Profil Literasi Lingkungan Siswa SMA dan Analisis Kebutuhan Kit Eksperimen Fisika Berbasis Internet of Things (IoT)
DOI:
https://doi.org/10.53299/jagomipa.v6i4.5428Keywords:
Literasi Lingkungan, Internet of Things (IoT), Kit Eksperimen FisikaAbstract
Integrasi pendidikan lingkungan ke dalam pembelajaran fisika merupakan strategi krusial untuk mengatasi krisis iklim global, namun efektivitasnya sering terhambat oleh kesenjangan antara pengetahuan teoritis dan keterampilan analitis siswa. Penelitian ini bertujuan menganalisis profil literasi lingkungan siswa SMA yang mencakup dimensi pengetahuan, sikap, keterampilan, dan perilaku serta mengidentifikasi kebutuhan kit eksperimen fisika berbasis Internet of Things (IoT) pada materi suhu dan kalor. Penelitian ini menggunakan desain deskriptif eksploratif dengan pendekatan kuantitatif-kualitatif sekuensial terhadap 50 siswa SMAS Sandika Sukajadi yang terbagi dalam Fase E (kelas X, n=14) dan Fase F (Kelas XI, n=19 dan Kelas XII, n=17) yang dipilih menggunakan teknik purposive sampling berdasarkan perwakilan jenjang kelas dan fase kurikulum merdeka. Data dikumpulkan menggunakan angket terstruktur lima dimensi dan pertanyaan terbuka, kemudian dianalisis menggunakan statistik deskriptif, uji korelasi Pearson, estimasi reliabilitas internal. Hasil penelitian menunjukkan capaian tertinggi berada pada dimensi pengetahuan (83,7%) dan perilaku (81,7%), sedangkan dimensi keterampilan lingkungan menjadi capaian terendah (76,4%). Hasil temuan diperoleh bahwa terdapat knowledge-skill gap yaitu pengetahuan konsep fisika lingkungan belum sejalan dengan kemampuan interpretasi data real time dan penyusunan solusi berbasis bukti (r=-0,17). Sebaliknya, keterampilan lingkungan berkorelasi sangat kuat dengan kebutuhan kit IoT (r=0,72) dan perilaku pro-lingkungan (r=0,68). Analisis tematik mengungkapkan bahwa media pembelajaran yang masih konvensional dan pengalaman siswa terhadap sensor IoT masih sangat terbatas. Berdasarkan temuan tersebut, dirumuskan rekomendasi desain kit eksperimen fisika berbasis IoT yang dilengkapi dashboard grafik real-time, RPM, dan skenario diferensiasi pembelajaran untuk Fase E dan Fase F guna mentransformasi pengetahuan deklaratif menjadi tindakan pro-lingkungan berbasis data.
References
Abdullah, M. I., Kusuma, J., & Abrar, R. N. (2025). Enhancing Middle School Students’ scientific literacy through inquiry-based learning in environmental education. Journal of Science and Mathematics Education, 1(4), 111–117. https://doi.org/10.70716/josme.v1i4.338
Afifa, Arshad, K., Hussain, N., Ashraf, M. H., & Saleem, M. Z. (2024). Air pollution and climate change as grand challenges to sustainability. Science of The Total Environment, 928, 172370. https://doi.org/10.1016/j.scitotenv.2024.172370
Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224
Azizah, L. N., & Suhardi, A. (2026). Transformation of Students’ Understanding of Linier Motion Sub-Materials Through Assemblr EDU Learning Media at The Junior High School Level/MTS Students. INSECTA: Integrative Science Education and Teaching Activity Journal, 7(1), 57–66. https://doi.org/10.21154/insecta.v7i1.13483
Barros, N., Sobral, P., Moreira, R. S., Vargas, J., Fonseca, A., Abreu, I., & Guerreiro, M. S. (2023). SchoolAIR: A Citizen Science IoT Framework Using Low-Cost Sensing for Indoor Air Quality Management. Sensors, 24(1), 148. https://doi.org/10.3390/s24010148
Bottin, M., Pizarro, A. B., Ramírez, L., Cadavid, S., Barbosa, S., Ocampo-Palacio, J. G., & Quesada, B. (2026). Systematic review of the effects of climate change education on cognition, attitude, and behavior of schoolchildren and their entourage. Environmental Research Letters, 21(10), 103001. https://doi.org/10.1088/1748-9326/ae628e
Braun, T., & Dierkes, P. (2019). Evaluating Three Dimensions of Environmental Knowledge and Their Impact on Behaviour. Research in Science Education, 49(5), 1347–1365. https://doi.org/10.1007/s11165-017-9658-7
Candia, R., Glomar, G., Joven, C., & Lasala, N. J. (2025). Home-Based Learning Activities (H-BLA) In Teaching Physics Topics For Elementary School Students. Journal of Basic Education Research, 6(2), 168–183. https://doi.org/10.37251/jber.v6i2.1738
Desnita, D., Usmeldi, U., & Hidayat, H. (2023). Students’ Environmentally-Friendly Behavior: The Mediating Effect Investigation. Jurnal Pendidikan IPA Indonesia, 12(1), 43–54. https://doi.org/10.15294/jpii.v12i1.40219
El Azzouzi, A., Elachqar, A., & Kaddari, F. (2023). Integrating Environmental Education Into Physics Instruction: Insights From Teachers Regarding Students’ Engagement. Randwick International of Education and Linguistics Science Journal, 4(3), 491–499. https://doi.org/10.47175/rielsj.v4i3.787
Erwinsyah. (2022). Environmental knowledge, attitudes, and practices for behavior change of university students: the case of Indonesia. Journal of STEAM Education, 5(2), 181–192. https://doi.org/10.55290/steam.1075516
Ga, S.-H., Park, C., Cha, H.-J., & Kim, C.-J. (2024). Science Teachers’ Technical Difficulties in Using Physical Computing and the Internet of Things Into School Science Inquiry. IEEE Transactions on Learning Technologies, 17, 1809–1818. https://doi.org/10.1109/TLT.2024.3406964
Gendreau Chakarov, A., Biddy, Q., Hennessy Elliott, C., & Recker, M. (2021). The Data Sensor Hub (DaSH): A Physical Computing System to Support Middle School Inquiry Science Instruction. Sensors, 21(18), 6243. https://doi.org/10.3390/s21186243
Hercog, D., Lerher, T., Truntič, M., & Težak, O. (2023). Design and Implementation of ESP32-Based IoT Devices. Sensors, 23(15), 6739. https://doi.org/10.3390/s23156739
Hollweg, K. (2011). Developing a Framework for Assessing Environmental Literacy.
Lovren, V. O., & Jablanovic, M. M. (2023). Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education. Sustainability, 15(8), 6370. https://doi.org/10.3390/su15086370
Nadzirin Anshari Nur, M., Purnamwati, & Amiruddin. (2024). Analysis of needs for development of the internet of things virtual laboratory. ITM Web of Conferences, 58, 03004. https://doi.org/10.1051/itmconf/20245803004
Napitupulu, N. D., Novianti, I., Iduard, I., Rutmiyanti, R., Ibrahim, I., & Embatau, K. S. (2025). Environmental Literacy In Middle School: Ecological Knowledge, Cognitive skills, Environmental Affect, and Pro-Environmental Behavior. Jurnal Eduscience, 12(2), 281–296. https://doi.org/10.36987/jes.v12i2.6691
Nasution, S. W. R., Hidayat, T., Sari, L. P., Nasution, H. N., Siregar, D. A., & Nasution, U. S. Z. (2025a). Development of IoT-Based Physics Teaching Aids for Basic Physics Practicum. Jurnal Penelitian Pendidikan IPA, 11(12), 830–836. https://doi.org/10.29303/jppipa.v11i12.13441
Ndzimbomvu, N. T., Rampedi, I. T., & Kemp, M. E. (2021). Learning Environmental Issues from a Secondary School Curriculum: The Case of Learners in Mamelodi Township, South Africa. Sustainability, 13(16), 9149. https://doi.org/10.3390/su13169149
Ningsih, W., Hardinata, A., Nazliah, R., & Azhari, M. (2026). Scientific Literacy and Climate Change Perceptions among Junior High School Students in Medan: Insights from the PISA Framework. Jurnal Penelitian Pendidikan IPA, 12(1), 233–243. https://doi.org/10.29303/jppipa.v12i1.13854
Oe, H., Yamaoka, Y., & Ochiai, H. (2022). A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework. International Journal of Environmental Research and Public Health, 19(6), 3528. https://doi.org/10.3390/ijerph19063528
Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019). The development of children’s environmental attitude and behavior. Global Environmental Change, 58, 101947. https://doi.org/10.1016/j.gloenvcha.2019.101947
Putri, P. N., Rachmadiarti, F., Purnomo, T., & Satriawan, M. (2025). Measuring Scientific Literacy of Students’ Through Environmental Issues Based on PISA 2025 Science Framework. Jurnal Penelitian Pendidikan IPA, 11(3), 44–53. https://doi.org/10.29303/jppipa.v11i3.10413
Ramadhani Dar, S., Emiliannur, E., Festiyed, F., Riyasni, S., & Winarno, N. (2025). The Importance of Integrating Education for Sustainable Development in Global Warming Assessments to Improve Students’ Critical Thinking Skills. Jurnal Penelitian Pembelajaran Fisika, 11(2), 223–234. https://doi.org/10.24036/jppf.v11i2.23
Ramsaroop, S., Mahase, M. F., & Petersen, N. (2024). Bridging the theory-practice divide: Reflections of school-based student teachers. South African Journal of Childhood Education, 14(1). https://doi.org/10.4102/SAJCE.v14i1.1558
Salmoiraghi, A., Zamboni, A., Toffaletti, S., Di Mauro, M., Malgieri, M., Fiorello, C., Onorato, P., & Oss, S. (2025). Core of Sustainability Education: Bridging Theory and Practice in Teaching Climate Science to Future Mathematics and Physics Teachers. Sustainability, 17(11), 5120. https://doi.org/10.3390/su17115120
Stephens, A. L. (2024). From graphs as task to graphs as tool. Journal of Research in Science Teaching, 61(5), 1206–1233. https://doi.org/10.1002/tea.21930
Yang, X., Chen, S., Liu, T., Luo, J., & Tang, Y. (2025). Practice Primacy: Revisiting the Knowledge–Action Gap in Pro-Environmental Behavior with eXplainable AI. Sustainability, 17(21), 9916. https://doi.org/10.3390/su17219916
Yeh, F.-Y., Tran, N.-H., Hung, S. H., & Huang, C.-F. (2022). A Study of Environmental Literacy, Scientific Performance, and Environmental Problem-Solving. International Journal of Science and Mathematics Education, 20(8), 1883–1905. https://doi.org/10.1007/s10763-021-10223-9
Yusliani, E., & Desnita. (2021). Mapping environmental curriculum in physics learning at senior high school grade X semester 2. Journal of Physics: Conference Series, 1876(1), 012040. https://doi.org/10.1088/1742-6596/1876/1/012040
Zárate Rueda, R., Beltrán Villamizar, Y. I., & Becerra Ardila, L. E. (2023). A Retrospective Approach to Pro-Environmental Behavior from Environmental Education: An Alternative from Sustainable Development. Sustainability, 15(6), 5291. https://doi.org/10.3390/su15065291
Zhao, Y. (2026). Smartphone-based undergraduate physics labs: a comprehensive review of innovation, accessibility, and pedagogical impact. European Journal of Physics, 47(1), 013001. https://doi.org/10.1088/1361-6404/ae2a80
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 JagoMIPA: Jurnal Pendidikan Matematika dan IPA
This work is licensed under a Creative Commons Attribution 4.0 International License.
