Judul: Perubahan persepsi siswa sekolah dasar terhadap Goa (analisis menggunakan draw- an- environment-  test rubric)
Abstrak: Human perception started to develop and grow since childhood, which will guide them in future acts as shown through their behaviour. According to Piaget (1928), the capability of children to understand and think systematically with regard to abstract and hypothesis developed between the ages of 7-11 years old, that is from elementary school. Unlike adults who are able to express verbally of their perception, children are easier to express their perceptions through drawing. Cara untuk mengetahui persepsi adalah dengan mengukur model mental melalui gambar. The way to evaluate or measure personal mental model is by using images. Moseley and Desjean Perotta (2010) develop Draw- An- Environment- Test (DAET), that using to measure personal mental model about environment. The Draw- An- Environment- Test Rubric (DAET-R), which comprised of picture and definition. Picture represents the power of communication that explained and described the definition and its implication with act, psychological conditions, and also used to send the message or sense of life experience (Knight & Cunningham 2004), while definition completed the results of an image that has been produced. Perception is dynamic, hence it could be changed by some internal or external factors . This study measured three stages of perception taken from 45 elementary school students from three different schools, selected through purposive and quota samplings. The first perception or called the “early perception” was identified without any treatment. The second perception or called “perception in between” employed first treatment by providing additional knowledge through slide show with lecture method, continued by second treatment, i.e., visiting Godawang Cave which would produce the “end perception”. Based on DAET-R analysis, the result of the perceptions index of students on the cave ranges from low level to moderate (0.083 to 0, 750) where the average value was 0.433. The results of Kruskal Wallis and Mann Withney test showed significant difference based on school education system and students‟ interaction with the cave. Value of the perception index after giving the lecture using slides showed some insignificant increase. The average score on the perception index after providing additional information was 0.441. Based on t-student test, the changes that occurred after providing additional information did not affect the perceptions index. Significant effect (p<0.01) occurred after visiting Godawang Cave. This specified that the perception index of student increased when they were given a lecture and interaction with the object (cave). The average value of the perception index after the interaction was 0.483. This conclusion showed that direct interaction with the object in environment has significant role in education. Results of this study confirmed previous studies that involvements or direct interactions with environment have positive correlations with environmental attitude.
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Judul: Persepsi guru dalam penerapan pendidikan lingkungan hidup di sekolah dasar sekitar hutan kawasan Gunung Salak Endah Kabupaten Bogor
Abstrak: This research aimed at identifying teacher’s perception of the environment, teacher’s perception of Environmental Education (EE) implementation, and the influencing factors. Data were collected through structured questionnaire, guided interview, field observation, as well as archives and secondary documents. Factor analysis, Spearman correlation, Kruskal-Wallis test, and Mann-Whitney test were used to analyse the data. The results showed that, first, according to the result of the Draw-An-Environment-Test (DAET), teachers from forest margin area have limited environmental perception due to lack of capacity in expressing their thoughts in drawings and writings. However, since writing and drawing are not yet internalized as an important behavior in education, the DAET instrument should be critically improved or revised to make it fits for developing countries such as Indonesia. Second, according to the result of Factor Analysis, the perception of teachers toward EE is constructed from three major factors, i.e. the EE teaching effectiveness, its benefits, and outcome expectancy. The first factor – the EE teaching effectiveness – is formed by four variables i.e. perceived competence, self-efficacy, pressure/tension and perceived choice. Further analysis shows that the teacher often views him or herself as having low competence and self-efficacy due to the EE course experience and his/her educational level. The second factor resulted from Factor Analysis – the EE benefits – is formed by three variables, i.e. interest/enjoyment, efforts, and usefulness of the EE course. The EE benefits itself, according to Kruskal-Wallis test, are determine by EE training course received, level of grade taught and the nature-based organizational experienced by the teachers. Third, in order to reach effective EE teaching, the capacity, motivation, perceived competence and self-efficacy of the teachers should be strengthen. This includes but not limited to the mastery of environment-related subjects particularly forest conservation topics, strengthen skills for outdoor teaching and increased compassion on the environmental issues and/or forest related problems.
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Judul: Trichosanthes (Cucurbitaceae) In Malesia
Abstrak: Trichosanthes L. merupakan marga terbesar yang tergolong dalam suku Cucurbituceae. Marga tersebut beranggotakan sekitar 100 jenis, tersebar di Asia bagian timur, Malesia, Australia tropik sampai ke Fiji. Beberapa jenis anggotanya mempunyai nilai ekonomi sebagai bahan obat tradisional maupun sayuran, bahkan Cina telah mengembangkaa T. kirilowii, guna mendapatkan zat bioaktif yang dapat digunakan untuk menggugurkan kandungan bahkan sebagai bahan anti HIV.
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