Neolaka, A. (2008). Kesadaran in primary schools had established their Lingkungan. Jakarta: Rineka own ecoliteracy through: (a) respect for Cipta. health and cleanliness; (b) attitude to Noviana, Eddy., dkk. (2015) maintain cleanliness; (c) the skill of Implementasi Bahan Ajar wisely using and utilizing resources; (d) Pendidikan Ilmu Pengetahuan skills of environmental responsibility; Sosial Berbasis Kearifan Lokal di (e) students’ participation in activities Kelas IV Sekolah Dasar Negeri to preserve the environment; and (f) 04 Buantan Besar Kecamatan participation to engage in Siak Kabupaten Siak. Jurnal environmental movements. Primary (4) 1. (Online) https://ejournal.unri.ac.id/index. 4. CONCLUSION AND php/JPFKIP/article/view/2716/26 RECOMMENDATION 63 This study on elementary school Noviana, Eddy, dkk. (2016). Tunjuk students’ ecological intelligence level Ajar Melayu Riau sebagai revealed that the ecological intelligence Penanaman Nilai pada of students was classified in the ‘high’ Pendidikan Karakter di Sekolah category. It was indicated by the Dasar (Sebuah Kajian Literasi average score of 77.48. Furthermore, Pengintegrasian Pendidikan the acquisition of students' ecological Karakter melalui Kearifan Lokal). intelligence scores on attitude aspect Jurnal Primary (5) 2. (Online) was 78.19 and the acquisition of scores International Conference on on skills aspect was 77.69, and the Education, Technology, and acquisition of score in participation Sciences aspect was 76.56. To conclude, Noviana, Eddy. (2008). Penggunaan ecoliteracy-based teaching materials Teknologi Multimedia Interaktif are considered vital to be developed for dalam Pembelajaran Ilmu elementary school students. Pengetahuan Sosial untuk

Eddy Noviana, Why Do Students Need to Establish Ecoliteracy? Page | 73

Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528 Vol. 1 No. 2 August 2018 ISSN (Online) : 2622-3023

Meningkatkan Pemahaman dan Otang, Kurniaman, Eddy Noviana. Retensi Siswa (Studi Eksperimen (2017). Implementation of DRTA Kuasi di Sekolah Dasar Negeri (Directed Reading Thinking Kota Pekanbaru). Tesis tidak Activity) Strategy on Reading dipublikasikan. Universitas Comprehension Skills Student Pendidikan Indonesia. Bandung. Grade V at SD Muhammadiyah 6 Noviana, Eddy., Cindy Triwulan Desta Pekanbaru. Proceedings 1st and Neni Hermita. (2018). Universitas Riau International Enhancing Primary Students’ Conference on Educational Achivement in Civic Education Sciences. (Online) with Talking Stick Approach. Otang, Kurniaman., Eddy Noviana, Journal of Teaching and Learning Muhammad Nailul Huda. (2017). in elementary Education (JTLEE) Kemampuan Mahasiswa PGSD (1) 1. (Online) FKIP Universitas Riau dalam Noviana, Eddy., dkk. (2015). Analysis Menulis Surat Resmi. Jurnal Of Teachers Understanding on Primary (6) 1. (Online) Authentic Assessment In https://ejournal.unri.ac.id/index. Curriculum 2013 Of Elementary php/JPFKIP/article/view/4084/39 School (Survey Research of 58 Teacher’s Elementary School in Sapanca, Putu Lasmi Yuliyanthi. (2012). Tampan Distric, Pekanbaru). Efektivitas Ecoliteracy Dalam Teacher Education Faculty of Meningkatkan Pengetahuan, Education and Teacher Training, Sikap Dan Perilaku Masyarakat Sultan Syarif Kasim State Islamic Mengenai Education For University Of Riau Sustainable Establishment Noviana. Eddy. (2017). Analisis Berbasis Tanaman Pangan Lokal Pemahaman Mahasiswa PGSD (Studi Kasus Di Kecamatan FKIP Universitas Riau terhadap Bangli). Agrimeta: Jurnal Pendekatan Saintifik pada Pertanian Berbasis Kurikulum 2013. Jurnal Tunas Keseimbangan Ekosiste, Vol Bangsa (4) 2. (Online) 2(3). (Online). http://tunasbangsa.stkipgetsemp Palmer, J. & Neal, P. (1994). The ena.ac.id/home/article/view/49/4 handbook of environmental 8 education. London: Routledge. Nugraha, Rana Gustian. (2015). Supriatna, Nana. (2016). Ecopedagogy: Meningkatkan Ecoliteracy Siswa Membangun Kecerdasan Ekologis SD Melalui Metode Field-Trip dalam Pembelajaran IPS. Kegiatan Ekonomi Pada Mata Bandung: Remaja Rosdakarya Pelajaran Ilmu Pengetahuan Offset. Sosial. Mimbar Sekolah Dasar, Vol 2(1). (Online). http://ejournal.upi.edu/index.ph p/mimbar/article/view/1322/916. Di akses 16 Juli 2018.

Eddy Noviana, Why Do Students Need to Establish Ecoliteracy? Page | 74