The Ecological Literacy of Prospective Teacher at Sebelas Maret University

The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratified random sampling technique. Qualitative descriptive technique is used to analyze each component of ecological literacy. The results showed that the average value of ecological literacy and the value of each component of the students' ecology literacy is still low. Provision of less than optimal ecology concept to be one factor that causes low ecological literacy of student.


INTRODUCTION 1.Environmental Problem
According to [1] over the last few years, the earth has shown a lot of evidence of the main problems that cause disturbance of ecosystem balance. All the problems that occur are related to global warming and the main causes of global warming comes from human activities [1], [2]. Daily human habits and awareness greatly influence the increasing environmental problems. Shamuganatha and Karpudewan [3] stated that human behavior is a form of responsibility to preserve the environment. Kaiser et al [4] added that there is a close relationship between human behaviors towards the ability to maintain the environment. A growing culture of consumerism, the use of vehicles, deforestation, land conversion, and other activities of several people in various developing countries cause environmental problems [5].

Ecological Literacy
Environmental problems that occur especially in Indonesia can be overcome through various ways one of which is to improve understanding of the environment through the study of ecology called ecological literacy. Lewinsohn et al [6] stated that the study of ecology can contribute to providing understanding to the community in handling environmental issues ranging from local, regional, and global. This opinion is supported by [7] that assessing ecology with ecological literacy has a scientific role to enhance logical knowledge and thinking in identifying the causes of the relationship effects in social system of the Instruments for attitude components using NEP (New Ecological Paradigm) instruments that have been validated and have been applied in several countries [19]. The NEP has five aspects that include the fragility of nature's balance, the reality of limits to growth, the possibility of an eco-crisis, antianthropocentrism, rejection of exceptionalism [19][20]. Currently NEP instruments have been refined and developed into fifteen statements with 5 points Likert scale [21 -23].
Instrument component of concern is prepared to know the readiness of students in behaving friendly environment. The instrument of concern is arranged with three aspects covering the basic concept aspect consisting of 22 items to measure the students' concept of ecology concept to environmental problem, frequency aspect with 15 items to measure the habit which is often done by the students to care for the environment, and the availability aspect with 15 items to measure students' awareness to protect the environment with daily life activities. Preparation of an instrument of concern for each aspect uses a questionnaire containing a question and statement with a 5 point Likert scale assessment.

Research Subject
The selection of student subject is done by using propotionate stratified random sampling technique toward the students at Faculty of Teacher Training and Education of Sebelas Maret University. The number of students used were 98 students consisting of 39 students of Biology Education Study Program and 59 students of Geography Education Study Program. The reason for taking them is based on giving the ecology concept to the course received in the lecture. Measurement of ecological literacy capability will be better implemented on objects who have or are learning about ecology in Faculty of Teacher Training and Education.

Data Analysis
Questionnaire responses to the filling of ecological literacy instruments were then analyzed using descriptive qualitative techniques to see the results of each component of ecological literacy.

RESULTS AND ANALYSIS
The result of filling the questionnaire of ecological literacy is then analyzed using descriptive TXDOLWDWLYH WHFKQLTXH WR REVHUYH VWXGHQW ¶V ability toward every component of ecological literacy.

Ecological Knowledge Component
The students' ecological knowledge is scored based on the number of correct responses on 33 questions given in the the questionnaires. If the respondent answers correctly, they are assigned a numerical value of one (1), but if they answer incorrectly, they receive a zero (0). The highest possible value for the knowledge component is 33 while the zero is the lowest value. Thus, the ability of students is adequate or not on the scale of ecological knowledge. Respondents who received an average score of 70% or higher (24 questions or more answered correctly) were considered to have an adequate level of knowledge [24][25]. The results shown in Table 1 show that no student is considered to have an adequate ecological knowledge base. The overall average score for students for the ecological knowledge component was 18.24 with the standard deviation (S.D) of 2.35. The highest score received was 23 and the lowest was 13. Water conditions on the surface of the earth vary from one place to another, and between one time and another. Differences in water conditions between places and time caused by differences in several factors, some of those are. 10.2

21.42
2 Sunlight has varying wavelengths. Sunlight reaches the earth after passing through several layers of protection in the atmosphere. One such layer is the ozone layer. It is known that the ozone layer has a very important role for the life of organisms on earth. What will happen if the ozone layer is damaged?
Oxygen is an organic form of gas that is very important for animals. Changes in oxygen content are very influential on aquatic animals and soil animals. The condition of oxygen deprivation in the water environment is usually referred to as BOD (biological oxygen demand). What factors cause BOD levels to increase in the water environment?
28. Drought that hit some areas during the dry season is due to the forest around the area has been converted as settlement and agricultural land. Drought can be prevented by reforestation program.
What is the role of reforestation for water availability?
Water pollution is caused by the various pollutants coming into the water environment derived from household waste, factories, and organisms. Several types of organisms have the ability to identify an environment contaminated with harmful substances. The use of these organisms is commonly known as bioremediation. Which of the following is considered an example of bioremediation? 26.5

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Interactions that occur in a community can create an eating-eaten relationship between organisms to survive. The process of eating-eaten in a community determines the location of the organism at...  Conservation of organisms aims to maintain the sustainability of endangered species, preserve biodiversity, and preserve habitat. In Indonesia there are various forms of habitat conservation, among others: nature reserves, wildlife sanctuaries, and national parks. The three forms of conservation are different. What is the main difference between the three habitat conservation?

Ecological Attitude Component
The results of the 5-point Likert scale used in the ecological attitude component instrument are classified in three options (agree, not sure, disagree) to facilitate analyzing results. Assessment of student responses to the ecological attitude component scale is shown in Table 3 below. * negative statements, rating scales are reversed.
Based on the results of 5-point filling Likert scale on the instrument of ecological attitude shows that the majority of students agree on statement such as: a. "Living things other than humans have equal rights to live and utilize natural resources and environment" of 92.8%. b. "The condition of natural resources and environment now tends to get worse and can endanger human survival" by 75.5%. c. "The ability of the earth to support a limited human population" of 67.3%.
As for the results of filling the instrument of ecological attitude that indicates that the majority of students do not approve on statements such as: a. "The story of environmental damage and natural resources is actually overrated" at 78.5%. b. "Natural resources and environment will not be disturbed by modernization and technology created by humans" of 60.3%. c. "Man can fully control the natural resources and environment to be used for his benefit" of 43.7%. Table 3. shows the average scale of student behavior toward the ecology of 49.4% with standard deviation (S.D) of 5.11. This shows that prospective teachers have a positive attitude in protecting the environment.

Ecological Concern Component
Students are asked to express their concerns about some environmental issues globally. Table 4 shows that students assess the three aspects that underlie the concerns about environmental issues. Three aspects of the concern component include the basic concepts, the frequency, and the willingness of the act. The average score of student responses to these three aspects can be seen in Table 4 below. Based on the results of the students' ecological concern instruments in Table 4, it shows that the score of each aspect of the concern component has a relatively low. These results indicate that the students still have low concerns about environmental issues that occur. The highest score is in the aspect of the basic concept of 78.35% with mean 86.1 and standard deviation (S.D) 7.73. While the lowest is in the aspect of frequency of 62.19% with a mean value of 46.6 and standard deviation (S.D) 6.98.

The Relationship between Ecological Literacy Components
The Pearson correlation coefficient was calculated to examine the relationship between components of knowledge, attitudes, and student concerns on environmental issues. Table 5 below shows no strong linkage or low correlation values between students' ecological literacy components.  Table 5, it shows the correlation values between the ecological literacy components calculated using SPSS statistics. The correlation value between the knowledge and attitude components shows the low correlation with the significance value of 0.061 (>0.05). The correlation value between the knowledge component and the component of concern also shows the low correlation with the significance value of 0.913 (> 0.05), and the correlation value between the attitude component and the concern component indicates a significance value of 0.354 (> 0.05) which means having a low correlation value.

Analysis and Discussion
This study aims to determine the ability of ecological literacy on students of prospective teacher in the Green Campus program at the Faculty of Teacher Training and Education Sebelas Maret University Surakarta. The result shows that the average value of ecology literacy on the prospective teacher is 63.47%. The mean for each component of ecological literacy is knowledge component (52,59%), attitude component (65,33%), and component of concern (75,2%). The results for each component of ecological literacy indicate that the students still have low ability to care for the environment. The results are in line with research on ecological literacy conducted in several countries such as Dajeh [26] in Jordan that conduct research on vocational teachers with relatively low results. Another study was conducted in Nigeria, the results show that the majority of teachers have low knowledge of ecology [27].

Ecological Knowledge
The average value for the ecology knowledge component of 52.59% indicates that the students' knowledge ability toward the ecology is still low. Some reasons supporting the results of the study was obtained from interviews with lecturers and students as well as observation of document learning tools. Supporting data from learning activity aspect and learning model used in teaching learning process is acquired during the interview with lectures. The results of interviews conducted on some students reported that lectures are still often focused on lecturers; lecturers often convey material with lecturing methods and not often present environmental issues as a discussion. These was the reason for the low ecological knowledge of students.
Previous research conducted shows the low understanding of students on environmental issues and problems that occur due to cultural differences in some communities [28]. The problems that caused the weakness of the teacher's understanding of ecology and environmental issues one of them is the readiness of students and other teachers in studying ecology and the limited development of environment-based education curriculum [24]. According to Kolodner [29] the students' knowledge can be improved through the direct application of knowledge they have in various situations and environmental problems.
Environmental knowledge is needed for students of prospective teacher to be able to spread ecological education to learners. In addition to the importance of ecological understanding, the knowledge component can influence behavior that is formed even not consistently. The statement is supported by research conducted other researchers [30] that although knowledge is needed but not enough to shape ecofriendly behavior. This opinion is supported also by the research of [31] and [32] who claim that knowledge does not consistently affect behavior, when the effect is relatively small and must be mediated through skills  [33] indicates that the knowledge, attitudes, and habits possessed by prospective teachers may reflect the behavior that the learners have in the future.

Ecological Attitude
Ecological literacy results show a positive, although not significant, score on student attitudes toward the environment of 65.33%. The results for the attitude component according to the results of previous research conducted by [34] in Malaysia, the results of this study indicate that students have a positive attitude towards the environment. However, the results do not match to what done by other researchers ZKLFK LQGLFDWHV VWXGHQWV ¶ ORZ DWWLWXGHV WRZDUG HQYLURQPHQWDO SUREOHPV [35].
According to Shamuganatha and Karpudewan [3] that one of the solutions to teach ecological literacy is by giving problems on environmental issues because by that one will behave more responsibly in protecting the environment. Their attitudes can shape eco-friendly behaviors as described by Ajzen and Fishbein [36] in the research that has been done. The attitudes of environmental care owned also refers to the amount of awareness of the environment [37]. On the other hand, here are other factors that influence the formation of student attitudes that is a factual knowledge that becomes a prerequisite for any desired attitude [38]. The statement is supported by other researchers stating that the knowledge and attitudes of the environment possessed by the students have an important role in formulating the attitude of environmental care to learners later [39].

Ecological Concern
The components of ecological concerns show the highest average value of the other components of 75.2%. These results indicate students' awareness of the enormous environmental issues. The results are in accordance with previous research which shows that although students have a low knowledge of the environment, they show a high level of concern to contribute in preserving the environment [34].

The Relationship between Ecological Literacy Components
The results of correlation calculations using statistics show no correlation between the ecological literacy components as indicated by the significance value between knowledge components, attitudes, and ecological concerns. The significance value of the ecological literacy component >0.05 so it can be concluded that there is no strong correlation between the ecological literacy component of prospective teachers at the Teacher Training and Education Faculty of Sebelas Maret University. The results of the calculation of the correlation between ecological literacy components in accordance with research which indicates a weakness of significance between ecological literacy components [24], [40].

CONCLUSION
The results of the ecological literacy ability of prospective teachers at the Teacher Training and Education Faculty of Sebelas Maret University are still relatively low. Regardless of the value of the knowledge component of students who have the lowest score, the students still have a positive attitude towards the environment furthermore they still have concern for environmental issues to contribute in maintaining the environment. The correlation between the ecological literacy component shows the low correlation which can be seen from significance value of >0,05.