Abstract
Strengthening ecopreneurship plays an important role in preparing students for success in the life and career of students, but this skill is not well trained in learning physics. Therefore, the purpose of this study was to analyze the impact of environment-based physics learning on students' mastery of concepts and ecopreneurship. This research is a quasi experimental research with one group pretest and posttest design. The research subjects were 29 students of the physics education study program, Surabaya State University, Indonesia, who programmed basic physics courses. The data collection technique used a conceptual mastery test instrument and ecopreneurship. The data analysis technique used the Kolmogorov-Smirnov test, Paired t-test, Wilcoxon test, and N-Gain. The results showed a significant increase in students' mastery of concepts and ecopreneurship at α = 5%, with mean N-gain of 0.63 and 0.60, respectively, within the moderate criteria. Thus, environment-based physics learning has a significant impact on increasing student mastery of concepts and ecopreneurship.
Highlights
Today, the development of science and technology causes various problems in human life and the environment (Dewantara et al, 2018; Saludung et al, 2018)
The world of education must be able to create creators and innovators to overcome environmental problems, or what is known as ecopreneurship (Adinugraha, 2017; Greene, 2012)
Students develop various creative products based on the environment as a form of representation of knowledge, attitudes, and skills to overcome environmental problems
Summary
The development of science and technology causes various problems in human life and the environment (Dewantara et al, 2018; Saludung et al, 2018). The world of education (including physics education) must be able to create creators and innovators to overcome environmental problems, or what is known as ecopreneurship (Adinugraha, 2017; Greene, 2012). Strengthening ecopreneurship in physics learning facilitates scientific innovation and new technological discoveries (Martini et al, 2018). The main task of educators is not enough to equip students with physics and technology, they design and create creative products to overcome environmental problems (Haris et al, 2018). Students develop various creative products based on the environment as a form of representation of knowledge, attitudes, and skills to overcome environmental problems.
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