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Description
Sustainability consciousness represents the considerations and choices an individual makes regarding sustainability. This study aims to investigate the sustainability consciousness of secondary students through the e-module developed and used in the learning process. This study aims to uncover how e-module contribute to the Sustainability Consciousness exhibited by secondary students. The latent variable was measured using the Sustainability Consciousness Questionnaire (SCQ) instrument, which was adapted and contextualized for this research.
The collected data were analyzed using the Rasch model to obtain comprehensive information regarding the sustainability consciousness of the students. Through the Winsteps application, assessments of validity, reliability, student sustainability consciousness, and Differential Item Functioning (DIF) were performed. For the sustainability consciousness variable, the analysis was conducted across three dimensions: sustainability knowingness, sustainability attitudes, and sustainability behaviour, with each dimension examined from environmental, social, and economic perspectives.
Based on the data analysis of students’ sustainability awareness, the use of Problem-Based Learning-based e-modules was found to have a significant effect in enhancing students’ sustainability awareness, with a significance value of 0.04 (p < 0.05). This indicates that the developed e-modules can effectively support students in improving their sustainability awareness. Furthermore, this research contributes to the body of empirical studies on the sustainability consciousness demonstrated by secondary students.
Keywords: Sustainability consciousness, secondary students, ESD, biology
