Asiyah, Siti (2025) The influence of the experiential learning model integrated with river-based e-lkpd on creativity and environmental care attitude / Siti Asiyah</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Anthropogenic activities give rise to complex environmental problems including water and air pollution as well as ecosystem degradation which impact environmental sustainability. This situation requires education that not only transfers knowledge but also fosters a creative young generation with a strong environmental awareness. However the reality on the ground shows that learning in schools is still dominated by conventional approaches that are memorization-oriented and abstract and do not connect subject matter to the real-world context of students surroundings. As a result the development of students creative thinking skills and environmental awareness is suboptimal. In this context experiential learning is crucial because it provides students with the opportunity to directly experience environmental issues engage in critical reflection develop conceptual understanding and design concrete solutions based on their learning outcomes. The experiential learning model strengthens conceptual mastery and fosters ecological empathy enhances creativity in problem-solving and fosters a more meaningful and sustainable sense of environmental responsibility. This study aims to investigate the impact of combining the experiential learning model with river-based e-LKPD on students creativity and environmental awareness. This research is expected to demonstrate that the learning approach is not only effective in enhancing cognitive aspects but also fosters affective aspects specifically student creativity and environmental awareness. This study employed a quantitative quasi-experimental approach with a pretest-posttest control group design. The sample consisted of two groups an experimental class treated with an experiential learning model combined with river-based e-LKPD (e-LKPD) and a control class treated with conventional learning. Data were collected using two instruments 1) a student creativity test using the Torrance Test of Creative Thinking (TTCT) which included indicators of fluency flexibility originality and elaboration and 2) an environmental awareness questionnaire using the New Ecological Paradigm (NEP) which measured five key indicators limits to growth anti-anthropocentrism balance of nature eco-crisis and anti-exemptionalism. The experiential learning model used in this study refers to Kolb s four learning stages 1) concrete experience where students are invited to directly explore the Musi Watershed 2) reflective observation which involves reflecting on what they discover in the Musi Watershed 3) abstract conceptualization which involves formulating concepts based on reflection and 4) active experimentation which involves applying knowledge through a project to utilize water hyacinth waste to make valuable items. This model is packaged through a river-based e-LKPD (Learning Knowledge and Practice Document) that facilitates active and contextual learning. The results showed that the application of the experiential learning model combined with the river-based e-LKPD significantly increased student creativity. This was evident in the differences in pretest and posttest scores in the experimental class. Furthermore students environmental awareness also increased significantly as evidenced by higher average scores for each NEP indicator in the experimental class compared to the control class. Thus the results of this study indicate that integrating experience and reflection contributes to fostering students environmental awareness. Learning experiences that involve exploring the Musi River Basin help students directly understand the environmental issues around them thereby building an emotional connection and a sense of responsibility. This strengthens the argument that the experiential learning model not only impacts the cognitive domain but also effectively enhances creativity and environmental stewardship. Based on the research results the experiential learning model combined with the river-based e-LKPD is a practical approach in enhancing students creativity and environmental stewardship. This model provides a holistic enjoyable and meaningful learning experience for students. Therefore it is recommended that teachers and educators begin adopting an experiential and environment-based learning approach in the school learning process. For future research it is recommended that the river-based e-LKPD be further developed to be adaptive and interactive incorporating other environmental contexts to accommodate students local conditions. This will enable the experiential learning model to be applied more broadly and have a greater impact on sustainable environmental education.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Ilmu Sosial (FIS) > Departemen Geografi (GEO) > S3 Pendidikan Geografi |
| Depositing User: | library UM |
| Date Deposited: | 08 Aug 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/392010 |
Actions (login required)
 |
View Item |