Ecological Literacy of Junior High School Students through Children's Literature

Abstract

Ecological literacy can be taught through the literature curriculum. Literacy among junior high school students is problematic. However, literature as an imaginary work has a special position to offer ecological messages through its storyline. This study aims to describe the ecological literacy of junior high school students through children's literature. This research utilizes qualitative methods with data collection techniques through observation, documentation, and interviews. The research instrument was developed from 4 indicators of Roth's ecological literacy, namely knowledge, affective tendency, behavior, and cognitive skills. This research involved four junior high schools in Majalengka. The results showed that students could describe aspects of knowledge about environmental issues and their relationship with social systems. In addition, students can reflect on environmental issues and describe aspects of behavior towards nature. Cognitive skills that appear in students are the ability to analyze and evaluate environmental issues accompanied by problem solving. However, there are still a number of students who have not been able to bring out the skills in analyzing, synthesizing, and evaluating environmental issues. Based on these results, children's literature in schools with ecological themes can instill ecological literacy skills as well as a medium for campaigning for environmental issues.