Influence of Environment-based Learning Materials to Improve the Eco-literacy of PGSD Students

Human concern on the environment is unfortunately seen decreasing, which has resulted in negative environmental damages caused by human actions. To address this issue, this research seeks to see the influence of environment-based teaching materials in social studies learning to improve the eco-literacy of students of primary school teacher education (PGSD, Pendidikan Guru Sekolah Dasar) study program. This research involved third semester 60 PGSD students of a private university in Bandung Regency, Indonesia. Therefore, this research investigated the differences of environment-based learning materials and conventional learning in improving the eco-literacy of PGSD students. This research used a quasi-experimental method with nonrandomized pretest-posttest control group design and used quantitative observation instruments in the form of checklists to obtain the data. The results revealed that by using environment-based learning resources, the social studies learning could improve the eco-literacy of PGSD students, and was considered better than implementing conventional learning.

provide a solution to the environmental problems.Boehnert (2015)   Environmental awareness can be grown within students if the teacher has ecoliteracy (Rusmawan, 2017).In line with In specific, it is expected to provide meaningful experiences for students, so that they will be able to directly apply the eco-literacy attitude in the learning process in their surrounding environment.

RESULTS
The research results revealed that there was a significant increase in the ecoliteracy of PGSD students in the experimental class.These were obtained from the data processing and analysis using the SPSS 20 application, as depicted in Graph 1.
Graph Moreover, the research results also revealed that there was an increase in the eco-literacy of PGSD students using conventional learning in the control class.
These were obtained through the data processing and analyzing using the SPSS 20 application as depicted in Graph 2 and its processing result is depicted in Table 3.The results obtained showed that the ecoliteracy of students in the experimental class experienced a more significant increase than students in the control class as depicted in Graph 3 below.important problem that needed to be resolved (Hanik, Harsono, & Wiharti, 2016).
Therefore, a re-evaluation was needed to improve the learning process in the future.
In the next meeting, the students had 4. Explaining the steps for making puppets using leaves and cassava stems.
5. Asking the students to answer students' worksheets and observation sheets.
to their different cases and causes.The main cause of environmental problems in Indonesia is sadly dominated by human behavior.If these problems are not immediately addressed, it will have a negative effect on life sustainability.Therefore, it needs support from various parties including the education sector to overcome these problems.Education serves to educate people who have caring attitudes for the environmentwell towards nature through education, so that they will think before they act.The research focuses on the eco-literacy of the PGSD students in one of the universities in Cimahi City to on the understanding of the eco-literacy of students, they are expected to get used to implement ecoliteracy-based learning by utilizing various teaching resources in the learning process.According to Zulfa, Max, Hukum, & Ilyas (2015), the understanding of critical environmental problems can be one of the efforts to change students' behavior, hence, it is expected that the students will possess caring attitudes and awareness for the environment.Therefore, in attempting to provide eco-literacy learning, the teachers are required to understand the implementation of the concept of the caring attitudes for the environment, thus it is expected that the role of the teacher will provide improvements to the future movement.According to Carlson, Heimlich, & Storksdieck (n.d.) and Keraf (2014), ecoliteracy is defined as a situation where people are enlightened about the importance of the environment.Someone who already has an understanding of ecoliteracy will tend to think before she/he acts in relation to behavior that can damage the environment due to the awareness of a reciprocal relationship between humans and nature.According to Goleman & Barlow (2012), the indicators of the eco-literacy must be developed to create McBeth & Volk (2009) reveal that the implementation of ecological behavior is more difficult than having ecological knowledge.It is considered important for individuals to show ecological behavior in daily interactions with the society.In relation to this issue, the role of the creative intuition of prospective educators can influence the achievement of learning objectives.Therefore, there is an effort to improve the creativity of prospective educators in creating teaching resources that are able to provide meaningful learning for the students.The implementation of environment-based teaching resources to improve the students' eco-literacy at one of the universities in Cimahi City was inspired by some previous studies.Arga (2018) regarding the application of project-based learning models to improve the eco-literacy of primary school students through urban farming activities.His study revealed that the application of the PPA (Product Purchase Agreement) model in making urban farming could increase the eco-literacy of students in social studies learningstudent educators' teaching ability by utilizing the environment as social science teaching resources in order to be able to increase the eco-literacy, since those previous studies focus on increasing eco-literacy learners.Therefore, the formulation of this study are: 1) How is the influence of learning by utilizing the environment as a social science teaching resource on the eco-literacy of PGSD students in the experimental class ?; 2) How is the influence of conventional learning with the environment as a social science teaching resource on the eco-literacy of PGSD students?; 3) How is the comparison of the increase in eco-literacy between students in the class that apply learning by utilizing the environment as a teaching resource and students in the class that apply conventional learning.The research objectives are in accordance with the formulation, which are 1) to determine the effect of learning by utilizing the environment as a social science teaching resource on the eco-literacy of PGSD students in the experimental class; 2) to determine the effect of conventional learning on the eco-literacy of PGSD students in the control class; 3) to compare the increase in the eco-literacy of PGSD students in a class using learning by utilizing the environment as an social science teaching resource, and PGSD students in a class using conventional learning.Based on these problems, the increase in the eco-literacy of PGSD students by utilizing the environment as a social science teaching resource is strictly necessary to carry out.Therefore, the research is titled "influence of environment-based learning materials to improve the eco-literacy of PGSD students".
-posttest eco-literacy X1 = Learning in the experimental class X2 = Learning in the control class Mimbar Sekolah Dasar, Volume 6 Number 2 August 2019 conducted in one of the universities in Cimahi City.The population of this research was all PGSD students, by involving the third-semester PGSD students in two classes with 60 students as the samples, which were homogeneous in terms of class culture and the average scores of social studies in primary school.The third semester students were chosen as the research instruments, because at the time, they were taking an internship program in teaching social studies.Therefore, it is believed that this can provide benefits for students to learn using teaching resources with eco-literacy indicators.The instruments were compiled and validated by experts and PGSD students, so that the instrument was considered valid.Furthermore, the data were obtained from the instrument used in the pretest and posttest, then the data were processed and analyzed by the assistance of SPPs 20 applications.

Graph 2 .
Average score of PGSD students is the control class.

Graph 3 .
Average N-gain of the ecoliteracy of students.The results of statistical processing using ttest for N-gain score between the experimental class and the control class are presented in Table4.

Table 4 .
Result of t-Test for N-gain Score of eco-literacy.In the experimental class, the thirdsemester PGSD students of A-class utilized the environment as a teaching resource in primary schools' social studies during their internship learning courses.In the learning process, these students were divided into several groups in the first meeting, and they were given the assignments to make teaching materials by utilizing the environment as a social science teaching resource.In each student group, they carried out several activities by utilizing natural environments, such as conducting environmental observationstraditional games for learning outside classrooms, so that students were getting more active and happy to learn.After developing these teaching materials, they used them in their class.According to Istialina (2016).primary school teachers must be able to develop critical and reasoning abilities through various pedagogical technique.Therefore, they were required to conduct various researches and innovations in solving problems occurred in the teaching and learning process.In the learning process, there was an interesting finding indicating that the students had difficulty in determining the appropriate teaching materials to be applied in learning outside classroom by utilizing the natural environment.This problem was caused by the students' inability to make teaching materials for learning outside classroom, so that they still felt awkward.The problem of student learning activities was an the preparations for the second learning process.In the second learning process, there was an interesting finding revealing that each group had been able to discuss interestingly and actively in making teaching materials by using the environment as a teaching resource.and ready to present the application of environment-based teaching materials.There were many teaching materials presented by the students, such as applying the research-based teaching materials in observing the natural environment, applying teaching materials by making waste processing projects, applying the learning about making traditional toys using plants, applying the learning about making traditional games to for learning outside classroom.The results revealed that there was a better improvement in the learning by utilizing the environment as a social science teaching resource, it resulted in an increase in the eco-literacy of PGSD students.Learning in the control class Learning in the control class was carried out by the third-semester PGSD students of B-class applying conventional learning, which was a learning using group presentation method with the media of PowerPoint and papers regarding the environment as social science teaching resources.In the learning process, there were some interesting findings, e.g., lack of readiness of students in presenting the eco-literacy materials of the use of the environment as a resource, which indicated by the less interesting PowerPoint presentations, hence other students were not interested in paying Hana Sakura Putu Arga & Galih Dani Septiyan Rahayu, Influence of Environment-Based Learning… be affected by the teacher and the environment.In this first meeting, these difficulties made students less creative in making environment-based teaching materials.so that, the evaluation and improvements were needed.In the second meeting, the learning process was carried out more maximally than in the first meeting, Uno (2008) explains that to improve the quality of learning should start with an improvement in learning design.Learning planning was the main step to improve the quality of learning because it would be arranged learning steps systematically.In the second meeting of the previous learning method was still used, but the students who had an occasion to present with their group were required to make interesting PowerPoint as teaching media with environment-based material in the social study subject.These forms of presentation were expected to help the speakers in delivering their material better, thus other students were able to understand it.According to Carlson et al. (n.d.), Environmental Field Day (EFD) was introduced as a series of events held throughout the country with the purposes of providing a unique opportunity to involve students in real world science.The study of the validity of the observation tool for EFD programs was conducted at the Metro Water Festival which participated by the fifth-grade students.In the study, items from the observation tool was mapped to students' evaluation questions to determine the degree to which observed characteristics of the field day are aligned with student perception.The data are in line with the conclusion in which the observation tool did not only capture the perspective of a trained observer on the educational potential of a field day, but also the perceived experience of the field day audience (the students), despite the fact that the observation tool was designed to capture an expert perspective on effective pedagogy and educational practice (Munadi, 2008).Faelasofi (2015) explains that the main function of learning media is as a source of learning.The optimization of the use of Microsoft PowerPoint as one of the learning media was able to be used as a support in conventional learning.In the second meeting, the findings revealed that there was an increase in the eco-literacy of PGSD students in utilizing the environment as a teaching resource.The results showed a positive results indicated from the increase in the eco-literacy of students compared to the pretest results, nevertheless, there were still some students who were still less enthusiastic in the learning process.Based on the results, this research was expected to provide implications, such as (1) a learning using environment-based teaching resources was able to increase the eco-literacy of PGSD students in primary school social studies; (2) a learning using the environment as social science teaching resources was able to improve PGSD students' ability to make ecoliteracy-based social science teaching materials for primary school students; 3) Social studies learning by utilizing the environment as a social science teaching resource was able to improve the creativity of PGSD students in developing natural teaching media in the learning outside classroom, so that student to develop in-depth research by creating innovations in the utilization of the environment as a social science teaching resource.For example, the further research that can be conducted by prospective educators in utilizing the environment as a teaching resource is making traditional puppets using the basic materials of cassava plants, so that students are able to develop their creativity, and provide valuable experiences in the learning process.The followings are the proposed steps that educator can implement in utilizing the plantation environment for making traditional toys: 1. Discussing various traditional culture existed in Indonesia, one of which is puppets, with the students.2. Making a prepared learning plan by inviting students to the nearest cassava plantation, or observing the back gardens planted with cassava, if it is not possible, the educators can look for alternatives by visiting the closest cassava plantations for the students' observation.3. Inviting the students to visit cassava plantations, and forming groups to make observations, and a puppet project made of cassava.Hana Sakura Putu Arga & Galih Dani Septiyan Rahayu, Influence of Environment-Based Learning… [217]

6.
Inviting the students to present the results of the puppets' work made by the group of students, and to explain the results of the students' observations.In addition to conducting this research, it is expected that there will be more researchers able to develop other learning methods with the use of environmentbased teaching resources to provide meaningful learning to students in learning social science in primary schools.ACKNOWLEDGMENT Gratitude is extended to the Directorate General of Research and Development Reinforcement of Ministry of Research, Technology and Higher Education who has provided the funds to conduct research through a research program for beginner lecturers, thus this research could be conducted properly in accordance with its targets and objectives.

Table 1 .
The nonrandomized pretestposttest control group design.

Table 2 .
Results of eco-literacy test in the experimental class.

Table 3 .
Results of eco-literacy in the