COVID-19 Outbreak on Environment: Profile of Islamic University Students in HOTS-AEP-COVID-19 and PEB-COVID-19

Ilmi Zajuli Ichsan; Henita Rahmayanti; Agung Purwanto; Diana Vivanti Sigit; Irwandani Irwandani; Ahmad Ali; Susilo Susilo; Edi Kurniawan; Md. Mehadi Rahman

doi:10.24042/tadris.v5i1.6283

COVID-19 Outbreak on Environment: Profile of Islamic University Students in HOTS-AEP-COVID-19 and PEB-COVID-19

Ilmi Zajuli Ichsan, Henita Rahmayanti, Agung Purwanto, Diana Vivanti Sigit, Irwandani Irwandani, Ahmad Ali, Susilo Susilo, Edi Kurniawan, Md. Mehadi Rahman

Abstract

COVID-19 harms the implementation of learning at various levels, including at Islamic universities. Students at Islamic universities must use e-learning for several months until the COVID-19 outbreak ends. Students are also required to have Higher-Order Thinking Skills (HOTS) to solve problems. They are also required to have Pro-Environmental Behavior (PEB) related to COVID-19. Previous research has developed a Higher-Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The purpose of this research was to describe an implementation of e-learning, HOTS, and PEB on students during the COVID-19 outbreak. The method used was descriptive through the survey technique. This research was conducted in March 2020. The instruments used were questionnaires on e-learning and HOTS-AEP related to COVID-19 (HOTS-AEP-COVID-19). Meanwhile, to measure PEB, PEB-COVID-19 was used. All instruments were constructed using Google Form and were distributed to 137 respondents via social media. The results showed that the implementation of e-learning was generally effective (27.74%) and quite effective (43.07%) even though some problems were encountered. Other results showed that students’ HOTS were in the poor category (26.20) while the PEB was in the excellent category (84.82). it can be concluded that e-learning during the COVID-19 outbreak has gone well although some innovations are needed. Besides that, HOTS needs to be improved while PEB needs to be maintained.

Keywords

COVID-19; e-learning; HOTS-AEP-COVID-19; PEB-COVID-19

Full Text:

PDF

References

Abidinsyah, A., Ramdiah, S., & Royani, M. (2019). The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 407–414. https://doi.org/10.22219/jpbi.v5i3.9910

Afflerbach, P., Cho, B. Y., & Kim, J. Y. (2015). Conceptualizing and Assessing Higher-Order Thinking in Reading. Theory into Practice, 54(3), 203–212. https://doi.org/10.1080/00405841.2015.1044367

Ahmad, T. B. T., & Nordin, M. S. (2014). University students’ subjective knowledge of green computing and pro-environmental behavior. International Education Studies, 7(2), 64–74. https://doi.org/10.5539/ies.v7n2p64

Ahorsu, D. K., Lin, C.-Y., Imani, V., Saffari, M., Griffiths, M. D., & Pakpour, A. H. (2020). The Fear of COVID-19 Scale: Development and Initial Validation. International Journal of Mental Health and Addiction, 1–9. https://doi.org/10.1007/s11469-020-00270-8

Bakker, A., & Wagner, D. (2020). Pandemic: lessons for today and tomorrow ? Educational Studies in Mathematics.

Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191

Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 1–9. https://doi.org/10.29333/pr/7937

Benaida, M., & Namoun, A. (2018). An Exploratory Study of the Factors Affecting the Perceived Usability of Algerian Educational Websites. TOJET: The Turkish Online Journal of Educational Technology, 17(2), 1–12.

Braasch, J. L. G., & Goldman, S. R. (2010). The role of prior knowledge in learning from analogies in science texts. In Discourse Processes (Vol. 47, Issue 6). https://doi.org/10.1080/01638530903420960

Chalkiadaki, A. (2018). A Systematic Literature Review of 21st Century Skills and Competencies in Primary Education. International Journal of Instruction, 11(3), 1–16. https://doi.org/10.12973/iji.2018.1131a

Chin, K. Y., & Chen, Y. L. (2013). A Mobile Learning Support System for Ubiquitous Learning Environments. Procedia - Social and Behavioral Sciences, 73, 14–21. https://doi.org/10.1016/j.sbspro.2013.02.013

Coley, J. D., & Tanner, K. (2015). Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors. CBE Life Sciences Education, 14(1), 1–19. https://doi.org/10.1187/cbe.14-06-0094

Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1), 1–20. https://doi.org/10.37074/jalt.2020.3.1.7

Dahl, A. J., Peltier, J. W., & Schibrowsky, J. A. (2018). Critical Thinking and Reflective Learning in the Marketing Education Literature: A Historical Perspective and Future Research Needs. Journal of Marketing Education, 40(2), 101–116. https://doi.org/10.1177/0273475317752452

Djanette, B., & Fouad, C. (2014). Determination of University Students’ Misconceptions about Light Using Concept Maps. Procedia - Social and Behavioral Sciences, 152, 582–589. https://doi.org/10.1016/j.sbspro.2014.09.247

Durr, E., Bilecki, J., & Li, E. (2017). Are Beliefs in the Importance of Pro-Environmental Behaviors Correlated with Pro-Environmental Behaviors at a College Campus? Sustainability: The Journal of Record, 10(3), 204–210. https://doi.org/10.1089/sus.2017.29105.ed

Elleithy, K., & Sobh, T. (2015). New Trends in Networking, Computing, E-learning, Systems Sciences, and Engineering. In K. Elleithy & T. Sobh (Eds.), Lecture Notes in Electrical Engineering (Vol. 312). Springer International Publishing. https://doi.org/10.1007/978-3-319-06764-3

Erduran, S. (2020). Science Education in the Era of a Pandemic to Education for Understanding and Solving the Covid-19 Crisis ? Science & Education.

Ichsan, I. Z., Rahmayanti, H., Purwanto, A., Sigit, D. V., & Rahman, M. M. (2020). PEB-COVID-19: Analysis of Students Behavior and ILMIZI Model in Environmental Learning. Jurnal Iqra’: Kajian Ilmu Pendidikan, 5(1), 1–11. https://doi.org/10.25217/ji.v5i1.901

Ichsan, I. Z., Rahmayanti, H., Purwanto, A., Sigit, D. V., Singh, C. K. S., & Babu, R. U. M. (2020). HOTS-AEP-COVID-19: Students Knowledge and Digital Worksheet of ILMIZI Environmental Learning Model. International Journal of Advanced Science and Technology, 29(6), 5231–5241.

Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942. https://doi.org/10.12973/eu-jer.8.4.935

Ito, H., & Kawazoe, N. (2015). Active Learning for Creating Innovators: Employability Skills beyond Industrial Needs. International Journal of Higher Education, 4(2), 81–91. https://doi.org/10.5430/ijhe.v4n2p81

Keleş, E., & Kefeli, P. (2010). Determination of student misconceptions in “photosynthesis and respiration” unit and correcting them with the help of cai material. Procedia - Social and Behavioral Sciences, 2(2), 3111–3118. https://doi.org/10.1016/j.sbspro.2010.03.474

Kim, M. S., & Stepchenkova, S. (2019). Altruistic values and environmental knowledge as triggers of pro-environmental behavior among tourists. Current Issues in Tourism, 1–6. https://doi.org/10.1080/13683500.2019.1628188

Kirigia, J. M., & Muthuri, R. N. D. K. (2020). The fiscal value of human lives lost from Novel Coronavirus (2019-nCoV) in China. BMC Research Notes, 13, 1–5. https://doi.org/10.21203/rs.2.23296/v1

Lai, C. (2016). Integrating E-books into Science Teaching by Preservice Elementary School Teachers To cite this article : Integrating E-books into Science Teaching by Preservice Elementary School Teachers. Journal of Education in Science, Environment and Health, 2(1), 57–66.

Lee, L. W., Mohamed, A. R., & Altamimi, A. A. (2015). Design, Development, and Evaluation of an Automated e-Learning Tutorial System to Instruct Pre-Service Special Educators in the Malay Braille Code. Asia-Pacific Education Researcher, 24(3), 481–494. https://doi.org/10.1007/s40299-014-0219-9

Leeuw, R. A. D., Westerman, M., Nelson, E., Ket, J. C. F., & Scheele, F. (2016). Quality specifications in postgraduate medical e-learning: An integrative literature review leading to a postgraduate medical e-learning model. BMC Medical Education, 16(1), 1–10. https://doi.org/10.1186/s12909-016-0700-7

Lince, R. (2016). Creative Thinking Ability to Increase Student Mathematical of Junior High School by Applying Models Numbered Heads Together. Journal of Education and Practice, 7(6), 206–212.

Mccutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255–270. https://doi.org/10.1111/jan.12509

Nugraini, S. H., Choo, K. A., Hin, H. S., & Hoon, T. S. (2013). Students’ feedback of e-av biology website and the learning impact towards biology. Procedia - Social and Behavioral Sciences, 103, 860–869. https://doi.org/10.1016/j.sbspro.2013.10.408

Oncu, E. C. (2016). Improved creative thinkers in a class: a model of activity based tasks for improving university students creative thinking abilities. Educational Research and Reviews, 11(8), 517–522. https://doi.org/10.5897/ERR2015.2262

Panno, A., Giacomantonio, M., Carrus, G., Maricchiolo, F., Pirchio, S., & Mannetti, L. (2017). Mindfulness, Pro-environmental Behavior, and Belief in Climate Change: The Mediating Role of Social Dominance. Environment and Behavior, 50(8). https://doi.org/10.1177/0013916517718887

Qian, K., Owen, N., & Bax, S. (2018). Researching mobile-assisted Chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12(1), 56–71. https://doi.org/10.1080/17501229.2018.1418633

Rahmayanti, H., Oktaviani, V., & Syani, Y. (2020). Development of sorting waste game android based for early childhood in environmental education. Journal of Physics: Conference Series, 1434(1), 012029. https://doi.org/10.1088/1742-6596/1434/1/012029

Runhaar, P., Wagenaar, K., Wesselink, R., & Runhaar, H. (2019). Encouraging Students’ Pro-environmental Behaviour: Examining the Interplay Between Student Characteristics and the Situational Strength of Schools. Journal of Education for Sustainable Development, 13(1), 45–66. https://doi.org/10.1177/0973408219840544

Saadé, R. G., Morin, D., & Thomas, J. D. E. (2012). Critical thinking in E-learning environments. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2012.03.025

Schmitt, M. T., Aknin, L. B., Axsen, J., & Shwom, R. L. (2018). Unpacking the Relationships Between Pro-environmental Behavior, Life Satisfaction, and Perceived Ecological Threat. Ecological Economics, 143, 130–140. https://doi.org/10.1016/j.ecolecon.2017.07.007

Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of Education and Learning, 6(4), 201–208. https://doi.org/10.5539/jel.v6n4p201

Takahashi, B., & Selfa, T. (2015). Predictors of Pro-Environmental Behavior in Rural American Communities. Environment and Behavior, 47(8), 856–876. https://doi.org/10.1177/0013916514521208

Teo, T. S. H., Kim, S. L., & Jiang, L. (2018). E-Learning Implementation in South Korea: Integrating Effectiveness and Legitimacy Perspectives. Information Systems Frontiers. https://doi.org/10.1007/s10796-018-9874-3

Tian, S., Hu, N., Lou, J., Chen, K., Kang, X., Xiang, Z., Chen, H., Wang, D., Liu, N., Liu, D., Chen, G., Zhang, Y., Li, D., Li, J., Lian, H., Niu, S., Zhang, L., & Zhang, J. (2020). Characteristics of COVID-19 infection in Beijing. Journal of Infection, 80(4), 401–406. https://doi.org/10.1016/j.jinf.2020.02.018

Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947

Truelove, H. B., & Gillis, A. J. (2018). Perception of pro-environmental behavior. Global Environmental Change, 49(February), 175–185. https://doi.org/10.1016/j.gloenvcha.2018.02.009

Velasquez, D. L., & Evans, N. (2018). Public library websites as electronic branches: A multi-country quantitative evaluation. Information Research, 23(1).

Yağci, M. (2017). A Web-based Blended Learning Environment for Programming Languages : Students’ Opinions. Journal of Education and Training Studies, 5(3), 211–218. https://doi.org/10.11114/jets.v5i3.2118

Yeung, S. yin S. (2015). Conception of teaching higher order thinking: perspectives of Chinese teachers in Hong Kong. Curriculum Journal, 26(4), 553–578. https://doi.org/10.1080/09585176.2015.1053818

Zhou, G., Chen, S., & Chen, Z. (2020). Back to the spring of Wuhan: facts and hope of COVID-19 outbreak. Frontiers of Medicine, 1–4. https://doi.org/10.1007/s11684-020-0758-9

Zohar, A., & Agmon, V. A. (2018). Raising test scores vs. teaching higher order thinking (hot): senior science teachers’ views on how several concurrent policies affect classroom practices. Research in Science and Technological Education, 36(2), 243–260. https://doi.org/10.1080/02635143.2017.1395332

DOI: http://dx.doi.org/10.24042/tadris.v5i1.6283

Refbacks

There are currently no refbacks.

Tadris: Jurnal Keguruan dan Ilmu Tarbiyah is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. p-ISSN 2301-7562 | e-ISSN 2579-7964