Figure 1 - from "Environmental Literacy of Junior High School Students in Bogor: Contribution of Knowledge to Environmental Attitudes and Behaviors"

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Figure 1. Interrelation of Environmental Literacy Indicators scores on environmental responsibility aspects. The low score gained on the aspect of environmental responsibility illustrates that students have not been able to contribute and interact well with environmental sustainability and do not have the motivation to prevent damage to the environment (Suryanda et al., 2020). Factors that can influence student environmental behavior include family factors, habits, friendly environment, association and information (Istiana et al., 2020), factors of condition, personality and relation with nature (Krajhanz, 2010), as well as factors of facilities, the role of parents and the surrounding environment (Suryani, 2018). Based on the results of the study, the interrelation between each indicator of environmental literacy can be shown in the following figure 1. The last is the domain of behavior with low achievement results. The low achievement results are caused by the low results of environmental behavior

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The raw scores of the test results are then interpreted into certain criteria using the NELA 2424

Table 2. Methods of transforming the raw scores of NELA environmental literacy test results. The transformation results obtained on each domain are then processed and converted into percentages with the following equation 1: transformation method which can be fully seen in the following table 2.

To find out the interrelations and contribution values in each environmental literacy indicator, a correlational analysis was carried out including prerequisite tests consisting of normality and linearity tests. After the data were said to be normal and linear, a simple linear regression test and pearson product moment test were carried out using SPSS 26. The results of the analysis will later show the presence or absence of relations and the closeness of the relation between knowledge, cognitive skills, attitudes = and environmental behavior (Arikunto, 2010). To measure the achievement of the entire literacy omain used qualification scores as follows Nella:

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Table 4. The level of achievement of environmental literacy Based on the results of the environmental literacy achievement level test, an overall achievement of 97.8 was obtained, which the results showed that the student's environmental literacy was low. The results of the achievements in each indicator show that the domain of knowledge and attitudes is in the medium category while cognitive and behavior skills are in the low category. These results are in line with research conducted by Hariyadi et al. (2021), Farwati et al. (2017) and Ozgurler & Cansaran (2014) that the percentage achievement in the indicator of knowledge, cognitive and behavior skills are lower than the achievement of environmental attitude indicators. following are the results of the student's environmental literacy level test presented in table 4.

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Environmental Literacy of Junior High School Students in Bogor: Contribution of Knowledge to Environmental Attitudes and Behaviors

Abstract: Penelitian ini bertujuan untuk menganalisis tingkat literasi lingkungan siswa melalui metode survei dan mengetahui hubungan antara masing-masing indikator literasi lingkungan. Sampel penelitian ini adalah 80 siswa SMP di Bogor. Teknik pengumpulan dilakukan dengan menggunakan instrumen literasi lingkungan yang diadaptasi dari soal-soal Survei/Instrumen Literasi Lingkungan Sekolah Menengah (MSELS/I) oleh NELA dengan modifikasi konteks pencemaran lingkungan. Akuisisi data ditransformasikan dan diinterpretasikan menggunakan metode transformasi NELA. Hasil penelitian menunjukkan bahwa literasi lingkungan siswa masih rendah; pengetahuan (23,2%) dalam kategori sedang, keterampilan kognitif (11,4%) dalam kategori rendah, sikap lingkungan (40,8%) dalam kategori sedang dan perilaku lingkungan (22,2%) berada dalam kategori rendah dengan hasil mencapai seluruh domain literasi siswa sebesar 97,8 (rendah). Hasil penelitian lebih lanjut menunjukkan bahwa ada hubungan antara pengetahuan dan sikap, ...

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Abstract: ABSTRAK Tujuan penelitian ini adalah untuk : (1) mengetahui bentuk-bentuk kegiatan pengelolaan lingkungan hasil kemitraan Pesantren Ilmu Giri dengan masyarakat, (2) mengetahui kurikulum, materi dan metode pembelajaran berbasis lingkungan yang diterapkan Pesantren Ilmu Giri kepada jamaah dan santri, dan (3) mengetahui faktor-faktor yang mempengaruhi keberhasilan Pesantren Ilmu Giri dalam menumbuhkan kesadaran lingkungan di masyarakat dusun Nogosari. Wawancara mendalam, observasi partisapatif, focus group discussion (FGD) , dan dilengkapi kajian pustaka serta dokumentasi merupakan teknik utama dalam penggalian data. Data yang terkumpul lalu dianalisis secara deskriptif kualitatif. Tesis ini menemukan bahwa : (1) Pesantren Ilmu berhasil dalam pengelolaan lingkungan alam, sosial dan budaya dalam bentuk-bentuk kegiatan seperti : (a) penghijauan melalui hutan santri dengan konsep eco-religi ; (b) Pesantren Ilmu Giri menggali, mengangkat dan melestarikan budaya tradisi lokal; (c) Pesantren Ilmu Giri mengangkat ekonomi masyarakat melalui lahirnya Lembaga Keuangan Mikro (LKM); (d) Pesantren Ilmu Giri mengkampayekan makanan ekologis dan menolak penggunaan pupuk kimia dan pestisida. (2) Pesantren Ilmu Giri tidak memiliki kurikulum sebagaimana lazimnya pada pesantren-pesantren modern yang memiliki santri dan pondok. Ilmu Giri hanya memiliki jamaah mujahadah dan santri Taman Pendidikan Al-Qur’an (TPA). Jamaah mujahadah dan santri TPA inilah yang menjadi sasaran dakwah pesantren. Materi dan metode pembelajaran di pesantren diarahkan pada etika lingkungan dan pemberdayaan masyarakat dalam rangka mencapai visi pesantren, yaitu memecahkan masalah sosial keterbelakangan, kebodohan, kemiskinan dan kerusakan lingkungan hidup. Inti pengajaran bagi jamaah dan santri adalah menanamkan pengetahuan dan kearifan dalam hidup mereka, selain mempelajari al-Quran. Materi pengajaran berbasis alam sekitar pesantren, khususnya alam hutan dan budaya tradisi. (3) Ada 4 hal yang melatarbelakangi Pesantren Ilmu Giri berhasil dalam kegiatan menumbuhkan kesadaran lingkungan, yaitu : pertama modal sosial dan modal spiritual pengasuh pesantren; kedua ketokohan dan strategi kepemimpinan pengasuh pesantren; ketiga dukungan warga lokal pesantren; dan keempat dukungan pemberitaan media massa (pers) terkait dengan kegiatan pesantren. Selain keberhasilan, juga ditemukan beberapa kendala / kelemahan dalam pengelolaan lingkungan berbasis kemitraan pesantren dan masyarakat, yaitu (a) dakwah dan ceramah-ceramah lingkungan sulit diterima jamaah karena keterbatasan pendidikan; (b) merubah pola pikir ( mind set ) masyarakat terhadap kelestarian lingkungan; (c) tingkat ekonomi masyarakat yang rendah; (d) akses, moda transportasi serta ketersedian air bersih yang terbatas; (e) domisili pengasuh jauh dari pesantren; (f) konflik dan gesekan pengasuh pesantren dan masyarakat lokal. ABSTRACT The purpose of this study was to: (1) determine the forms of environmental management activities result of the partnership Pesantren Science Giri with the public, (2) determine the curriculum, materials and methods based learning environment that is applied Pesantren Science Giri told pilgrims and students, and (3) determine the factors that influence the success of Science Giri Pesantren in growing environmental awareness in society Nogosari hamlet. In-depth interviews, observation partisapatif, focus group discussion (FGD), and include a literature review and documentation is a major technique in data mining. The data collected is then analyzed descriptively qualitative. This thesis found that: (1) Boarding School of Science succeeded in the management of the natural environment, social and cultural forms of activities such as: (a) afforestation through forest students to the concept of eco-religion; (b) Science Giri Pesantren digging, lifting and preserving local cultural traditions; (c) Science Giri Pesantren lift the local economy through the birth of Microfinance Institutions (MFIs); (d) Science Giri Pesantren mengkampayekan ecological food and refuse the use of chemical fertilizers and pesticides. (2) Science Giri Pesantren not have a curriculum as usual in modern boarding schools that have students and cottage. Science has only Giri mujahadah pilgrims and students Taman Pendidikan Al-Qur'an (TPA). Mujahadah worshipers and students landfill that is the target of propaganda boarding. Materials and methods of teaching in schools directed at environmental ethics and community empowerment in order to achieve the vision of schools, ie solving social problems of backwardness, ignorance, poverty and environmental damage. Core instruction for pilgrims and students are imparting knowledge and wisdom in their lives, in addition to studying the Koran. Nature-based teaching materials about schools, especially natural forests and cultural tradition. (3) There are four things behind Giri Pesantren Science succeeded in growing environmental awareness activities, namely: first spiritual and social capital pesantren; The second persona and leadership strategies pesantren; The third support local residents boarding; and fourth support of the mass media (press) related to boarding activities. In addition to success, also found several obstacles / weaknesses in the environmental management of schools and community-based partnerships, namely (a) propaganda and speeches tough environment because of the limitations of the education received by the congregation; (b) change the mindset (mind set) community towards environmental sustainability; (c) the low level of the public economy; (d) access, modes of transport and the limited availability of fresh water; (e) domicile caregivers away from school; (f) the conflict and friction pesantren and local communities.

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HUBUNGAN PENGETAHUAN TENTANG PENCEMARAN LINGKUNGAN DENGAN PERILAKU RAMAH LINGKUNGAN PADA SISWA SMA

Abstract: Pro environmental behavior is behavior towards environment that are oriented to minimize the negative impacts of environmental damage. Knowledge about environmental pollution will lead to pro environmental behavior that is very necessary to maintain the quality of the environment. This study aims to determine the relationship of knowledge about envionmental pollution and pro environmental behaviors on high school students. This research was conducted at SMAN 54 Jakarta on May 2018. The method used is descriptive method with correlational study. Samples were taken with Simple Random Samping technique as many as 120 students. Prerequisite test showed that data was normal and homogeneous. Hypothesis tests used linear regression test and simple correlation. Based on data analysis can be conclude, there is a positive relationship between knowledge about environmental pollution and pro environmental behavior.

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