Managing systemic risk using systems thinking in practice

Managing uncertainties associated with, say, water security, toxic wastes, or biotechnology, invites growing relevance from the field of complexity sciences that everything is connected. Systems ideas such as complex adaptive systems or the ecosystems approach have consequently gained attention in recent years for promoting more joined-up thinking. But such ideas of systems have limited currency. Issues about interconnections – and calls for joined-up thinking – ought not to be seen in isolation from related systems issues of multiple values and different stakeholder perspectives. Moreover, such issues are related to political issues of partiality and selectivity – that is, system boundary judgements that circumscribe perspectives. A practical dimension of systems thinking using the metaphor of conversation and creative space prompts a more systemic appreciation of real world interconnections in relation to multiple perspectives and boundary judgements. Systems thinking in practice provides a more appropriate systemic space for managing systemic risk

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL)DALAM MENINGKATKAN PEMAHAMAN KONSEP DAN SIKAP ECOLITERACY SISWA KELAS IV: (Penelitian Tindakan Kelas pada Siswa SDN Sindangkarya Kecamatan Bojongpicung Kabupaten Cianjur)

Terjadi kecenderungan kurangnya kesadaran generasi muda terhadap kelestarian lingkungan baik dari segi kebiasaan, gaya hidup maupun pengambilan keputusan. Untuk itu sangat penting membekali generasi muda khususnya siswa sekolah dasar dengan pemahaman dan kesadaran serta tanggung jawab terhadap kelestarian daan kelangsungan alam. Masalah dalam penelitian ini adalah apakah model problem based learning (PBL) dapat meningkatkan pemahaman konsep dan sikap ecoliteracy siswa. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan menggunakan desain model dari Elliott. Penelitian dilaksanakan di SDN Sindangkarya kelas IV dengan jumlah siswa sebanyak tiga puluh orang. Pengumpulan data dengan menggunakan sekala sikap dari Goleman. Hasil penelitian menunjukan bahwa pemahaman konsep dan sikap ecoliteracy tiap siklusnya mengalami peningkatan. Rata-rata kelas yang diperoleh untuk pemahaman konsep dan sikap ecoliteracy siswa berada pada kategori “baik”. Dengan demikian peneliti menyimpulkan bahwa pembelajaran IPS dengan menggunakan model problem based learning dapat meningkatkan pemahaman konsep dan sikap ecoliteracy siswa kelas IV di SDN Sindangkarya. Penelitian ini merekomendasikan agar para guru menggunakan model pembelajaran problem based learning agar menumbuhkan pemahaman konsep dan sikap ecoliteracy siswa khususnya dalam pembelajaran IPS di sekolah dasar. Kata kunci: Pembelajaran IPS, model problem based learning, dan ecoliteracy There has been a lack of awareness of environmental sustainability among the younger generations as observed both from their lifestyle and decision making. Therefore, it is very important to equip the younger generations, particularly primary school students, with understanding and awareness of as well as responsibility for environmental preservation and sustainability. The problem under research is whether problem based learning (PBL) model can improve students’ concept understanding and ecoliteracy attitude. The research was classroom action research drawn upon Elliott’s design and model. It was conducted in the fourth-grade class of SDN (State Primary School) of Sindangkarya, consisting of thirty students. Data were collected using Goleman’s attitude scale. Research results show that in each of the research cycles, concept understanding and ecoliteracy attitude underwent improvement. The mean gained for the class’ concept understanding and ecoliteracy attitude was in the “good” category. Hence, it can be concluded that the teaching and learning of social studies using problem based learning could improve the fourth grade students’ concept understanding and ecoliteracy attitude in SDN Sindangkarya. Finally, the research recommends that teachers adopt problem based learning models in order to cultivate students’ concept understanding and ecoliteracy attitude in social studies teaching and learning in primary schools. Keywords: Social studies teaching and learning, problem based learning model, and ecoliterac

Ecological conversations and systems thinking

Ideas like ‘ecosystems approach’ or ‘complex adaptive systems’ are often invoked as a panacea for addressing the complex interrelationships and interdependencies associated with issues of climate change. But thinking about nature through ‘systems’ invokes different perspectives, and therefore limitations on our understanding of nature. Systems are maps – conceptual devices for making sense of complex realities and communicating with others about improving those realities. Worthwhile enthusiasm for the study of living systems by complexity scientists and chaos theorists can sometimes distract attention away from this basic premise behind systems thinking. The semiotic idea of confusing the map for the territory is significant particularly when systems are used not only as (inevitably partial) representations of reality, but also as mediating devices for effective ecological conversation with the purpose of generating meaning and value. Fritjof Capra’s ideas on ecoliteracy provides an example of a well-intentioned systems-informed approach towards better informed conversations on environmental issues, but how politically sensitive is this framing device? Building on other systems philosophers - West Churchman, Werner Ulrich and Humberto Maturana - a critical systems approach towards supporting ecological conversations is explored identifying three distinct systems framing – frameworks for understanding (fwU), frameworks for practice (fwP), and frameworks for responsibility(fwR). Whereas fwU can help appreciate the holistic realities of the natural world, fwP can support constructive engagement with multiple perspectives, and fwR reminds us of the limitations of any fwU and fwP whilst keeping attention to improving our framing devices to suite demands of environmental responsibility. Although the gift of framing is one shared by all humans, some frameworks of reference are inevitably given primacy over others, particularly in formulating policy and guiding action. This raises questions about who constructs the framing devices and what legitimacy they have

PENGEMBANGAN ECOLITERACY MELALUI TUGAS PEMBUATAN PUZZLE BERBAHAN DASAR BARANG BEKAS DALAM PEMBELAJARAN IPS : Penelitian Tindakan Kelas Pada Siswa Kelas VII-B SMP Negeri 40 Bandung

Skripsi ini mengambil judul “Pengembangan Ecoliteracy melalui Tugas Pembuatan Puzzle Berbahan Dasar Barang Bekas dalam Pembelajaran IPS (Penelitian Tindakan Kelas Pada Siswa Kelas VII-B SMP Negeri 40 Bandung)”. Keadaan lingkungan sekolah yang terlihat kotor serta banyak barang yang tidak terpakai seperti kertas dan kardus disekitarnya mencerminkan bahwa pemahaman tentang ecoliteracy di kelas VII-B SMP Negeri 40 Bandung harus mendapatkan perhatian yang serius. Penugasan produk puzzle berbahan dasar barang bekas menjadi salah satu alternatif sebagai upaya untuk mengembangkan kemampuan ecoliteracy siswa. Penelitian ini dilaksanakan di SMP Negeri 40 Bandung dengan subjek penelitian yaitu kelas VII-B, terdiri dari 36 siswa dengan menggunakan model PTK Kemmis dan Mc Taggart. Tahapan penelitian terbagi menjadi perencanaan, pelaksanaan, observasi dan refleksi. Pada siklus pertama, perkembangan siswa hanya menyangkut pada moral knowing, ditandai dengan keadaan kelas yang masih kotor oleh bekas puzzle siswa, penugasan membuat puzzle peta curah hujan belum membuat siswa menjadi pribadi yang ramah lingkungan. Pada siklus kedua, terlihat mulai tumbuh kesadaran siswa tentang arti penting kebersihan di dalam kelas melalui puzzle tentang peta gunung berapi yang mereka buat. Seiring siklus ketiga dan keempat, kemampuan ecoliteracy siswa mulai tercermin baik dalam moral knowing, moral feeling, dan moral actionnya. Terbukti bahwa penerapan siklus ketiga dan keempat mampu membangun kepedulian siswa terhadap sesama makhluk dan juga lingkungan sekitar melalui produk puzzle tentang slogan berisi gambar dan tulisan yang mereka kerjakan. Hasil dari penelitian ini yaitu pertama, mendesain pengembangan ecoliteracy melalui tugas pembuatan puzzle berbahan dasar barang bekas dilakukan dengan merumuskan silabus, RPP, serta mengaitkan dengan permasalahan seputar lingkungan yang terjadi saat ini. Kedua, melaksanakan pengembangan ecoliteracy melalui tugas pembuatan puzzle berbahan dasar barang bekas di kelas. Ketiga, merefleksikan kendala yang dihadapi dan merumuskan solusi untuk mengatasinya. Kesimpulan dari penelitian ini yaitu kemampuan ecoliteracy siswa terus meningkat hingga siklus keempat dilaksanakan. Hal ini dibuktikan dengan semakin timbulnya kepekaan siswa terhadap lingkungan sekitarnya melalui sikap ramah lingkungan dan terampil memanfaatkan barang bekas. The tittle of this research is “Developing Ecoliteracy Through Making Puzzle Task Based with Waste Materials in Social Studies (Classroom Action Research in VII-B Grade Students of SMP Negeri 40 Bandung)”. The school environment around looks dirty and the waste stuff around reflect that the understanding ecoliteracy in class VII-B of SMP Negeri 40 Bandung should get serious attention. Assignment of puzzle products based thrift became one of the alternatives in an effort to develop the students ability ecoliteracy. Classroom action research was conducted in SMP Negeri 40 Bandung with research subjects is a class of VII-B consisting by 36 students with using a model Classroom Action Research of Kemmis and Mc Taggart. The research is divided into stages of planning, implementation, observation, and reflection. In the first cycle, the development of students only concern in the realm of moral knowing, around of the class is still dirty by former students puzzle, puzzle assignment of making a product yet to make students become environmentally friendly personal. In the second cycle, it appears that students knowledge of ecoliteracy began to develop, marked by the conscious sudents about the meaning of cleanliness in the classroom. As the third and fourth cycles, the ability of students ranging ecoliteracy reflected both in moral knowing, moral feeling and moral action. Proved that the application of the third and fourth cycles are able to build awareness of students to others and the surrounding environment, the students got usedto connect the material with the IPS puzzle product. The result of this research are first, to design development through making tasks ecoliteracy puzzle based of waste materials is done by formulating the syllabus, lesson plans, as well as linking to the issues surrounding environmental case today. Secondly, carry out development ecoliteracy through puzzle making tasks based of waste materials in the classroom. Third, reflect on the obstacles encountered and formulate solutions to overcome in the development of the manufacturing ecoliteracy puzzle through task based of waste materials. The conclusion of this research is the ability of students ecoliteracy continue to rise until the fourth cycle implemented. This is proved by students sensitivity appear about the environment by environmentally friendly attitude and competent to utilizing the waste materials

PENINGKATAN ECOLITERACY SISWA DALAM PENGELOLAAN HALAMAN SEKOLAH MELALUI MODEL PEMBELAJARAN PROJECT TASARANG (TANAM SAYUR PEKARANGAN) PADA PEMBELAJARAN IPS : penelitian tindakan kelas di kelas VII-2 SMP Negeri 16 Bandung

Sikap ecoliteracy merupakan sebuah jawaban untuk mengatasi berbagai permasalahan lingkungan. Pemahaman tentang ecoliteracy harus ditanamakan sejak dini dalam dunia pendidikan, karena dengan pendidikan seseorang akan belajar untuk menjadi manusia yang cerdas dan bertanggung jawab. Berdasarkan observasi awal yang dilakukan peneliti di SMP Negeri 16 Bandung kelas VII-2, memperlihatkan bahwa sikap ecoliteracy siswa masih rendah, sehingga perlu ditingkatkan. Kurangnya sikap ecoliteracy siswa ditunjukan dengan keadaan kelas yang kotor dan tanaman kelas yang layu, selain itu pada halaman sekolah SMP Negeri 16 Bandung kurang terawat dengan baik, padahal sebuah halaman sekolah yang baik dan terawat akan bisa menjadi sebuah wahana yang efektif dalam pembentukan sikap perilaku peduli lingkungan. Maka dari untuk mengatasi permasalahan yang terjadi di kelas VII-2, perlu adanya sebuah pembelajaran yang melibatkan siswa secara aktif untuk peduli terhadap lingkungan. Pembelajaran yang dapat menerapkan pembelajaran seperti itu salah satunya adalah pembelajaran IPS, karena pembelajaran IPS merupakan pembelajaran yang kaya akan pendidikan nilai dan moral. Melihat permasalahan kurangnya sikap ecoliteracy di kelas VII-2, peneliti berinisiatif untuk melakukan penelitian tindakan kelas dengan menerapakan model pembelajaran project TASARANG (Tanam Sayur Pekarangan) pada pembelajaran IPS. Desain penelitian yang digunakan dalam penelitian ini adalah model siklus Lewin menurut Elliot dan instrumen yang digunakan adalah lembar observasi, wawancara, catatan lapangan, dan angket. Untuk pengolahan data dan analisis data menggunakan kualitatif dan kuantitatif. Dalam pelaksanaan penelitian dilakukan sebanyak 3 siklus, dengan setiap siklusnya terdiri dari 4 tindakan yaitu pemberian pemahaman tentang ecoliteracy, pelaksanaan project TASARANG, perawatan tanaman sayur dan pertanggung jawaban tugas project TASARANG. Berdasarkan hasil penelitian, sikap ecoliteracy siswa dalam pengelolaan halaman sekolah, dari hasil siklus kesatu menunjukan hasil yang rendah, dengan rata-rata penilaian kelompok 52% yang masih masuk ke dalam kategori “Cukup”, sedangkan pada siklus kedua mengalami peningkatan yang cukup signfikan, dengan mendapat rata-rata presentase kelompok sebesar 84,4% masuk ke dalam kategori “Baik”, dan pada siklus ketiga menunjukan hasil rata-rata presentase kelompok 86,6%. Kesimpulan dalam penelitian ini adalah pembelajaran IPS dengan menggunakan model pembelajaran project TASARANG dapat meningkatkan ecoliteracy siswa dalam pengelolaan halaman sekolah.----------Ecoliteracy attitude is a response to address various environmental problems. An understanding of ecoliteracy should be implemented since early stage in education, because with education someone will learn to be human intelligent and responsible. Based on initial observations conducted by researchers at SMP Negeri 16 Bandung class VII-2, shows that attitudes ecoliteracy student's still low, so it needs to be improved. Lack of student ecoliteracy attitude shown by the dirty of the class and the class of plants that wilt, moreover the school yard of SMPN 16 Bandung is less well maintained, whereas a good school yard and manicured can be an effective means in the formation of environmentally conscious behavior attitudes. So to overcome problems that occur in class VII-2, there needs to be a learning involving students actively to care for the environment. Learning to apply such learning one of them is learning IPS, because learning IPS a rich learning which is rich in values and moral education. Seeing the problems lack ecoliteracy attitude in class VII-2, researchers initiative to conduct classroom action research by applying model the learning project TASARANG (Tanam Sayur Pekarangan) on learning IPS. The research design used in this study is a model of Lewin by Elliot and instrument used are teacher observation sheet, interviews, field notes, and questionnaires. For data processing and analysis of data using qualitative and quantitative. In the implementation of research performed a total of 3 cycles, with each cycle consisting of 4 acts, namely providing an understanding of ecoliteracy, implementation project TASARANG, Vegetable crop care and responsibility tasks project TASARANG. Based on the study results, attitudes ecoliteracy students in the school yard management, results of a cycle 1 show of low yields, dengan rata-rata penilaian kelompok 52% were still fit into the category of "Cukup", while in the second cycle experiencing a significant increase, with an average gain of 84.4% percentage of the group into the category of "Baik", And the third cycle showed an average yield percentage the group 86.6%. The conclusion of this research is the learning of IPS using the project learning model can improve TASARANG ecoliteracy students in the school yard management

Kearifan Lokal Tambang Rakyat sebagai Wujud Ecoliteracy di Kabupaten Bangka

The issues studied in this research included, first: how to build ecoliteracy for a sustainable environment? Second, how the local wisdom in people mining as a form of ecoliteracy in Bangka is. This research used a socio-legal approach with the techniques of data collection through documentation, participative observation and interviews. The result of the research concluded that first: ecoliteracy development for a sustainable environment can be done by reviewing the local wisdom of local communities. The participation of community in protecting and preserving local wisdom is in line with Article 70 paragraph (3) letter (e) of Law No. 32 Year 2009. Second, the local wisdom of people mining in the form of ampak tin is an essential element to build ecoliteracy in Bangka. The local wisdom in people mining in the form of ampak tin needs to be strengthened in the form of regulations of local governments to prevent Bangka Regency from the threat of environmental damages. In addition, the ampak tin must be preserved and used as a form ecoliteracy in Bangka for a sustainable environment

Peningkatkan Ecoliteracy Peserta Didik Dalam Konsep Reuse Dan Recycle Melalui Pemanfaatan Mainan Berbahan Limbah Kemasan Sebagai Media Pembelajaran IPS : Penelitian Tindakan Kelas di SMP Negeri 2 Sukaresmi, Kabupaten Pandeglang).

Penelitian ini dilatarbelakangi oleh kondisi tentang masih rendahnya kesadaran peserta didik terhadap lingkungan sekitar terutama dalam menjaga keseimbangan dan melestarikan lingkungan yang berkelanjutan. Tujuan penelitian ini adalah untuk meningkatkan ecoliteracy peserta didik dalam konsep reuse dan recycle melalui pemanfaatan mainan berbahan limbah kemasan sebagai media pembelajaran IPS. Penelitian ini menggunakan pendekatan saintifik dalam bentuk model pembelajaran berbasis proyek (project based learning). Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (clasroom action research) pada siswa kelas VIIA SMP Negeri 2 Sukaresmi, Kabupaten Pandeglang. Indikator ecoliteracy yang digunakan adalah indikator dari The Center for Ecoliteracy (2011) yang didalamnya terdapat aspek pemahaman, sikap, keterampilan dan spirit. Instrumen penelitian meliputi observasi langsung berupa lembar observasi peserta didik, lembar wawancara, lembar kerja peserta didik, alat tes evaluasi dan lembar catatan lapangan yang digunakan untuk memperoleh data melalui catatan dalam bentuk format dan daftar isian yang dilakukan oleh peneliti dan guru mitra sebagai observer. Penelitian tindakan kelas ini dilakukan sebanyak tiga siklus. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berbasis proyek (project based learning) dapat meningkatkan aspek pemahaman (Head/Cognitive), sikap (Heart/Emotional), keaktifan (Hands/Active), dan semangat (Spirit/Connectional) peserta didik terhadap ecoliteracy. Simpulan penelitian ini dapat dirumuskan bahwa penggunaan konsep reuse dan recycle melalui pemanfaatan mainan berbahan limbah kemasan sebagai media pembelajaran IPS dapat meningkatkan ecoliteracy peserta didik dan dapat dijadikan sebagai salah satu model pembelajaran IPS dalam meningkatkan ecoliteracy peserta didik kelas VII SMP. Para pengambil kebijakan, para pengguna dan peneliti berikutnya diharapkan aktif mendukung dan membantu generasi muda untuk memahami konsep ecoliteracy, mengembangkan dan hidup dalam komunitas yang berkelanjutan.-----------This research is motivated by the condition of the low awareness of students about the environment, especially in maintaining and preserving a sustainable environment. The purpose of this research is to improve the student’s ecoliteracy in the concept of reuse and recycle thrash the utilization of toys made of waste packaging as a media to learn social studies. This research uses a scientific approach in the form of project based learning methods. The research method used in this research is classroom action research in class 7A SMPN 2 Sukaresmi, Pandeglang District. Ecoliteracy indicators that are used are indicators of the center for ecoliteracy which there are aspects of the cognitive, emotional, active and spirit. Research instruments include direct observation of students in the form of observation sheets, questionnaires, worksheets of students, evaluation of test kits and field record sheets used to obtain the data through the records in the form and format of a questionnaire conducted by researchers and teachers as an observer partners. This classroom action research conduct in three cycles. The result showed that the application of project based learning model can improve aspects of cognitive, emotional, active and spirit of students toward ecoliteracy. Conclusions of this research can be formulated that the use of reuse and recycle through the utilization of toys made of waste packaging as a media to learn social studies can improve the student’s ecoliteracy and can be used as one of the learning model in increasing ecoliteracy of grade 7 junior hight school student’s. policy makers, users and subsequent researchers expected to actively support and help young people the understand the concept of ecoliteracy, develop and live in the sustainable communities

Eco-literacy in Transition: the role of design ecologies in developing our capacity for radical change

This short paper explores the people-product relationships that are forged in the course of everyday life and addresses the role of design ecologies in fostering long term socio-ecological adaptability and resilience. I reflect on the premises and principles of Transition Design and explore the different kinds of knowledge required for designing with the natural world in mind

PENINGKATAN ECOLITERACY SISWA MELALUI PEMANFAATAN LINGKUNGAN SEKITAR SEBAGAI SUMBER BELAJAR IPS : penelitian tindakan kelas di SMP negeri 1 Tanjungsiang kelas VIII B

Penelitian ini dilatabelakangi oleh permasalahanyang ditemukan peneliti pada saat melakukan observasi awal pada tanggal 11Agustus 2015 yaitu rendahnya ecoliteracy siswa. Hal ini ditunjukan dengan beberapa dimensi permasalahan diantaranya rendahnya kesadaran siswa untuk membuang sampah pada tempatnya, siswa terbiasa dengan jajanan yang menggunakan tempat yang berbahan dasar styrofoam dan plastik, dansiswa membuang sampah seringkali tidak membuang pada tempat yang seharusnya seperti, membuang sampah organik ke tempat sampah anorganik begitupun sebaliknya. Alternatif pemecahan masalahtersebut dilakukan dengan pemanfaatan lingkungan sekitar sebagai sumber belajar IPS. Meninjau permasalahan yang akan diteliti berkaitan dengan proses pembelajaran, maka peneliti memilih Penelitian Tindakan Kelas (PTK) dengan model Kemmis Mc. Taggart yang dilakukan dalam 3 siklus. Berhasilnya penelitian ini dilihat dari adanya peningkatan kuantitas dan kualitas ecoliteracy siswa yang ditunjukan melalui peningkatan indikator dari ecoliteracy yaitu mengembangkan empati terhadap segala bentuk kehidupan (developing empathy for all forms of life), mempraktikan keberlangsungan hidup sebagai tindakan kelompok mayarakat (embracing sustainability as a community practice), membuat sesuatu yang tidak terlihat menjadi terlihat (making the invisible visibel), mengantisipasi dampak tidak terduga (anticipating unintended consequences), dan memahami bagaimana kehidupan alam berlangsung (understanding how nature sustains life). Seluruh aspek dari indikator-indikator ecoliteracy mengalami peningkatan dari siklus I hingga siklus III dari kualitas kurang, cakup, hingga menjadi baik. Pada siklus I terlihat bahwa aspek-aspek dari indikator membuat sesuatu yang tidak terlihat menjadi terlihat (making the invisible visibel) cukup menonjol ditunjukan oleh siswa dibandingkan dengan aspek-aspek dari indikator ecoliteracy lainnya, hingga pada siklus II dan siklus III aspek-aspek dari seluruh indikator ecoliteracy termasuk indikator mempraktikan keberlangsungan hidup sebagai tindakan kelompok mayarakat (embracing sustainability as a community practice) ditunjukan oleh siswa dan mengalami peningkatan. Hal ini juga dapat dilihat dari perubahan-perubahan perilaku yang terjadi pada diri siswa berkenaan dengan kepedulian terhadap lingkungan di sekitarnya. Kesimpulannya bahwa pemanfaatan lingkungan sekitar sebagai sumber belajar IPS dapat meningkatkan ecoliteracy siswa----------This study is motivated by the problems found researcher at the time of initial observations on August 11, 2015, namely the low of students' ecoliteracy. It is shown by some of the dimensions of the problems include low awareness of students to dispose of waste in trash can, students are familiar with snacks that use basic material such as Styrofoam and plastic, and students are often not dispose to the right place like dispose of organic waste in the inorganic trash can and vice versa. Alternative solutions are carried out with the use of the surrounding environment as a learning resource for Social Science. Reviewing the problems which will be researched with regard to the learning process, the researcher chose a Class Action Research with Kemmis & McTaggart which is conducted in three cycles. The success of this research seen from an improvement in the quantity and quality of students' ecoliteracy that is shown through the indicator improvement of ecoliteracy, that is developing an empathy towards all forms of life, practicing the sustainability of life as an act of community group, making invisible thing to be visible, anticipating unexpected impact, and understanding how the natural world goes on. All aspects of the indicators of ecoliteracy met an enhancement from the first cycle to the third cycle, from less, enough, until good quality. In the first cycle is seen that the aspects of indicators "makes the invisible become visible" are quite prominent shown by the students compared with the other ecoliteracy aspects, until the second and third cycle aspects of the whole ecoliteracy indicators, including indicators of "practicing the sustainability of life as an act of community group", shown by students met an enhancement. It can be seen also from the behavioral changes in students regarding awareness of the environment surround them. The conclusion is the use of surrounding environment as learning resources in social science can improve students' ecoliterac

PENINGKATAN ECOLITERACY SISWA DALAM MEMILAH SAMPAH ORGANIK DAN ANORGANIK MELALUI GROUP INVESTIGATION PADA PEMBELAJARAN IPS DI KELAS V SDN SINDANG I KEC. SUMEDANG UTARA KAB. SUMEDANG

Penelitian ini dilatarbelakangi oleh rendahnya ecoliteracy siswa. Rendahnya ecoliteracy tersebut dapat dilihat dari sikap ketidakpedulian siswa terhadap lingkungan sekolah yang ditunjukkan dengan perilaku masih banyaknya siswa yang membuang sampah sembarangan. Keadaan yang demikian telah menjadi kekhawatiran peneliti dan melakukan sebuah penelitian yang bertujuan untuk meningkatkan ecoliteracy siswa dalam memilah sampah organik dan anorganik. Oleh karena itu, untuk mengatasi hal tersebut peneliti menerapkan model pembelajaran group investigation yang merupakan salah satu tipe model cooperative learning. Subjek penelitian ini yaitu siswa kelas V SDN Sindang I. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) dengan menggunakan desain Kemmis dan Taggart. Adapun instrumen yang digunakan yaitu lembar observasi, lembar angket kesadaran siswa, lembar wawancara, dan lembar evaluasi. Secara keseluruhan penerapan group investigation ini membawa hasil yang positif terhadap aktivitas belajar dan ecoliteracy siswa. Berdasarkan temuan-temuan penelitian dari data-data yang telah diperoleh menunjukkan bahwa ecoliteracy siswa meningkat dari siklus I sampai dengan Siklus III. Peningkatan ecoliteracy dapat dilihat dari kenaikan persentase tingkat pencapaian dari berbagai aspek, yaitu aspek pengetahuan, conscience, dan juga aplikasi/tindakan. Dengan demikian dapat disimpulkan bahwa group investigation dapat meningkatkan ecoliteracy siswa dalam memilah sampah organik dan anorganik. This research is motivated by the low of students’ ecoliteracy. The low of ecoliteracy could be seen from the students' attitudes toward school environment indifference shown by the behavior of many students still waste rubbish everywhere. Such situation has been a concern of researchers and do a study that aims to improve students’ ecoliteracy in sorting organic and inorganic waste. Therefore, to overcome this problem researchers applied group investigation model, which is one type of model of cooperative learning. The research subjects were students in class V SDN Sindang I. The method used a Class Action Research (PTK) using Kemmis design and Taggart. The instruments used were observation sheet, student conscience questionnaire sheets, interview sheets and evaluation sheets. Overall implementation group investigation brought positive results to the learning activities and students’ ecoliteracy. Based on the research findings from the data that has been obtained showing that students’ ecoliteracy increased from cycle I to III. Increasing ecoliteracy can be seen from the increasing in the percentage level of achievement of various aspects, namely knowledge, conscience, and also the application / action. It can be concluded that group investigation can improve students’ ecoliteracy in sorting organic and inorganic waste