Jurnal Studi Gender

Volume 15, Number 2, 2022. (PP : 335-356)

https://journal.iainkudus.ac.id/index.php/Palastren/index
http://dx.doi.org/10.21043/palastren.v15i2.14601

Environmental Literacy InvestigationBiology Education

Students at Islamic Colleges Based on Gender and
Parents’ Occupation in Jambi Province

Aminah Zb
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
[email protected]

Harisah
Institut Agama Islam Negeri Kerinci
[email protected]

Iskandar
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
[email protected]

Fauzan Sulman
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
[email protected]

ABSTRACT
Eivironmental literacy is an important aspect of individual
abilities in maintaining environmental conditions. This study
aimed to determine the understanding of environmental
literacy of Biology Tadris students with Islamic religious college
backgrounds based on Gender and Parents’ Occupation. This
study uses a descriptive quantitative approach. The research
population is Biology Education students from Islamic

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Aminah Zb. et al.

Religious College in Jambi Province. The research sample

was determined by purposive sampling, which consisted of
118 people. The study results are; students’ environmental
literacy in general is quite good which female students are
in good criteria with slightly better than boys. Then in terms
of the work of parents, the criteria of good enough which the
highest average score was obtained by farmers. Environmental
knowledge and student cognitive skills obtained from learning
and information obtained from the environment. The ability
of environmental literacy based on gender has become a must
to be observed as a form of consistency and seriousness in
understanding the differences and the need to increase the
understanding of environmental literacy that students own.

Keywords: Environmental Literacy, Gender, Islamic Religious

College.

A. Introduction
Environmental literacy is an individual’s ability to
understand and interpret ecological conditions around him
from his understanding and interpretation. He can decide
on appropriate actions to maintain, restore, and improve
environmental conditions. The purpose of environmental
literacy is to form a person’s conscious attitude to protect his
environment and to love his background. Awareness is defined
as ecological literacy (Karatekin, 2012; Srbinovski et al., 2010),
knowing the environment and having a responsive attitude and
providing solutions to environmental problems. Environmental
awareness can be developed through environmental education;
as stated by (Craig & Allen, 2015; Widianingsih et al., 2017),
ecological literacy education is needed to indirectly solve real
ecological problems. Several studies have shown that many
students in Indonesia do not care about the environment because
they do not know the impact of ecological behaviour. Many
environmentally literate students in Indonesia are not good
enough because they are less responsive to developments and
environmental problems around them.

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Many environmentally literate students in Indonesia

are not good enough because they are less responsive to
developments and environmental problems around them (Fisher
et al., 2010; Haber, 2012). Disturbances due to natural events are
unavoidable. However, disruptions caused by human activities
may still be controlled. Therefore everyone has a good insight
into the environment, what’s more for prospective teachers who
will provide these insights to their students. Thus, it is essential
to know the description of the environmental understanding of
the prospective teacher students. This description can be used
as input in the development of lecture design.Based on the
learning curriculum, the environmental learning process must
prioritize environmental aspects so that it can equip students
with attitudes (Altun-Yalçn et al., 2011; Kusumaningrum, 2018;
Roshayanti et al., 2020) able to act to maintain environmental
balance and have critical thinking skills to solve environmental
problems in everyday life. Based on the literature review, it is
known that environmental literacy has three components based
on environmental
insight. The purpose of learning environmental education
is to manage resources wisely and foster a sense of responsibility
for the benefit of future generations. Knowledge in the future
will prioritize technology as a medium or measuring tool
(Rozal et al., 2021; Sulman et al., 2020; Sulman, Sutopo, et al.,
2021), attitudes (Sulman, 2019; Sulman, Tanti, et al., 2021; Zb,
Setiawan, et al., 2021), and the skills or behaviors needed to make
resources sustainable or used sustainably in the future. A typical
college curriculum can have an impact on the development of
an environmental perspective. Every human being has a point
of view on his environment (Jerković, 2012; Sueb, 2015) which
can be obtained in courses and training on environmental
sustainability, enabling universities to produce future leaders
and environmentally conscious managers (Clair, 2003; Price,
2014). In Islamic tertiary institutions, the biology education study

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Aminah Zb. et al.

program is equated with education biology, which has a learning

curriculum that is different from public universities and with
very varied backgrounds from various regions. This condition is
a potential that students can utilize to capture students’ literacy
skills from the different areas in the form of literacy instruments.
Environmental literacy education for biology students
from differences in gender or parents’ occupations; male
students are rational, assertive, calculating, aggressive, and
objective in learning or seeing things (Friesem, 2016; Punter et al.,
2017). Meanwhile, women will be more emotionally dominant,
cooperative, and passive than men in the process of learning
or seeing things. This allows the transfer of certain attitudes or
views in viewing the problem. Such conditions are interesting
to study further, how these characteristics differ in attitudes
and behaviour in the learning process to decision making. In
addition to gender factors, some experts state that the knowledge,
attitudes, and behaviour of male and female students are also
influenced by various external factors such as family (Baroody
& Diamond, 2012; Friesem, 2016), including parents and family
economy (Abiolu & Okere, 2012; Mascarenhas et al., 2017).
Researchers believe that parents’ habits at work affect their
behaviour and attitudes in educating their children. That is why
parental income affects children’s literacy habits, Differences
in Environmental Literacy can be started by being analyzed in
general and then followed by a more in-depth analysis that is
starting by looking at the environmental literacy between male
and female students and then continuing with a deeper analysis
that is looking at the differences in environmental literacy based
on the work of parents.
The ability of environmental literacy based on gender has
become a must to be observed as a form of consistency and
seriousness in understanding the differences and the need
to increase the understanding of environmental literacy that
students own. Gender differences should not influence the

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ability of students to have different environmental literacy

skills; in other words, both male and female students must have
the same literacy skills. Regarding the differences in abilities
possessed by students, several studies show that the differences
in the results that can be achieved from achievements in general
education programs are also seen from their initial achievements
or abilities (Lahav et al., 2019; Reis & Park, 2001). The results of
many studies reveal that there are actually facts that state that
gender has an undeniable role in changing student learning
outcomes. Factors that influence differences in abilities should
be able to be a reference in improving all understanding of
learning materials, one of which is environmental literacy,
so that gender differences should not be a difference in the
difference in knowledge produced but become an ability to
optimize student understanding. The gender differences that
occur should be a reference for educators to see the level and
limits that are owned by students in understanding and learning
knowledge so that the ability of both male and female students
can be maximized together, which in the end is to form an
understanding of the concept of student environmental literacy
Optimal. Gender differences should only be a difference in
terms of identity, not a difference in terms of understanding or
ability to understand knowledge.
The gender differences possessed by students are a gift
given by God, thus making each individual the best and quality
individual according to their respective versions. All individuals
are believed to have the same ability if optimized properly and
correctly. In optimizing the ability to understand the literal
concept of the student’s environment so that it is optimal,
several important components must be carried out, for example,
giving or increasing student confidence in their abilities so that
students’ feelings and motivations are created in understanding
the concept of literacy more deeply so that the talents or skills
that exist in can develop optimally. The skills and talents

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Aminah Zb. et al.

possessed by students greatly affect their understanding of the

concepts they have (Rudasill et al., 2016)students who already
have good initial skills will certainly be able to easily understand
and improve analytical skills and knowledge of environmental
literacy easily and quickly and so do on the contrary. The ability
of environmental literacy is still a very important discussion to
be discussed and managed; for example, students, in order to
increase their literacy skills, are given the freedom to formulate
some knowledge about the environment that they have from
their point of view, or students are invited to have a sense of
responsibility towards learning and mastery of the concept
of literacy that is being studied (Hutson et al., 2017), so that
it is following the meaning that is also often associated with
environmental literacy, namely the ability to obtain information
from the environment that is being observed (Timur et al.,
2017)by each individual related with the environment not only
literate to the environment but able to understand the concept
of the environment more comprehensively both women and
men. Literacy skills based on gender based on the explanation
above make a very interesting component to be analyzed and
used as the focus of research today; this is due to the lack of
understanding of students, which is believed to be due to their
ignorance of environmental impacts and conditions both for the
present and the future.
The research method used in this study is a quantitative
descriptive research method(Creswell, 2012). In this study, we
will discuss in depth how the differences in student literacy
in terms of gender and the work of their parents, so that clear
data and information are obtained that can be used as references
and input in forming a better and quality understanding. The
population in this study is prospective biology education
teacher students who are currently studying at Islamic Higher
Education in Jambi Province. The research sample was taken
using a non-probability sampling technique with a purposive

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sampling method, totalling 118 students. The instrument used

in this testing activity was adapted from the Middle Schools
Environment Survey/Instrument (MSELS/I) test by NELA in
2008 (McBeth & Volk, 2009), which has been adapted an which
has been adapted and has been tested on the same population
with different samples to measure validity and reliability. The
raw score transformation for the environmental literacy survey
can be seen in Table 1.

Table 1. Environmental Literacy Scoring Grid

Environmental
Number of Multip- Total
Literacy Sub Indicator Test Form Score
Questions lier score
Indicator

Types of
environmental Questionnaire 12 3,57 42,86
pollution
Environmental
Questionnaire 7 3,57 25
Environmental impact analysis
Knowledge Environmental 100
Questionnaire 5 3,57 17,86
Change Analysis
Causes of
Environmental Questionnaire 4 3,57 14,28
Pollution
Interest in
environmental Questionnaire 7 3,57 25
issues
Concern for the
Questionnaire 6 3,57 21,43
environment
Attitude
Internal Locus
Questionnaire 5 3,57 17,86 100
of Control

Responsibility
to protect the Questionnaire 4 3,57 14,28
environment

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Intention to take
action to solve
Questionnaire 6 3,57 21,43
environmental
problems

Identification of
Test 4 8,333 33,333
Issues
Issue Analysis Test 4 8,333 33,333
Cognitive Skills Issue 100
Investigation Test 4 8,333 33,333
Plan

Behavior/ Responsible for

Questionnaire 16 6,25 100 100
Action the Environment

The research data in the form of students’ environmental

literacy scores were obtained using a survey method. The survey
was conducted as data that can describe the literacy skills of
students in Jambi Province. The process of observing students’
environmental literacy skills uses several considerations as for
studying or analyzing how the literacy criteria of students from
Islamic Higher Education in Jambi Province are by determining
the score criteria for each indicator that has been set by using
modified and validated measures(Aini et al., 2020) whose
categories can be seen in table 2.

Table. 2 Environmental Literacy Criteria

No. Percentage Criteria

1. 90-100 A (Very Good)
2. 80-89 B (Good)
3. 70-79 C (Pretty Good)
4. 0-69 D (Not Good)

Resoure: (Aini et al., 2020)modified by research

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B. Discussion
Data from the survey results of environmental literacy
skills of biology education students, both in general and from
the perspective of Gender and Parents’ occupations, are briefly
presented in Table 3, Table 4 and Table 5.

Table 3. Environmental Literacy Value of Biology Education

Students in General

Indicator Score Criteria

Environmental Knowledge 83,895 Good
Cognitive Skills 83,33 Good
Behavior/Action 76,755 Pretty Good
Attitude 71,875 Pretty Good
Environmental Literacy 78,96 Pretty Good

Table 4. Environmental Literacy Value of Biology education

students by Gender
Gender
Gender (Male)
Indicator Indicator (Female)
Score Criteria Score Criteria
Environmental Environmental
82,11 Good 85,68 Good
Knowledge Knowledge
Cognitive Skills 83,33 Good Cognitive Skills 83,33 Good
Behavior/ Pretty Behavior/ Pretty
74,97 78,54
Action Good Action Good
Pretty Pretty
Attitude 68,75 Attitude 75
Good Good
Environmental C (Pretty Environmental B
77,29 81,53
Literacy Good) Literacy (Good)

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Table 5. Environmental Literacy Value of Biology Education

students based on the work of parents

Parents’ Occupation
Indicator civil Private
Criteria Criteria Farmer Criteria
Servant Employee
Environmental
82,11 Good 85,68 Good 82,11 Good
Knowledge
Pretty Pretty Pretty
Cognitive Skills 74,97 74,97 74,97
Good Good Good
Pretty Pretty Pretty
Attitude 78,54 74,97 74,97
Good Good Good
Behavior/ Pretty Pretty
68,75 62,5 75 Good
Action Good Good
C C C
Environmental
76,09 (Pretty 74,53 (Pretty 76,76 (Pretty
Literacy
Good) Good) Good)

Based on Table 3, Table 4 and Table 5, it is known that

the results of the environmental literacy survey of students
of the biology education study program with the background
of Islamic Religious College in Jambi province indicate a fact
that the ecological literacy level of students, in general, has an
average score of 78 .98 which is in the Good Enough criteria and
deeper further analysis in a gender perspective it is slightly
different where the environmental literacy level of female
students is 81.53 which is in the Good criteria while men get an
average literacy score of 77.29, namely are in the criteria of Good
Enough. However, the differences that occur are not too sharp or
significant from the gender point of view.
The data from the environmental literacy survey from the
perspective of parents’ occupations, in this case the researchers
reviewed 3 types of work namely civil servants, private sector
and farmers where the three categories were in the criteria of
Good Enough. Although when viewed more deeply there are
differences in the results from the survey data provided, this

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increase is not too significant. Based on the scores on each

environmental literacy indicator, in general, it is known that
environmental education can actually have a big impact in terms
of increasing environmental literacy of students with Islamic
Religious College backgrounds. However, the reality on the
ground is that gender differences and parents’ occupations do
not significantly impact students’ environmental literacy levels.
The results of the study generally show that the environmental
knowledge indicator has the highest score of 83,895, followed
by cognitive skills with an average score of 83,33, both of
which are in good criteria. while the indicators of attitude and
behavior are in fairly good criteria. This is an indication that it
is proven that assumptions with a lot of knowledge and skills
gained will change and increase students’ understanding for the
better(Carmi, Arnon, and Orion 2015; McBeth and Volk 2009)
The results of a deeper survey show that the results of
a survey of good student environmental knowledge can be
influenced by the level of literacy given by the lecturer to students
who are united with the concepts that the lecturer has taught
in explaining and applying knowledge. The results of several
studies have also stated in their research that environmental
education should be propagated to students, and this is due to
the causal relationship between attitudes and human behavior
towards the environment(Craig & Allen, 2015; Pe’er et al., 2007)
So that increasing environmental knowledge indicators will also
improve cognitive skills where in general it can be seen that the
correlation betweenenvironmental knowledge and cognitive
skills is both within the same criteria, namely being in Good
criteria. Meanwhile, the attitude and behavior indicators are
slightly lower, namely on the criteria of good enough. These
results illustrate that several factors can influence students’
behavior and attitudes. They are in the pretty good criteria
that impact students’ environment, such as parents, college
curriculum, student habits at home, and their interactions with

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the environment (Karimzadegan & Meiboudia, 2012; Price, 2014).

Individual behavior and attitudes towards the environment
cannot be formed just like that. It takes a situation that can
routinely create comfortable conditions both in continuous
interaction with both culture knowledge, thinking patterns, and
beliefs, wanting to change for the better, will be very influential
towards good behavior and attitude. This is also common in
the world of education where the best conditions in a lecture
will produce learning outcomes, creativity and a good level of
understanding as well(Sulman, Tanti, et al., 2021; Zb et al., 2020;
Zb, Novalian, Rozal, et al., 2021)
The results of the survey also show as depicted in table
5. The researcher only drew three types of parental occupations
from the several listed, and this is intended to focus the research
results into a simpler one. That students’ literacy scores are
based on parents’ occupations categorized into three references,
namely civil servants, private and farmers, which are in the same
criteria, namely the Good criteria. This is in line with the theory
developed in the world of education, namely if learning can be
received well, then external factors will very little affect children’s
cognitive thinking patterns(Blau et al., 2020; Vosniadou et al.,
2020), this is a finding that can state that people’s lives in various
fields of life can be a pillar of success even though it cannot be
stated absolutely because the learning provided by the lecturer
is appropriate and reasonable by emphasizing activities on the
natural conditions of the environment around students, can open
insight into thinking. Diverse students in solving a problem (Putra
et al., 2021; Sulman, 2019; Sulman, Tanti, et al., 2021). Indicators
of behavior, cognitive skills and attitudes for children who are
civil servants and also private are in the sufficient category, while
for children whose parents are private have sufficient scores
and have increased, this is because the knowledge embedded
in students will affect their attitude towards the environment
that will be realized in action or behavior that should be able to

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support environmental literacy In addition, there are differences

in children whose parents are farmers in the behavioral category
slightly better, namely being in a Goodcategory. This may be
due to the ability to change oneself to be better than others to be
more careful in attitude and behavior, so as to increase creativity
with high and quality art as a result of the learning process (Zb,
Novalian, Ananda, et al., 2021).
Overall, the literacy understanding of biology education
students in Jambi province with a background in studying at
Islamic Religious Colleges does not have a significant difference
when viewed from the perspective of parents’ occupations
and gender and the level of environmental literacy of students
in general. The study results indicate that the environmental
literacy skills of biology education students in the province are
still in a pretty good category. However, it is hoped that biology
education students in Jambi province can have excellent literacy
skills in facing the era of the industrial revolution 4.0 and the
independent learning campus, which was proclaimed by the
government. In fact, it should be an early warning for education
leaders in Jambi Province because the environment on campuses
in Jambi Province is not yet maximized that is able to provide
direct learning experiences that are actually able to increase
student understanding(Güryay, 2016; Sergis et al., 2018), towards
environmental knowledge and skills in the cognitive domain, in
other words, it is hoped that educators, especially in universities,
will bring new patterns for students to be able to interact with
the environment, provide a sense of confidence and love for the
environment so that not increasing understanding can instill and
develop student environmental literacy for the better category.
This may be due to the ability to change oneself to be better
than others to be more careful in attitude and behavior, so as
to increase creativity with high and quality art as a result of the
learning process (Zb, Novalian, Ananda, et al., 2021).

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Aminah Zb. et al.

Overall, the literacy understanding of biology education

students in Jambi province with a background in studying at
Islamic Religious Colleges does not have a significant difference
when viewed from the perspective of parents’ occupations
and gender and the level of environmental literacy of students
in general. The study results indicate that the environmental
literacy skills of biology education students in the province are
still in a pretty good category. However, it is hoped that biology
education students in Jambi province can have excellent literacy
skills in facing the era of the industrial revolution 4.0 and the
independent learning campus, which was proclaimed by the
government. In fact, it should be an early warning for education
leaders in Jambi Province because the environment on campuses
in Jambi Province is not yet maximized that is able to provide
direct learning experiences that are actually able to increase
student understanding(Güryay, 2016; Sergis et al., 2018), towards
environmental knowledge and skills in the cognitive domain, in
other words, it is hoped that educators, especially in universities,
will bring new patterns for students to be able to interact with
the environment, provide a sense of confidence and love for the
environment so that not increasing understanding can instill and
develop student environmental literacy for the better.

C. Conclusion
Based on the results of the research that has been described
above, it can be concluded that higher education should be able to
improve environmental literacy, especially environmental literacy
for biology education students with an Islamic Religious College
background in Jambi province. By providing more support to
students both in theory and in the application so as to improve
literacy knowledge and cognitive skills. The findings in the field
show that both in general and from the perspective of gender and
parental occupation, there is no significant difference in results
on the level of environmental literacy of students. Appropriate

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understanding and information both in the lecture process and

in the environment should be emphasized on knowledge about
systems in environmental literacy, for example, the cause-
and-effect relationship of the impact of human activities on the
environment that can threaten and risk in the realm of a better life
so that it is expected to have an impact in the form of belief on the
importance of student environmental literacy.

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