学生对亲环境行为学习的反应及其对兴趣和批判性思维的影响

E. Anggereini, U. Yelianti
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引用次数: 0

摘要

良好的环境会影响学生的学习成果。本研究旨在分析学生的学习兴趣和批判性思维能力如何受到学生亲环境行为的影响,因为a.本研究采用调查方法。在这项研究中,使用了50名学生的样本,分为两个班。对所用数据的分析是一个简单的回归检验。本研究实施后,我们发现学生对基于peb的学习的反应对学习兴趣和学生在环境材料学习中的批判性思维能力有显著影响。t-count值大于t表,显著性值低于使用的容差极限值0.05。这项研究的新颖之处在于测量或测试的材料和使用的变量数量。在之前的研究中,我只使用了我研究的三个变量中的一个,并没有研究亲环境。本研究的局限性仅限于了解学生对亲环境行为学习(PEB)的反应对学习兴趣和学生在环境材料学习中的学习成果的影响,尚未了解技能或精神运动方面的影响。因此,建议进一步的研究人员能够添加本研究未研究的方面,使其更加完善。
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Student’s Responses to Pro-environmental Behavior-based Learning and Its Effect on Interest and Critical Thinking
Good environment will affect students' learning outcomes. This study aims to analyze how students' interest in learning and critical thinking skills can be influenced by students' pro-environmental behavior, because a. This study uses a survey technique. In this study, a sample of 50 students was used which was divided into two classes. Analysis of the data used is a simple regression test. After the implementation of this research, it is known that students' responses to PEB-based learning have a significant effect on learning interest and students' critical thinking skills in learning environmental materials. This is evidenced by the t-count value which is greater than the t-table, as well as a lower significance value compared to the tolerance limit value used of 0.05. The novelty in this research is in the material being measured or tested and the number of variables used. Where in the previous study only used one of the three variables that I studied, and had not researched pro-environment. The limitations of this study are limited to knowing the effect of student responses to pro-environmental behavior-based learning (PEB) on interest in learning and student learning outcomes in environmental material learning, not yet on skills or psychomotor aspects. Therefore, it is recommended for further researchers to be able to add aspects that have not been studied in this study to make it more perfect.
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