Abstract
This study aimed to determine the influence of guided inquiry-based learning toward the improvement of environmental behavior and critical thinking of students in environmental education-based science. This study used the Classroom Action Research method through two cycles each consisting of planning, action, observation, and reflection. The objects of this study were 35 students of the 3 rd class of Junior High School of SMPIT Raudatul Jannah in Cilegon, Indonesia. The results showed that on the first cycle it has no a significant change in environmental behavior and critical thinking competence of students but then an increase in the second cycle. In general, it can be concluded that guided inquiry learning in science can increase environmental behavior and critical thinking of students
Highlights
Science and technology development are like two sides of a coin.On the one hand, they contribute to facilitate the work and improve human welfare, on the other hand, they may lead to environmental degradation (Kroes, 2017).Environmental damage is a manifestation of social and environmental issues that are interrelated
This study aimed to determine the influence of guided inquiry-based learning toward the improvement of environmental behavior and critical thinking of students in environmental education-based science
The results showed that on the first cycle it has no a significant change in environmental behavior and critical thinking competence of students but an increase in the second cycle
Summary
Science and technology development are like two sides of a coin.On the one hand, they contribute to facilitate the work and improve human welfare, on the other hand, they may lead to environmental degradation (Kroes, 2017).Environmental damage is a manifestation of social and environmental issues that are interrelated. Science and technology development are like two sides of a coin. They contribute to facilitate the work and improve human welfare, on the other hand, they may lead to environmental degradation (Kroes, 2017). Environmental damage is a manifestation of social and environmental issues that are interrelated. Solving the social issue in everyday life always associated to environmental problems. CO2 concentrations, for example, have the potential to transform almost all spatial and temporal aspects of plant-based aeroaller-gens (production, allergenicity, and distribution) (Ziska & Beggs, 2012). Anthropogenic climate change is a driver of impacts throughout the world (Rosenzweig & Neofotis, 2013). Other cases show that rising global surface temperatures, internal variability, and coercive radiation-related and global warming-related to anthropogenic climate activity (Kaufmann et al, 2011)
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