Assessing students’ sustainability consciousness in biology learning: empirical evidence through rasch analysis
DOI:
https://doi.org/10.21009/biosferjpb.53450Keywords:
Empirical Study, High School Student, Rasch Analysis, SCQ, Sustainability consciousnessAbstract
Sustainability consciousness acts as a compass in making considerations, behaving, and acting with attention to sustainability aspects. This research aims to determine how the sustainability consciousness of high school students is assessed using the Sustainability Consciousness Questionnaire (SCQ), which has been adapted and tailored to the research context. The collected data were analyzed using comprehensive Rasch modeling to measure latent variables. The Rasch analysis was conducted using the Winsteps application, focusing on validity, reliability, student sustainability consciousness, and Differential Item Functioning (DIF). Based on the Rasch analysis, it was found that the sustainability consciousness of the students was relatively good and varied across three analyzed dimensions: sustainability knowingness, sustainability attitudes, and sustainability behavior. The DIF analysis revealed that there were two items out of a total of 27 that fell into the DIF category. This indicates that there are differences in responses shown by male and female students. These findings support previous research regarding how attitudes toward sustainability differ based on gender. Furthermore, the topics explored in biology learning are highly relevant to the majority of issues that are central to sustainability concerns. Therefore, through biology education, students’ knowledge, attitudes, and behaviors can be nurtured and developed. In this way, the knowledge they acquire can be transformed into concrete actions. Moreover, this study contributes to empirical research on sustainability consciousness demonstrated by high school students.
References
Alattar, M., & Morse, J. (2021). Poised for Change: University Students Are Positively Disposed toward Food Waste Diversion and Decrease Individual Food Waste after Programming. Foods, 10. https://doi.org/10.3390/foods10030510
Almansa-Martínez, A., López-Gómez, S., & Castillo-Esparcia, A. (2024). Climate change literacy and commitment in Spanish university students. Journal of Communication Management. https://doi.org/10.1108/jcom-07-2022-0081
Al-Nuaimi, S. R., & Al-Ghamdi, S. G. (2022). Assessment of Knowledge, Attitude and Practice towards Sustainability Aspects among Higher Education Students in Qatar. Sustainability (Switzerland), 14(20). https://doi.org/10.3390/su142013149
Alsaati, T., El-Nakla, S., & El-Nakla, D. (2020). Level of Sustainability Awareness among University Students in the Eastern Province of Saudi Arabia. Sustainability. https://doi.org/10.3390/su12083159
Aznar-Díaz, I., Hinojo-Lucena, F.-J., Cáceres-Reche, M.-P., Trujillo-Torres, J.-M., & Romero-Rodríguez, J.-M. (2019). Environmental Attitudes in Trainee Teachers in Primary Education. The Future of Biodiversity Preservation and Environmental Pollution. International Journal of Environmental Research and Public Health, 16. https://doi.org/10.3390/ijerph16030362
Berglund, T., Gericke, N., Boeve-de Pauw, J., Olsson, D., & Chang, T. C. (2020). A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden. Environment, Development and Sustainability, 22(7), 6287–6313. https://doi.org/10.1007/s10668-019-00478-2
Berglund, T., Gericke, N., & Chang Rundgren, S. N. (2014). The implementation of education for sustainable development in Sweden: investigating the sustainability consciousness among upper secondary students. Research in Science and Technological Education, 32(3), 318–339. https://doi.org/10.1080/02635143.2014.944493
Bond, T. G., Yan, Z., & Heene, M. (2021). Applying the rasch model: Fundamental measurement in the human sciences. In Applying the Rasch Model: Fundamental Measurement in the Human Sciences (4th Editio). Routledge, Taylor and Francis. https://doi.org/10.4324/9780429030499
Boone, W. J., & Staver, J. R. (2020). Advances in Rasch Analyses in the Human Sciences. Springer Nature Switzerland. https://doi.org/10.1007/978-3-030-43420-5
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch Analysis in the Human Sciences (New York). Springer. https://doi.org/10.1007/978-94-007-6857-4
Brito, R. M., Rodríguez, C., & Aparicio, J. L. (2018). Sustainability in teaching: An evaluation of university teachers and students. Sustainability, 10(2), 439. https://doi.org/10.3390/su10020439
Bucht, C., Bachner, J., & Spengler, S. (2024). Environmental attitude and affective-motivational beliefs towards sustainability of secondary school children in Germany and their associations with gender, age, school type, socio-economic status and time spent in nature. PLOS ONE, 19. https://doi.org/10.1371/journal.pone.0296327
Chan, S. W., Looi, C. K., & Sumintono, B. (2021). Assessing computational thinking abilities among Singapore secondary students: a Rasch model measurement analysis. Journal of Computers in Education, 8(2), 213–236. https://doi.org/10.1007/s40692-020-00177-2
Chang, C., & Pascua, L. (2017). The state of climate change education – reflections from a selection of studies around the world. International Research in Geographical and Environmental Education, 26, 177–179. https://doi.org/10.1080/10382046.2017.1331569
Cifuentes-Faura, J., & Noguera-Méndez, P. (2023). What is the role of economics and business studies in the development of attitudes in favour of sustainability? International Journal of Sustainability in Higher Education. https://doi.org/10.1108/ijshe-10-2022-0324
Demssie, Y. N., Biemans, H. J. A., Wesselink, R., & Mulder, M. (2023). Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches. Environmental Education Research, 29(2), 261–286. https://doi.org/10.1080/13504622.2022.2141692
Ely, A. V. (2018). Experiential learning in “innovation for sustainability” An evaluation of teaching and learning activities (TLAs) in an international masters course. International Journal of Sustainability in Higher Education, 19(7), 1204–1219. http://dx.doi.org/10.1108/IJSHE-08-2017-0141
Filho, W. L., Dinis, M., Morales, M., Semitiel-García, M., Noguera-Méndez, P., De Maya, S. R., Alarcón-Del-Amo, M.-D.-C., Esteban-Lloret, N., & Pemartín, M. (2024). Assessing the provisions for sustainability in economics degree programmes. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/ijshe-08-2023-0382
Fuertes-Camacho, M. T., Graell-Martín, M., Fuentes-Loss, M., & Balaguer-Fàbregas, M. C. (2019). Integrating sustainability into higher education curricula through the project method, a global learning strategy. Sustainability, 11(3), 767. https://doi.org/10.3390/su11030767
George Engelhard Jr., & Stefanie Wind. (2018). Invariant Measurement with Raters and Rating Scales Rasch Models for Rater-Mediated Assessments. Routledge.
Gericke, N., Boeve-de Pauw, J., Berglund, T., & Olsson, D. (2019a). The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development. Sustainable Development, 27(1), 35–49. https://doi.org/10.1002/sd.1859
Gericke, N., Boeve-de Pauw, J., Berglund, T., & Olsson, D. (2019b). The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development. Sustainable Development, 27(1), 35–49. https://doi.org/10.1002/sd.1859
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. In Sustainability. mdpi.com. https://www.mdpi.com/2071-1050/14/3/1493
Grover, Ar. S., & Chhabra, P. (2024). Navigating The Path to Sustainability: The Construction Industry’s Crucial Role. The Genesis. https://doi.org/10.47211/tg.2024.v11i02.007
Herrmann-Abell, C. F., Stuhlsatz, M. A. M., Wilson, C. D., Snowden, J., & Donovan, B. M. (2023). Using Rasch Measurement to Develop Model-Based Reasoning Assessment Tasks. In X. Liu & W. J. Boone (Eds.), Advances in Applications of Rasch Measurement in Science Education (pp. 241–264). Springer International Publishing. https://doi.org/10.1007/978-3-031-28776-3_10
Hess, D., & Maki, A. (2019). Climate change belief, sustainability education, and political values: Assessing the need for higher-education curriculum reform. Journal of Cleaner Production. https://doi.org/10.1016/J.JCLEPRO.2019.04.291
Imran, M., Almusharraf, N., & Abdellatif, M. (2024). Education for a Sustainable Future: The Impact of Environmental Education on Shaping Sustainable Values and Attitudes among Students. International Journal of Engineering Pedagogy (IJEP). https://doi.org/10.3991/ijep.v14i6.48659
Jackson, W. M., Binding, M. K., Grindstaff, K., Hariani, M., & Koo, B. W. (2023). Addressing Sustainability in the High School Biology Classroom through Socioscientific Issues. Sustainability (Switzerland), 15(7). https://doi.org/10.3390/su15075766
Jeronen, E., Palmberg, I., & Yli-Panula, E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability—a literature review. In Education Sciences (Vol. 7, Issue 1). MDPI AG. https://doi.org/10.3390/educsci7010001
Kalsoom, Q., Khanam, A., & Quraishi, U. (2017). Sustainability consciousness of pre-service teachers in Pakistan. International Journal of Sustainability in Higher Education, 18(7), 1090–1107. https://doi.org/10.1108/IJSHE-11-2016-0218
Kaniwati, I., & Sriyati, S. (2021). STEM Learning in Sustainability Issues to Improve Sustainability Consciousness of Junior High School Students. Paedagogia, 24(1), 53–60. https://doi.org/10.20961/paedagogia.v24i1.54212
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability (Switzerland), 11(21). https://doi.org/10.3390/su11216104
Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
Kuteesa, K. N., Akpuokwe, C. U., & Udeh, C. A. (2024). Gender Equity In Education: Addressing Challenges and Promoting Opportunities For Social Empowerment. International Journal of Applied Research in Social Sciences. https://doi.org/10.51594/ijarss.v6i4.1034
M, Harish., & Shaji, J. (2021). Effectiveness Of Structured Teaching Programme on Knowledge Regarding Water Conservation Methods Among the Students of Selected Colleges at Mangaluru, Karnataka, India- Quasi Experimental Study. International Journal of Scientific Research. https://doi.org/10.36106/ijsr/8505258
Massof, R. W. (2011). Understanding Rasch and Item Response Theory Models: Applications to the Estimation and Validation of Interval Latent Trait Measures from Responses to Rating Scale Questionnaires. Ophthalmic Epidemiology, 18(1), 1–19. https://doi.org/10.3109/09286586.2010.545501
Maurer, M., & Bogner, F. (2019). How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). PLoS ONE, 14. https://doi.org/10.1371/journal.pone.0208910
Menon, S., & Suresh, M. (2020). Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: A literature review. International Journal of Sustainability in Higher Education, 21(5), 1015–1051. https://doi.org/10.1108/IJSHE-03-2020-0089
Niesenbaum, R. (2019). The Integration of Conservation, Biodiversity, and Sustainability. Sustainability. https://doi.org/10.3390/su11174676
Olsson, D., Gericke, N., & Chang Rundgren, S. N. (2015). The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness. Environmental Education Research, 22(2), 176–202. https://doi.org/10.1080/13504622.2015.1005057
Oyekale, A. (2018). Determinants of households’ involvement in waste separation and collection for recycling in South Africa. Environment, Development and Sustainability, 20, 2343–2371. https://doi.org/10.1007/s10668-017-9993-x
Pan, A.-J., Lai, C.-F., & Kuo, H.-C. (2023). Investigating the impact of a possibility-thinking integrated project-based learning history course on high school students’ creativity, learning motivation, and history knowledge. Thinking Skills and Creativity, 47, 101214. https://doi.org/10.1016/j.tsc.2022.101214
Rose, A. (2011). Resilience and sustainability in the face of disasters. Environmental Innovation and Societal Transitions, 1, 96–100. https://doi.org/10.1016/J.EIST.2011.04.003
Saleem, A., & Dare, P. S. (2023). Unmasking the Action-Oriented ESD Approach to Acting Environmentally Friendly. Sustainability (Switzerland), 15(2). https://doi.org/10.3390/su15021675
Sánchez, M. J., & Lafuente, R. (2010). Defining and measuring environmental consciousness. Revista Internacional de Sociologia, 68(3), 731–755. https://doi.org/10.3989/ris.2008.11.03
Saraiva, E., Faria, F., Ferreira, C., & Azevedo, M. M. (2024). Education for sustainability through field activities and game-based tasks. Journal of Teacher Education for Sustainability, 26(1), 119–140. https://doi.org/10.2478/jtes-2024-0008
Sasa, T., Ahmad, W., Khuzaie, R., Bahtiti, N., & Miri, O. (2024). Sustainable Water Use Practices: Behavior and Knowledge Awareness of Applied Science Private University-Students. WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT. https://doi.org/10.37394/232015.2024.20.38
Sekhar, P., Savithri, Y., Kavitha, N., & Kumari, D. (2024). Role of Biodiversity and its Importance in Sustainable Development: A Comprehensive Review. Uttar Pradesh Journal of Zoology. https://doi.org/10.56557/upjoz/2024/v45i84012
Shafiei, A., & Maleksaeidi, H. (2020). Pro-environmental behavior of university students: Application of protection motivation theory. Global Ecology and Conservation, 22. https://doi.org/10.1016/j.gecco.2020.e00908
Sierra, J., & Suárez-Collado, Á. (2021). The transforming generation: increasing student awareness about the effects of economic decisions on sustainability. International Journal of Sustainability in Higher Education, 21. https://doi.org/10.1108/IJSHE-06-2020-0221
Sihombing, R., Muslim, M., & Rahman, T. (2024). From Awareness To Action: A Systematic Literature Review Of Teaching Materials Based On Education For Sustainable Development (ESD). Jurnal Pembelajaran Sains. https://doi.org/10.17977/um033v8i1p22-30
Sobari, E. F. D. (2022). Pengembangan E-Modul Pencemaran Lingkungan Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Kesadaran Berkelanjutan.
Stoeva, K., & Alriksson, S. (2017). Influence of recycling programmes on waste separation behaviour. Waste Management, 68, 732–741. https://doi.org/10.1016/j.wasman.2017.06.005
Sumintono, B. (2018). Rasch Model Measurements as Tools in Assessment for Learning.
Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model Rasch untuk Penelitian Ilmu-Ilmu Sosial (B. Trim, Ed.). Trim-Komunikata.
Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch pada Assessment Pendidikan. Trim-Komunikata.
Tasdemir, C., & Gazo, R. (2020). Integrating sustainability into higher education curriculum through a transdisciplinary perspective. Journal of Cleaner Production, 265, 121759. https://doi.org/10.1016/j.jclepro.2020.121759
Tejedor, G., Segalàs, J., Barrón, Á., Fernández-Morilla, M., Fuertes, M. T., Ruiz-Morales, J., Gutiérrez, I., García-González, E., Aramburuzabala, P., & Hernández, À. (2019). Didactic strategies to promote competencies in sustainability. Sustainability, 11(7), 2086. https://doi.org/10.3390/su11072086
Truelove, H. B., & Gillis, A. J. (2018). Perception of pro-environmental behavior. Global Environmental Change, 49(July 2017), 175–185. https://doi.org/10.1016/j.gloenvcha.2018.02.009
UNESCO. (2017). Education for Sustainable Development Goals (SDGs). In European Conference on Educational Research 2017. UNESCO.
Valenzuela-Morales, G., Hernández-Téllez, M., Ruíz-Gómez, M., Gómez-Albores, M., Arévalo-Mejía, R., & Mastachi-Loza, C. (2022). Water Conservation Education in Elementary Schools: The Case of the Nenetzingo River Catchment, Mexico. Sustainability. https://doi.org/10.3390/su14042402
Wise, A., Johnson, D., Wardlow, G., & Jogan, K. (2021). Predicting college students’ future intentions to engage in public-sphere water conservation behaviors. 2, 36–49. https://doi.org/10.37433/AAD.V2I2.107
Xiao, J., Luo, M., & Li, W. (2021). Evaluation of models for household recycling behaviour in high-rise buildings: A Chinese case study in urban Guangzhou. Waste Management, 131, 126–135. https://doi.org/10.1016/j.wasman.2021.06.002
Zeegers, Y., & Clark, I. (2014). Students’ perceptions of education for sustainable development. International Journal of Sustainability in Higher Education, 15, 242–253. https://doi.org/10.1108/IJSHE-09-2012-0079
Zimmerman, H., & Weible, J. (2017). Learning in and about rural places: Connections and tensions between students’ everyday experiences and environmental quality issues in their community. Cultural Studies of Science Education, 12, 7–31. https://doi.org/10.1007/S11422-016-9757-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Biosfer: Jurnal Pendidikan Biologi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
