Sustainability Communication through Bio-Based Experiential Learning
Abstract
:1. Introduction
2. Literature Review
2.1. Circular Economy Education
2.2. Bio-Based Learning
2.3. Education of Sustainability for the Youth
3. Methodology
3.1. Data Collection
- Running Dictation: randomly providing visual running text, with the child rearranging those words. Through this method, it is expected that children can remember the structure, communicate, and rearrange sentences in the correct order.
- Sorting Sentence: composing the sentences above correctly, potentially ask the children randomly to guess the composition of such sentences, and read them.
- Clipart Comic Strips: adding animations, which can be taken from their images or pictures to create story plots. This part can test the children to read the plot of the story.
3.1.1. Stage 1—Selection of Participants (15 December 2020–15 January 2021)
3.1.2. Stage 2—First Workshop: “Planting Challenge” (31 January 2021)
3.1.3. Stage 3—Final Workshop: “Kid’s Green Games” (6 February 2021)
3.1.4. Stage 4—Qualitative and Quantitative Analyses (6 February 2021)
3.2. Data Analysis
4. Results
4.1. Quantitative Analysis
4.1.1. Parents’ Perception
4.1.2. Bio-Based Learning Impact
4.1.3. Students’ Communication Impact
4.1.4. Storytelling Impact
4.2. Qualitative Analysis
4.2.1. Learning to Know and Understand the Environment in All Aspects
“This is the first activity aimed at educating children about Bio-based Experiential Learning and providing a safe environment for them to learn to appreciate nature and the environment”.(P18)
“[The Facilitator]’s storytelling workshop for children, which uses the narrative paradigm of communication, is very useful and easy to understand for children”.(P1, P2, P4)
“This event is ideal for increasing environmental awareness, learning to plant seeds, preserving the environment, and maintaining a clean environment”.(P3, P7)
4.2.2. Learning to Do (i.e., Instilling Attitudes, Abilities, and Skills in Environmental Preservation)
“My son has grown in responsibility; after school, he checked the progress of his plants”.(P20)
“I’ve noticed that my son has become more concerned; for example, he is more critical in considering how many trees are cut to make a piece of tissue, allowing him to use it more efficiently”.(P6)
“Because this workshop combines the art of drawing, the practice of growing seed and the art of communicating through storytelling, my son has also asked me to plant a variety of vegetables and other plants”.(P6, P7)
“I was surprised because, at home, my kids wanted to pick up trash and sort plastic and organic wastes”.(P2, P10)
4.2.3. Learning to Live Together (i.e., Instilling a Way of Life on Earth That Must Be Preserved for Future Generations)
“She has asked her brother and sister to be involved in this activity, such as protecting the environmental and health-related aspects”.(P18)
“The changes in eco-friendly behavior of my children can be seen through practices and workshops, as well as challenges of planting”.(P4)
“This program is good because it is organized (in) fun and challenging (ways), in terms of growing vegetable crops, I hope it can be improved next year”.(P8, P11)
4.2.4. Learning to Be (i.e., to Instill a Deep Belief That Human Beings Are Part of Nature)
“Participants of an elementary school around THP, kindergarten or early childhood students (need to understand) about THP-related materials with storytelling techniques, including planting plants directly and making videos. Hopefully, the workshop can be held regularly because the interest of children is considerable”.(P5, P8)
“The continuity of the workshop program to children is necessary. Socialization can be held for the general public so that children are more familiar with bio-based learning and urban farming”.(P11, P12, P9)
“I saw a change in children’s behavior after attending this series of workshops, such as aspects of responsibility, love and caring for the environment; children invited their family, siblings, siblings and friends from the same residentials to carry out environmental activities”.(P3)
5. Discussion
6. Conclusions
7. Limitation
Author Contributions
Funding
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Remark/Position | Age | Number of Participants | Percentage | Cumulative Percent | |
---|---|---|---|---|---|
Workshop 1 | 3rd Grade | 9–10 | 6 | 30.00% | 30.00% |
4th Grade | 10–11 | 8 | 40.00% | 70.00% | |
5th Grade | 11–12 | 6 | 30.00% | 100.00% | |
Total | 20 | ||||
Workshop 2 | 1st Grade | 7–8 | 4 | 7.41% | 7.41% |
2nd Grade | 8–9 | 5 | 9.26% | 16.67% | |
3rd Grade | 9–10 | 16 | 29.63% | 46.30% | |
4th Grade | 10–11 | 18 | 33.33% | 79.63% | |
5th Grade | 11–12 | 11 | 20.37% | 100.00% | |
Total | 54 | ||||
Workshop 2 | Housewife | 25–35 | 5 | 25.00% | 25.00% |
Teacher | 30–45 | 5 | 25.00% | 50.00% | |
Medical Doctor | 35–45 | 2 | 10.00% | 60.00% | |
Officer in Private or State Company | 35–45 | 8 | 40.00% | 100.00% | |
Total | 20 | ||||
Total | 94 |
Impact | Feature/Factor | Result |
---|---|---|
Overall Parents’ Perception (N = 74) | Implementation by Students | 0.87 |
Communication Impact on Students | 0.84 | |
Creativity | 0.81 | |
Storytelling | 0.75 | |
Bio-Based Learning Impact (N = 74) | Environmental Aspect | 0.84 |
Knowledge | 0.71 | |
Preservation | 0.68 | |
Planting | 0.65 | |
Students’ Communication Impact (N = 74) | Creativity | 0.91 |
Role of Students | 0.87 | |
Impact | 0.84 | |
Storytelling | 0.75 | |
Storytelling Impact (Perceptions about Program) (N = 74) | Awareness | 0.84 |
Knowledge | 0.71 | |
Satisfaction | 0.68 | |
Planting | 0.65 | |
Storytelling Impact (Perceptions about Students) (N = 74) | Satisfaction | 0.90 |
Environmental Threat | 0.87 | |
Knowledge | 0.87 | |
Awareness | 0.87 | |
Love of Environment | 0.81 |
Respondent | Quotation | Code |
---|---|---|
Q1 | Knowledge is beneficial because children learn many plant planting techniques which I only learned after attending this class. The use of narrative communication is very useful and easy for children to understand. | Cultivating attitudes and raising awareness. |
Q2 | The workshops are easy to understand and useful. Children are also provided with a planting kit to provide hands-on planting experience. In addition, my child has a desire to pick up trash and sort out organic and inorganic waste. | Knowing the environment, understanding the environment, and instilling attitudes. |
Q3 | This event is ideal for raising environmental awareness, learning to plant seeds, preserving the environment, and keeping the environment clean. | Increased awareness, understanding, and recognition of the environment. |
Q4 | The program was very helpful and provided appropriate explanations and presentations to increase children’s awareness of caring for the environment. | Cultivating attitude and attitude skills. |
Q5 | The existence of the COVID-19 pandemic is not an obstacle for Teras Hijau Project to provide direct education to children. The event was held virtually, but children could still experience firsthand how to plant. Thanks to the planting kit provided. | Participation and attitude improvement. |
Q6 | After attending the workshop, my child’s awareness for plants is increased. My son is more critical in considering paper towel use because it is related to deforestation. My child is also more efficient in using paper and paper towel. | Behavior in environmental preservation, critical, and efficient. |
Q7 | This workshop combines the art of drawing, the practice of planting seeds, and the art of communicating through storytelling, my son also asked me to grow various vegetables and other plants. | Live practice, communication, influence, and storytelling. |
Q8 | This event is fun and suitable for children because it is held in a fun way. The event also provides games and challenges to increase student participation. | Participation, fun, and environmental preservation skills. |
Q9 | Workshops are very good for children. Hopefully the workshop can be held for the general public so that children are more familiar with bio-based learning and urban farming. | Cultivation of faith and interest in understanding the environment. |
Q10 | I saw changes in children’s behavior after attending this series of workshops, such as aspects of responsibility, love for the environment, caring and children invited family, relatives, relatives and friends from one complex to carry out environmental activities. | Cultivating attitudes, interest in learning, and inviting others. |
Q11 | Growing a passion for farming in the younger generation is not easy, unique and fun ways are needed to attract children. This event succeeded in providing a unique way for children to love the environment. | Interest in learning, loving the environment, and increasing interest. |
Q12 | Elementary school participants TK or PAUD (kindergarten) elementary school (need to understand) about THP-related materials with storytelling techniques, including planting plants directly and making videos. Hopefully the workshop can be held again because the children’s interest is quite large. | Hands-on practice, communication, instilling confidence, and increasing interest. |
Q13 | My son not only has an impact on himself, he also invites his family, including his brother, to grow crops. | Action invites others and loves the environment. |
Q14 | Through this event, children are given space to be creative. Children can express themselves through the video challenges given. | Interest in learning and increased interest. |
Q15 | Not only increasing love for the environment, this event provides more benefits and knowledge for children and the environment. | Love the environment and increase interest. |
Q16 | Children get knowledge about reforestation and the surrounding environment, as well as get the experience of learning story telling. | Live practice and communication. |
Q17 | This activity is very fun and needs to be continued because it can have a big impact on children. | Increased interest and fun. |
Q18 | This is the first activity that aims to educate children about Bio-based Experiential Learning and provide a safe environment for them to learn to appreciate nature and the environment. | Respect the environment and interest in learning. |
Q19 | Children practice to love the environment, learn to plant seeds, protect the environment, and create a clean environment. | Interest in learning. |
Q20 | The event was very good and hopefully the next one can be felt by the wider community. | Interest in learning and increased interest. |
Theme | Code | Definition |
---|---|---|
Learning to know and understand the environment | Loving nature, getting to know the environment, and increasing interest in learning. | There is an increase and interest in children to love nature, which is considered a useful approach. |
Learning to do | Hands-on practice, attitude cultivation, awareness-raising, interest-raising, and participation in environmental conservation. | The program increases the participation of children to understand and want to contribute positively to the environment. |
Learning to live togehter | Invite others, love the environment, and protect the environment. | The program provides concrete steps for children to start loving and caring for the environment, and invites others to do the same. |
Learning to be | Participation, communication, and confidence. | There is an increase in environmental protection, encouraging children to participate in simple activities that can have an impact on the environment as a good indicator of change. |
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Arief, N.N.; Famiola, M.; Pratama, A.P.; Anggahegari, P.; Putri, A.N.A. Sustainability Communication through Bio-Based Experiential Learning. Sustainability 2022, 14, 5204. https://doi.org/10.3390/su14095204
Arief NN, Famiola M, Pratama AP, Anggahegari P, Putri ANA. Sustainability Communication through Bio-Based Experiential Learning. Sustainability. 2022; 14(9):5204. https://doi.org/10.3390/su14095204
Chicago/Turabian StyleArief, N. Nurlaela, Melia Famiola, Andika Putra Pratama, Prameshwara Anggahegari, and Aghnia Nadhira Aliya Putri. 2022. "Sustainability Communication through Bio-Based Experiential Learning" Sustainability 14, no. 9: 5204. https://doi.org/10.3390/su14095204