Ecoliteracy Competency Factors for Prospective Elementary School Teachers in Green Campus Policy
Abstract
Purpose of the study: The purpose of this study is to identify and describe the structure of eco-literacy factors possessed by prospective elementary school teachers within the framework of green campus policy implementation. The study focuses on integrating cognitive, affective, and psychomotor dimensions.
Methodology: A descriptive quantitative approach was applied using Exploratory Factor Analysis (EFA). The study included 317 respondents. These respondents were students majoring in elementary school teacher education who had completed elementary school science education courses. The instrument was an eco-literacy questionnaire with 45 statements rated on a Likert scale. Data analysis was performed using SPSS with Principal Component Analysis and Varimax rotation.
Main Findings: The analysis results found a KMO value of 0.830 and a significant Bartlett test (Sig.=0.001). These results indicate that the data is suitable for further processing. Four factors were identified, accounting for 57.379% of the total variance, covering awareness and understanding of ecological concepts, attitudes and values of ecological literacy, environmentally conscious behavior, and the integration of ecological values into daily life.
Novelty/Originality of this study: The findings reveal a multidimensional and integrative structure of ecoliteracy skills. The results also show a clear connection among the cognitive, affective, and psychomotor domains. The resulting factor model can serve as a conceptual basis for strengthening sustainability-oriented didactic content knowledge in the design of green curricula for elementary school teacher education.
References
A. Azis, S. Utami, L. Cronin, and A. H. A. Sanie, “The Influence of the School Environment on the Formation of Children’s Character”, Journal of Basic Education Research, vol. 5, no. 1, pp. 16-21, Jan. 2024. doi: 10.37251/jber.v5i1.850
D. Tilbury, “Education for Sustainable Development: A Global Framework for Quality Education. Paris,” France: UNESCO, 2020.
S. D. Permata and A. Wibowo, “Implementasi penguatan kemampuan ekoliterasi siswa sekolah dasar”, JRIP, vol. 3, no. 3, pp. 242–252, 2023. doi: 10.51574/jrip.v3i3.1179
A. F. Najmuddin, D. P. Putri, S. Wizkia, and R. A. Damayanti, “Gambaran pemahaman mahasiswa Universitas Siliwangi dalam konsep literasi lingkungan (ekoliterasi untuk mewujudkan kampus ramah lingkungan),” Jurnal Geografi, vol. 13, no. 1, 2024. doi: 10.24036/geografi/vol13-iss1/3883
M. Salimi, K. Karsono, R. Hidayah, A. Surya, & M. Fauziah, "Concepts, aspects, and methods for developing ecoliteracy: a systematic literature review", Multidisciplinar (Montevideo), vol. 3, p. 214, 2025. doi: 10.62486/agmu2025214
D. N. Tyas, A. Nurharini, D. Wulandari, and B. Isdaryanti, “Analisis kemampuan ekoliterasi dan karakter peduli lingkungan siswa SD selama pembelajaran daring di masa pandemi Covid-19,” Faktor: Jurnal Ilmiah Kependidikan, vol. 9, no. 3, pp. 213–226, 2022. doi: 10.30998/fjik.v9i3.11173
A. N. Taufik, L. Berlian, A. R. Wahyuni, and M. Khofifah, “Profil kemampuan ekoliterasi mahasiswa IPA pada isu lingkungan,” PENDIPA Journal of Science Education, vol. 8, no. 3, pp. 415–421, 2024. doi: 10.33369/pendipa.8.3.415-421
B. McBride, C. Brewer, A. Berkowitz, and W. Borrie, “Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get there?,” Ecosphere, vol. 4, no. 5, p. 67, 2013. doi: 10.1890/es13-00075.1
W. McBeth and L. Volk, “The national environmental literacy project: a baseline study of middle grade students in the united states,” The Journal of Environmental Education, vol. 41, no. 1, pp. 55–67, 2010.doi: 10.1080/00958960903210031
A. Mohamoud, S. Maon, & E. Kassim, "Exploring critical success factors of education for sustainable development (ESD) in Malaysia", Journal of International Business, Economics and Entrepreneurship, vol 5. no. 2, pp. 62-72, 2020. doi: 10.24191/jibe.v5i2.14237
W. R. Ariyani, S. Marmoah, and W. Winarno, “Effectiveness of literacy program in primary education”, Journal of Basic Education Research, vol. 6, no. 2, pp. 206-217, 2025. doi: 10.37251/jber.v6i2.1758
J. W. Creswell and J. D. Creswell, “Research Design : Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition),” California: SAGE Publications, 2018.
B. Vilmala, A. Suhandi, A. Permanasari, I. Kaniawati, & H. Purwanto, "Environmental literacy portrait of pre-service science teacher in indonesia", Journal of Environment and Sustainability Education, vol. 1, no. 1, p. 1-6, 2023. doi:10.62672/joease.v1i1.4
A. Soesana, H. Subakti, K. A. Fitri, S. Kuswandi, L. Sastri, I. Falani, N. Aswan, F. A. Hasibuan and H. Lestari, “Metodologi Penelitian Kuantitatif,” Medan: Yayasan Kita Menulis, 2023.
V. Kaya and D. Elster, "A Critical Consideration Of Environmental Literacy: Concepts, Contexts, And Competencies", Sustainability, vol. 11, no. 6, p. 1581, 2019. doi: 10.3390/su11061581
M. Arif and E. Maryani, "Analysis Of environmental literacy profile Indonesian students at STKIP Pesisir Selatan, west Sumatera", Jurnal Geografi, vol. 15, no. 2, p. 259-271, 2023. doi: 10.24114/jg.v15i2.47745
H. Taherdoost, S. Sahibuddin and N. Jalaliyoon, "Exploratory Factor Analysis; Concepts and Theory," Advances in Applied and Pure Mathematics, vol. 27, no.3, pp. 378-382, 2022.
Hardisman, “Analisis Faktor, Analisis Jalur, dan Structural Equation Modelling dengan JASP,” Yogyakarta: Bintang Pustaka Madani, 2021.
J. F. Hair, G. T. M. Hult, C. M. Ringle and M. “Sarstedt, A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) : Second Edition,” Los Angeles: Sage Publication, Inc, 2017.
D. Rahmani, Z. Kallas, M. Pappa, & J. Roig, "Are consumers’ egg preferences influenced by animal-welfare conditions and environmental impacts?", Sustainability, vol. 11, no. 22, ppp. 6218, 2019. doi: 10.3390/su11226218
R. Vaart and C. Drossaert, "Development of the digital health literacy instrument: measuring a broad spectrum of health 1.0 and health2.0 skills", Journal of Medical Internet Research, vol. 19, no. 1, p. e27, 2017. doi: 10.2196/jmir.6709
J. Jofre, S. Hinojosa, A. Mascle-Allemand, & J. Temprano, "A selectivity index for public-private partnership projects in the urban water and sanitation sector in latin america and the caribbean", Journal of Environmental Management, vol. 335, p. 117564, 2023. doi: 10.1016/j.jenvman.2023.117564
B. McBride, C. Brewer, A. Berkowitz, and W. Borrie, “Environmental literacy, ecological literacy, ecoliteracy: What do we mean andhow did we get there?,” Ecosphere, vol. 4, no. 5, p. 67, 2013. doi: 10.1890/es13-00075.1
F. Capra, “The Hidden Connection,” London, U.K.: Flamingo, 2003.
D. Goleman, L. Bennett, and Z. Barlow, “Ecoliterate: How Educators are Cultivating Emotional,” Social, and Ecological Intelligence. San Francisco, CA, USA: Jossey-Bass, 2012.
J. F. Hair, W. C. Black, B. J. Babin, and R. E. “Anderson, Multivariate Data Analysis, 8th ed. Harlow,” U.K.: Pearson Education, 2019.
T. A. Brown, “Confirmatory Factor Analysis for Applied Research, 2nd ed. New York,” NY, USA: Guilford Press, 2015
A. Field, “Discovering Statistics Using IBM SPSS Statistics,” London: Sage Publication Ltd, 2018.
R. B. Kline, “Principles and Practice of Structural Equation Modeling : Fourth Edition,” New York: The Guilford Press, 2016.
Ç. Yüksel and T. Ertekin, "The role of ecological literacy education with academic support in raising environmental awareness for high school students: Enka ecological literacy summer camp project case study," Procedia - Social and Behavioral Sciences, vol. 120, no. 5, pp. 124-132, 2014. doi: 10.1016/j.sbspro.2014.02.089
N. M. Ardoin, A. W. Bowers and E. Gaillard, "Environmental education outcomes for conservation: A systematic review," Biological Conservation, vol. 241, no. 108224, pp. 1-13, 2020. doi:1016/j.biocon.2019.108224
A. Leicht, J. Heiss and J. B. Won, “Issues and trends in Education for Sustainable Development,” Paris: United Nations Educational, Scientific and Cultural Organization,, 2018.
S. Sterling, “Sustainability Education: Re-Visioning Learning and Change. Totnes,” U.K.: Green Books, 2021.
A. N. Taufik, L. Berlian, A. R. Wahyuni, and M. Khofifah, “Profil kemampuan ekoliterasi mahasiswa IPA pada isu lingkungan,” PENDIPA Journal of Science Education, vol. 8, no. 3, pp. 415–421, 2024. doi: 10.33369/pendipa.8.3.415-421
A. Guazzini, G. Valdrighi, M. Fiorenza, and M. Duradoni, “The relationship between connectedness to nature and pro-environmental behaviors: A systematic review,” Sustainability, vol. 17, no. 8, pp. 3686, 2025. doi:10.3390/su17083686
B. Jickling and A. E. J. Wals, “Globalization and environmental education: Looking beyond sustainable development,” Journal of Curriculum Studies, vol. 40, no. 1, pp. 1–21, 2008. doi: 10.1080/00220270701684667
R. Stevenson, “Approaches to education for sustainability,” Oxford Research Encyclopedia of Education, vol. 21, no. 6 2022. doi: 9780190264093-e-93,
S. Sterling and D. Orr, “Sustainable Education: Re-Visioning Learning and Change, vol. 6. Totnes,” U.K.: Green Books for the Schumacher Society, 2001.
A. Sibbel, “Pathways towards sustainability through higher education,” International Journal of Sustainability in Higher Education, vol. 10, no. 1, pp. 68–82, 2009. doi: 10.1108/14676370910925262
R. Datta, C. Charles, J. Chapola et al., “Rethinking environmental sustainability education through land-based learning and practice with Woodland Cree First Nation, Lac La Ronge, Saskatchewan, Canada,” Discover Sustainability, vol. 6, p. 194, 2025. doi: 10.1007/s43621-025-01000-7
D. A. Kolb, “Experiential Learning: Experience as the Source of Learning and Development, 2nd ed. Upper Saddle River,” NJ, USA: Pearson Education, Inc., 2015.
T. Liu, L. Geng, L. Ye, and K. Zhou, “‘Mother nature’ enhances connectedness to nature and pro-environmental behavior,” Journal of Environmental Psychology, vol. 61, no 4. pp. 37–45, 2019. doi: 10.1016/j.jenvp.2018.12.003
Copyright (c) 2026 Santy Dinar Permata, Esti Untari, Ni Luh Sakinah Nuraini, Nurlyta Bintang Aura, Arini Putri Maulidha, Sri Suryani Mimah, Sulvi Nuke Rahmita
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Basic Education Research is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
.png)
