Copyright © 2024,Sandra Monika Panjaitan, Bülent Tarman, Kurnia Ningsih, Afandi 13
The Analysis of Pro-Environmental Conservation Attitudes and Behavior Assessment Instruments Upon High School Students Using the Rasch
Model
Sandra Monika Panjaitan 1,Bülent Tarman 2 Kurnia Ningsih 3, Afandi 4
134 University, Pontianak, Indonesia
2 Turant University, Almaty, Kazakhstan Coressponding Author. E-mail:
3 [email protected] Abstract
The purpose of this research was to examine the validity and reliability of a questionnaire assessing pro-environmental conservation attitudes and behavior for high school students with 50 statement.
Research on pro-environmental conservation attitudes and behavior of secondary school students has probably often been carried out, as was done by Syarief with the title The Role of Geography Learning in Developing Conservation Character of Participants in SMA Negeri 9 Gowa. This research was conducted without using standard instruments to collect data regarding students' attitudes and behavior towards the environment. Research conducted by Lubis et.al entitled Profile of Environmental Concern Attitudes of High School Students in Aceh. This research focuses only on students' caring attitudes towards the environment. Meanwhile, in this study, data collection used standard instruments that had been tested for validity and reliability, and separated attitude indicators from behavioral indicators, so that the focus was not only on pro-conservation attitudes but also on conservation behavior. Statement that were created to measure high school students pro-environmental attitudes and behaviors. The method usin in the research is Research and Development is the approach employed, which alludes to Borg & Gall in Sugiyono (2013).
Using simple random selection, 250 high school students from 3 different schools including SMA Negeri 3 Pontianak, SMA Abdi Wacana Pontianak and SMA Kemala Bhayangkari Kubu Raya were used to test the instrument. The findings indicated that the items' validity had been established, as 47 statement items were approved and 3 statement items were refused. Cronbach's alpha value was 0.90, Person Reliability was 0.89, and Item Reliability was 0.97, as determined by reliability analysis. Based on these findings, the instrument for measuring high school students' pro-environmental conservation attitudes and actions may be described as "valid" and "reliable."
Keywords: Instrument, pro-environmental, attitudes and behaviors, validity, reliability.
How to cite this article:
Panjaitan, S.M., Tarman, B., Ningsih, K., Afandi. (2024). The Analysis of Pro-Environmental Conservation Attitudes and Behavior Assessment Instruments Upon High School Students Using the Rasch Model. IJIS Edu: Indonesian Journal of Integrated Science Education, 6(1), 13-21. doi: https://dx.doi.org/10.29300/ijisedu.v6i1.12257
________________________________________________________________________________
14 http://ejournal.iainbengkulu.ac.id/index.php/ijisedu INTRODUCTION
One expression of social attitudes is pro- environmental conservation attitudes and conduct, since the state of the environment is a shared responsibility and because the environment is where everyone lives; thus, the status of the environment is a shared obligation.
The emergence of environmental issues is mostly attributable to a number of reasons, such as the unrestrained application of science and technology and population growth, inappropriate exploitation and use of natural resources, adverse effects that frequently occur from economic advancement that should be beneficial, and geographical tensions and imbalances between anthropocentric and ecocentric views that lead to the development of conservation (Rachman, 2012; Narut & Nardi, 2019). The attitude and conduct of humans toward the environment in their daily activities is an additional contributor to environmental concerns. Activities related to economic expansion and efforts to boost human productivity have caused new difficulties, particularly for the environment. Regional initiatives to boost production in the mining, agricultural, and plantation industries sometimes neglect environmental factors, which has a negative impact on the environment by causing things like coastal erosion and land fires (Awalluddin, 2018; Pinto, 2015)
Environmental issues such as devastation (forests, soil, ozone layer), pollution (water, soil, air), extinction of energy and mineral resources, extinction of species, and global climate change are prevalent issues in the modern period.
Environmental degradation can result in a disruption of the ecological equilibrium, which can have repercussions for human survival. This ecological imbalance leads in a decline in nature's capacity to provide, while human requirements and population growth increase., the occurrence of natural catastrophes such as floods, landslides, and forest fires that inflict human injury is another consequence of environmental difficulties or destruction. This demonstrates that environmental destruction has a significant impact on human survival; in other words, humans and the environment are interdependent (Fauzi, 2018;
Hardiningtyas, 2016, Elyawati, 2021). To reduce the current environmental challenges, numerous measures must be taken, one of which is to increase environmental consciousness among the populace. Other efforts can also be done, such as developing caring and capable young generations
to carry out environmental conservation activities (Rachman, 2012; Nisa Anika & Suharno, 2020;
Mulyadi, 2018). This adolescent is required to have environmental knowledge and a good attitude, so as to produce individuals who care about the environment (Fauzi, 2018).
The generation of high school students has a significant impact on environmental circumstances. In light of the fact that high school students are active agents of change, it is crucial to understand how they feel about the environment.
As members of the national and global community, high school students are intimately connected to the subject of environmental preservation. These youngsters will eventually become leaders in environmental protection and preservation. (Tamara, 2016; Kresnawati, 2013).
However, this is contrary to the reality on the ground. The results of research conducted by Syarif (2018) are behavioral Environmental preservation at SMA Negeri 9 Gowa, Gowa Regency is students lack knowledge andunderstanding of how to manage the environment is obtained from learning. Students' low self-awareness of the importance of this matter the environment must be preserved. Lack of maintenance towards the plant in front of the class. Still Lack of example shown by teachers in instilling. The value of loving the environment in students. Research conducted by Lubis, Muzanna
& Firdausiyah (2020) show observation results held at SMA Negeri 1 Indrapuri Aceh Besar which stated that it turns out there are still several visible obstacles there is a lack of concern from the school community, even though this has been done announcement. Some visible student behavior lack of concern for the environment, namely throwing away rubbish out of place, this shows that the student does not have it yet values of concern for the environment.
Given the above description, it is vital to understand the perspectives and actions of high school students about environmental protection.
One technique to determine the environmental conservation attitudes and behaviors of high school pupils is to perform an evaluation utilizing measuring or assessment tools.
The assessment tool is a component of the learning process. Instruments for evaluating include tests and scoring systems. After learning and studying a competence, assessment instruments are created with the purpose of determining or assessing the students' degree of comprehension. Multiple criteria, including substance, construction, and empirical proof of
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu 15 validity, must be met by the utilized evaluation
tool. Before and after usage, these assessment instruments must be examined to develop assessment instruments that are appropriate for use (Amalia & Susilaningsi, 2014; Kurniawati &
Mawardi, 2021). When performing an evaluation, instruments that act as references are required.
The history of its creation demonstrates that a successful instrument must be created using a method that emphasizes validity and dependability, for both students and teachers. A good assessment tool is one that comprises questions that are truthfully provided with the goal of determining how well students comprehend the topics that have been introduced and how they are applied. The first stage in constructing an attitude assessment instrument is to determine its specifications, which include measurement objectives, grid, length, shape, and format. Then, the instrument may be used to measure attitude assessment, which consists of statements from each defined indicator (Nufus, 2017).
METHOD
This research's Methodology Was Developed From The Borg & Gall Research &
Development (R&D) technique described in Borg and Gall including potentials and issues, data collecting, product design, design validation, design changes, and product testing. The instrument created for this research included up to 50 items/statements for evaluating high school students pro-environmental conservation attitudes and actions.
The statement items are made based on 5 attitude indicators according to Krathwal (Mujadi, 2019) namely receiving, responding, valuing, organization and characterization. then a behavioral statement is made based on behavioral indicators according to Hungeford (Su-Lanpan, 2018) which consist of eco management, persuasion, political action and legal action. Then a statement will be made for each of these indicators that is adapted to the 5 conservation studies according to Kaiser (2007), namely energy saving, waste management, recycling, mobility and transportation and consumerism. The indications from each survey of pro-environmental conservation attitudes and behavior are used to produce each statement or item.
The research sample is a group of objects, people, events and so on which is a representation of the entire population (Setyosari, 2020). School selection is carried out randomly example. The school chose Abdi Wacana Christian High School
Pontianak, SMA Negeri 3 Pontianak and SMA Kemala Bhayangkari Kubu Raya. After choosing a school Next, one class is selected at each level each of these schools. Class selection in each school. So a sample of 250 people was obtained. This is in line with Sugiyono (2019) who said that the sample size is feasible in research is between 30 to 500.
Several previous studies, such as those conducted by Syarief (2018) and Lubis (2020), did not separate attitude indicators and behavioral indicators, and only focused on pro-conservation attitudes. However, this research separates attitude indicators and behavioral indicators. The indicators of attitude assessment are Recieving, Responding, Valuing, Organization, And Characterization. behavioral indicators are environmental management actions, persuasive acts, political actions, and legal actions are the behavioral evaluation indicators. The Likert scale was used to create this instrument, which has four assessment criteria: strongly agree, agree, disagree, and strongly disagree . This document also contains two sorts of statements: Unfavorable and Favorable. Both kinds of assertions are associated with scaling. Where the scale for the Favorable assertion and the scale for the Unfavorable statement. The Simple Random Sampling technique was utilized to pick a total of 250 individuals from three schools for this research's sample.
The data collection technique used in this research is a sample survey technique which aims to obtain individual opinion data through primary data collection methods by asking respondents closed-ended questions. Before this instrument was distributed, researchers had collected data by conducting interviews with three teachers from three different schools, to see the students' pro- environmental conservation attitudes and behavior After the respondent completed the questionnaire, an item analysis was performed on the instrument using the Rasch model and Winstep Software.
RESULT AND DISCUSSION Item validity
According to Arikunto (2010), item validity is the validity acquired via testing that is based on experience. The validity of the question is determined based on the results of the preliminary test administered to respondents. In this research, the Winstep program with rasch model, an analytical model developed by George Rasch from
16 http://ejournal.iainbengkulu.ac.id/index.php/ijisedu point one logistic parameter response theory, was
used to examine the validity of the items for pro- environmental conservation attitude and behavior instruments (one logistic parameter). The criteria used to see whether a question item is valid or has Good quality in the Rasch model is if it meets the criteria as follows (Sumintono & Widhiarso, 2015).
a. Outfit mean square (MNSQ) value accepted:
0.5 < MNSQ < 1.5
b. Accepted Outfit Z-standard (ZSTD) value: – 2.0 < ZSTD < +2.0
c. Point Measure Correlation (Pt Measure Corr) value: 0.4 < Point Measure Corr < 0.85.
By selecting Output Tables from the main menu, followed by Table 10 Item Fit Order, the Item Fit table may be viewed. Following are the results of the fit item output on the instrument.
Figure 1. output item fit on Winstep Item reliability
Reliability is the degree to which one can rely on the outcomes of a measurement. A measurement result can be relied upon if it has
been acquired repeatedly with comparable outcomes (Djaali and Muljono, 2008; Hayati, 2016). With the aid of Winstep, an investigation of the test instrument's dependability was conducted.
The Winstep software may offer information on instrument reliability, including reliability based on person/test (person separation index), item based reliability (item separation index), and the Cronbach Alpha value, which represents the interaction between person and item (Sumintono
& Widhiharso, 2015). To view these numbers, select Output Tables and then Table 3.1. The figure below depicts the Sumary Statistic (3.1) output, which provides information on the instrument's dependability.
Figure 2: output sumary statistic on Winstep Item validity
On 50 statement items, validity was tested.
Viewing the statement items that were rejected and those that were accepted is the goal of this validation. Item validity, according to Arikunto (2010), is the validity acquired based on experience via testing. The validity of the questions is examined to determine if they can accurately measure the pro-environmental conservation attitudes and actions of high school pupils. To determine the validity of the Rasch model items given in Output Item Fit (Sumintono &
Widhiarso, 2015). According to (Boone et al., 2014, Bond & Fox, 2015) in Sumintono &
Widhiarso, 2015), the mean-square outfit value, zstandard outfit value, and point measure correlation are utilized to determine the item's appropriateness level (Item Fit). Conformity of
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu 17 items to the Rasch model (Item Fit) can explain
whether the item/item of the measuring instrument performs regularly or not. Item fit analysis is a method for assessing test item validity and response required for quality control. (Wright
& Stone, 2002). Accepted Outfit mean square (MNSQ) value: 0.5 < MNSQ < 1.5. Accepted Outfit Zstandard (ZSTD) value: –2.0 < ZSTD <
+2.0. Value of Point Measure Correlation (Pt Measure Corr): 0.4 < Point Measure Corr < 0.85.
If the items on the three criteria are not met, it can be ascertained that the items are not good enough so they need to be repaired or replaced. At least the items are considered fit if they meet 1 of the 3 criteria.
Table 1: Item validity results
No Indicators No Item
(P)
Outfit Pt.
Measure Corr
Information
MNSQ ZSTD
1 Receive
1 0.82 -1.9 0.33 Accepted
2 0.89 -0.7 0.37 Accepted
3 1.02 0.2 0.30 Accepted
4 1.35 3.4 0.20 Accepted
5 0.74 -3.0 0.39 Accepted
2 Response
6 0.83 -1.8 1.45 Accepted
7 1.17 1.7 0.39 Accepted
8 0.92 -0.8 0.51 Accepted
9 1.08 0.9 0.32 Accepted
10 1.14 1.4 0.26 Accepted
3 Judge
11 0.85 -1.6 0.46 Accepted
12 1.07 0.7 0.41 Accepted
13 1.37 3.5 0.25 Accepted
14 1.51 4.6 0.36 Rejected
15 0.87 1.8 0.43 Accepted
4 Organization
16 1.17 1.8 0.44 Accepted
17 0.97 -0.3 0.47 Accepted
18 1.12 1.3 0.43 Accepted
19 1.09 1.0 0.39 Accepted
20 1.07 0.7 0.42 Accepted
5 Characteristic
21 0.83 -1.9 0.44 Accepted
22 0.71 -3.33 0.47 Accepted
23 0.78 -2.5 0.48 Accepted
24 0.81 -2.1 0.45 Accepted
18 http://ejournal.iainbengkulu.ac.id/index.php/ijisedu
25 1.69 6.0 0.22 Rejected
6 Environmental
Management Measures 26 0.97 -0.2 0.35 Accepted
27 1.43 1.43 0.32 Accepted
28 0.81 -2.0 0.41 Accepted
29 1.14 1.8 0.33 Accepted
30 0.77 -2.8 0.45 Accepted
31 1.19 2.2 0.36 Accepted
32 0.73 -3.0 0.55 Accepted
7 Act of Persuasion 33 1.20 2.0 0.39 Accepted
34 0.87 -1.3 0.47 Accepted
35 1.22 2.2 0.44 Accepted
36 0.77 -2.6 0.52 Accepted
37 1.27 2.9 0.31 Accepted
38 0.93 -0.8 0.43 Accepted
8 Political Action 39 0.93 -0.7 0.44 Accepted
40 0.79 -2.3 0.53 Accepted
41 1.07 0.8 0.39 Accepted
42 0.84 -1.7 0.44 Accepted
43 0.90 -1.0 0.46 Accepted
44 0.81 -2.2 0.50 Accepted
9 Legal Action 45 0.88 -1.3 0.43 Accepted
46 0.91 -0.9 0.41 Accepted
47 0.81 -2.0 0.48 Accepted
48 1.52 5.0 0.29 Rejected
49 0.94 -0.6 0.37 Accepted
50 0.95 -0.4 0.36 Accepted
According to Table 1, out of 50 statement items, 47 were acceptable while 3 were denied, including (14,25,48). If expressed as a percentage, it can be seen that 94% of the inquiries are approved or appropriate, whereas 6% are rejected or inappropriate. These three things were deemed ineligible because none of the three
aforementioned requirements were fulfilled, where item 25 get an Outfit mean square (MNSQ) value of 1.69, an Outfit Zstandart Value (ZSTD) of 6.0 and a Point Measure Correlation (Pt Measure Corr) value of 0.22 while for P14 it gets an MNSQ value of 1.51, ZSTD of 4.6 and Pt Measure Corr of 0.36, and finally P48 gets an
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu 19 MNSQ value of 1.52, ZSTD of 5.0 and Pt
Measure Corr of 0.29. Based on these data, it is evident that the three products fail to fulfill one of the three required criteria, and are therefore deemed unsuitable or invalid. In contrast, the remaining 47 things are deemed Fit or legitimate since they satisfy at least one of three preset requirements.
Item reliability
Subali and Suyanta (2012) stated that the higher the reliability of the item, the more accurate the overall item analyzed according to the model used. According to Consulello (Prijowuntato, 2016) reliability is the accuracy or thoroughness of something tools used for evaluation.
The analysis of the test instrument's dependability was conducted with the aid of the Winstep application. The Winstep software may offer information on instrument reliability, including dependability based on person/test (Person Separation Index), item-based reliability (Item Separation Index), and Cronbach Alpha value, which measures the interaction between person and item (Sumintono & Widhiharso, 2015). To assist the understanding of the findings of the reliability test, the item reliability value is used as a benchmark to determine whether the reliability of the instrument employed is Fit with the Rasch model. In the Winistep application, reliability can be determined by the Cronbach Alpha score, which measures the interaction between the person and the items as a whole, the person reliability value, which indicates the consistency of student responses, and the item reliability, which indicates the quality of the items.
Through Figure 2, the Summary Statistics output for the pro-environmental conservation attitude and behavior evaluation instrument for high school students, the following may be noted in the Results section.
The resultant Person Measure value is 0.93. The collected findings indicate a value greater than logit 0.0. This shows that the responder's ability is greater than the item's difficulty level, indicating that the respondent can answer the instrument's assertions.
Cronbach's alpha was 0.90, indicating that the interaction between the individual and the item or item statement as a whole is excellent.
Table 2 explains Cronbach's alpha values. Based on this interpretation, the reliability of the used instruments may be assumed.
Table 2. The interpretation of the reliability test is based on the Cronbach alpha value
Score Criteria Reliable Level
> 0,8 Very Good
0,7 – 0,8 Good
0,6 - 0,7 Enough
0,5 - 0,6 Bad
< 0,5 Worse
The Person Reliability and Item Reliability scores were 0.89 and 0.97, respectively. Table 3 displays the meaning of the dependability value according to Sumintono and Widhiarso (2013).
Based on this interpretation, it can be asserted that the consistency of the students' responses is high, and item dependability is included in the special category, indicating that the quality of each item on the instrument may be characterized as very dependable.
Table 3. Rasch model item reliability value category norms
Score Criteria
Reliable Level
> 0,94 Excellent 0,91 to 0,94 Very Good
0,81 to 0,90 Good
0,67 to 0,80 Enough
< 0,67 Weak
The Separation value reveals the grouping of Persons and objects. The bigger the Separation value, the higher the instrument's quality in terms of all respondents and items, because it can distinguish between groups of respondents and groups of items. For the Separation person, a value of 2.78 is acquired, resulting in an H value of 4.04, but the Separation item has a value of 5.97, resulting in an H value of 8.29. Based on the evaluation above, it can be concluded that the instrument has a high degree of dependability.
The following table displays the results of the item reliability study for the instruments created
Table 4. Reliability results
Reliability Category Alpha
Cronbach 0.90 good Very Person
reliability 0.89 Good
2 0
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu Item
reliability 0.97 Excellent Based on table 4, it was determined that there was concordance between the items on the instrument and the individual (respondent); this was backed by Cronbach's alpha value of 0.90, which was in the very excellent range. In addition, the consistency of the students' responses (Person Reliability) is deemed "excellent" and the quality of each item (Item Reliability) is deemed
"exceptional." Based on these findings, it can be stated that the instrument used to evaluate the environmental conservation attitudes and actions of high school students is trustworthy.
CONCLUSION
Based on the result of the research, it was determined that the instrument for evaluating high school students' pro-environmental conservation attitudes and conduct was "valid"
and "reliable." The validity study reveals that out of 50 statement items, 47 things were approved and 3 items were rejected, demonstrating the practicality of the proposed method as shown by the analysis's findings. The reliability research demonstrates that the personal reliability value was 0.89, indicating that the student's responses were consistent and that the item reliability was 0.97, indicating that the quality of the items was exceptional. The alpha coefficient of Cronbach is 0.90, indicating that the overall interaction between the individual and the item or items is positive. Based on these results, this measure may be used to examine high school students' pro- environmental conservation attitudes and behaviors.
REFERENCES
Amalia N. F., & Susilaningsih E. (2014).
Development of an instrument for assessing the critical thinking skills of high school students on acid-base materials.
Journal of Chemical Education Innovation.8(
2).
Space. 2004. Approaches to Urban History and Conservation as a Basis for Urban Planning. Journal of PlanNIT.2 (2): 98-112.
Arikunto, S. (2010). Research Procedure A Practical Approach. Jakarta: Rineka Cipta.
Awalluddin. M. & Grace, H. (2018).
Environmental damage in human productivity improvement activities is a
challenge for local governments. Journal of Public Administration. 3(2).
Philanthropist, M. K. (2009). Environmentally destructive behavior: individual, organizational and institutional perspectives. Journal of Indonesian Legislation.
6(1).
Djaali & Pudji M. (2008). Measurement in the field of education. Jakarta: Grasindo.
Elyawati & Fatmawati. (2021). The Impact of Environmental Damage on Natural Disasters (Case Study in Wonosoco Tourism Village Startup, Undaan District, Kudus Regency. Journal of Social Science Teaching. 5(1).
Fauzi, M.I., et al. (2018). The relationship between environmental knowledge and geography learning achievement with environmental care attitudes in public high school students in Karanganyar Regency.
GeoEco Journal. 4.(1)
Hardiningtyas, Praise Retno. 2016. Land Issues and the Environmental Crisis in Bali in Made Adnyana Ole's Anthology of Fairy Tale Poems from the North. Journal of Atavism. 19 (1).
Haryati., S & Lailatussaadah. (2016). Validity And Reliability Of Active, Creative, And Fun Learning Knowledge Instruments (Pakem) Using The Rasch Model. Scientific Journal of DIDACTICS. 16(2).
Kaiser, F. G; Oerke, B; & Bogner, F. X. (2007).
Behavior-based environmental attitude:
Development of an instrument for adolescents. Journal of Environmental Psychology. 27.
Kresnawati, N. (2013). Correlation of Geography Learning Quality and Learning Outcomes to Environmental Care Attitudes of Class XII Social Studies Students of SMAN 1 Ponorogo. Journal of Humanities Education.
3(1).
Kurniawati, D., & Mawardi. (2021).
Development of Mutual Cooperation Attitude Assessment Instruments in Thematic Learning in Elementary Schools.
Journal of Educational Sciences. 3(3).
Lubis, S. P. W., Muzanna, S. R., & Firdausiyah, I.
(2020). Caring Attitude Profile High School Student Environment in Aceh.
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu 21 Journal of Educational Dedication,, 4(1), 34–
42.
Mujadi. (2019). Development of Attitude Assessment Instruments as an Effort Optimizing the Application of Values Contained in Subjects Aqidah Moral Class VI Madrasah Ibtidaiyah. Journal of Elementary Education Islam. 11(1).
Downloaded at https://jurnal.albidayah.id Mulyadi, et al. (2018). Control of Pollution and Environmental Damage through Licensing Management at the Regional Level. De'rechtsstaat Law Journal. 4(2).
Narut, Y. F., & Nardi, M. (2019). Analysis of Environmental Care Attitudes in Grade VI Elementary School Students in Ruteng City. Journal of Education and Culture.
9(3)
Nisa A. N. M., & Suharno (2020). Law Enforcement on Environmental Issues to Realize Sustainable Development (Case Study of Forest Fires in Indonesia). Bina Mulia Journal. (4).2.
Nufus, H., et al. (2017). Development of a 2013 curriculum-based attitude assessment instrument in high school chemistry learning. Indonesian Journal of Science Education. 5(1).
Pinto, Z. (2015). Study of Coastal Community Behavior That Causes Environmental Damage (Case Study in Kuwaru Beach, Poncosari Village, Srandakan District, Bantul Regency, DIY Province). Journal of Environmental Areas. 3(3). 163-174.
https://doi.org/10.14710/jwl3.
Prijowuntato. (2016). Learning Evaluation.
Yogyakarta. Sanata Dharma
Rachman, M. (2012). Conservation of Cultural Values and Heritage. Indonesian Journal of Conservation 1 (1), 30- 39.
Raharjo, A. C & Yusup, P. (2020). Development of Research Instruments on SMA / MA Behavior towards Water Pollution. Journal of Biology Learning. 1(2). 41-45.
Setyosari, P. (2020). Education and Development Research Methods. Jakarta: Kencana
Subali, B., & Suyanta, P. (2012). Development of Convergent and Divergent Test Items and
Empirical Validity Investigation. Yogyakarta:
Diandra Pustaka Indonesia
Sugiyono. (2019). Quantitative, Qualitative and R&D Research Methods. Bandung:
Alphabeta.
Sugiyono. (2013). Research Methods. London:
ALFABETA.
Su-Lan Pan, dkk. (2017). Will the Future Be Greener? The Environmental Behavioral Intentions of University Tourism Students. Sustainability, Vol. 10, 2018, h. 4.
Sumintono & Widhiarso. (2015). Application of RASCH Modeling to Educational Assessment.
Cimahi: Trim communion.
Syarif, E. (2018). The Role of Geography Learning in Developing Conservation Character of Participant in SMA Negeri 9 Gowa. UNM Geographic Journal. 1(2).
Tamara R, M. (2016). The Role of the Social Environment towards the Formation of Environmental Care Attitudes of Students at Cianjur Regency State High School.
Journal of Geography Education. 16(1).
