Enhancing Systems Thinking Through Outdoor Permaculture-Based Science Learning
Abstract
Systems thinking is a key competency for sustainability. It can help students to easily analyze complex matters. This study aims to investigate the students’ systems thinking improvement through outdoor permaculture learning. Permaculture is an artificial ecosystem that promotes sustainable agriculture. There are four learning stations within the permaculture including mini-garden, aquaponic, composting, and black soldier fly farm. This study used a quantitative research method with nonequivalent (pretest and posttest) control-group design. Students in control group followed the regular learning in the classroom. Meanwhile, the students in the experimental group followed the outdoor permaculture learning. The sample included 50 tenth-grade students from a high school in Bandung. Essay questions were used to assess students’ systems thinking, with item analysis confirming that the instrument was both valid and reliable. A statistical t-test showed a significant difference in students’ systems thinking improvement between the two groups (p = 0.01). The experimental group showed a better systems thinking competency improvement. In addition, Cohen’s d value (0.73) indicated a moderate effect size, reflecting a meaningful difference in the gains of systems thinking competency between the two groups. Based on the data, it can be concluded that outdoor permaculture learning is an effective way to enhance students’ systems thinking. This study offers a new perspective on using integrated learning stations in a permaculture setting to strengthen students' systems thinking and support sustainable learning practices in schools.
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DOI: https://doi.org/10.17509/jsl.v8i3.83486
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