Integrating Ethnoscience into Eco-Gamified Problem-Based Learning to Improve Sustainability Literacy and Environmental Awareness in Peatlands

Mohamad Nor Aufa, Gusti Nida Nurkhaliza, Muhammad Hasbie, Rusmansyah Rusmansyah

Abstract


This study aims to analyze the effect of implementing the ethnoscience-based Eco-Gamified Problem-Based Learning (PBL) model within peatland contexts on the sustainability literacy and environmental awareness of junior high school students. A quasi-experimental design with a non-equivalent control group was employed, involving 65 students (32 in the experimental group and 33 in the control group). The experimental group received the Eco-Gamified PBL intervention integrating peatland ethnoscience, while the control group received conventional instruction. Data were collected through a sustainability literacy test, an environmental awareness questionnaire, and observation sheets, then analyzed using the N-Gain test and an independent-samples t-test. The results demonstrated that the average sustainability literacy score in the experimental group increased from 56.80% to 84.10%, with an N-Gain of 0.63 (moderate), while the control group improved from 55.30% to 72.40%, with an N-Gain of 0.38 (moderate). Hypothesis testing indicated a significant difference between the two groups (p = 0.003; p < 0.05). Additionally, students’ environmental awareness in the experimental group achieved an average score of 4.28 (very high), significantly higher than the control group’s 3.65 (high), with a significance value of p = 0.002, p < 0.05). These findings demonstrate that integrating peatland ethnoscience into an Eco-Gamified PBL framework effectively enhances students’ sustainability competencies. This study provides empirical evidence for integrating local ecological knowledge and gamification into problem-based learning to support contextualized sustainability education.

Keywords


Eco-gamification; Environmental awareness; Peatland ethnoscience; PBL; sustainability literacy

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References


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DOI: https://doi.org/10.20527/jmscedu.v6i1.18429

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