Website: https://journals.pspmas.org/index.

php/ijose

THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED

LEARNING ON STUDENTS' ENVIRONMENTAL AWARENESS VALUES AT THE
LE HU GARDEN
Zikir Amin Nazara
UISU, Indonesia
Email: zikirnazara@gmail.com ABSTRACT

THE EFFECT OF LEGUMINOSAE FAMILY ENVIRONMENT-BASED LEARNING

ON STUDENTS' ENVIRONMENTAL CARE VALUES AT THE LE HU GARDEN

This study aims to determine the effect of Leguminosae family environment-based learning on
the environmental care values of BIOLOGY Education students, FKIP UISU at The Le Hu
Article Information: Garden. This research was conducted on May 7, 2024 at The Le Hu Garden.
Accepted (24 Mei 2024)
Published (10 Feb 2025) This study uses a quasi-experimental method with the research population being all active
BIOLOGY Education students, FKIP UISU, totaling 32 people who were then used as a sample
in the form of a total sample that had the same number as the population, namely 32 people.
Keywords: The instrument in this study was an environmental care value test in the form of an initial test
Environmental Care Values, and post-test, observation sheets, and also a questionnaire sheet.
Environmental-Based Learning
Methods The results of the environmental care test of students before using this environment-based
learning method obtained a sufficient value in mastery according to the classification of the
environmental care value percentage index, which was 0 people (0%) and was classified as
having very poor mastery, as many as 32 people (100%) with an average value of 23.19% and
a standard deviation of 9.80, while the environmental care value test of students using the
environment-based learning method was 2 people (9.5%) and was classified as sufficient,
namely 16 people (76.1%) and those who were very poor were 3 people (14.2%) with an
average value of 27.50 and a standard deviation of 63.47. The results of the normality test
obtained L_count < L_table, which is 0.147 < 0.156, it is stated that the data is normally
distributed, while the results of the homogeneity test obtained F_count < F_table, which is 1.48
< 1.56, it is stated that the data has the same variance or is homogeneous. The results of the
hypothesis test using the t test obtained t_(count>) t_table or 25.50> 1.72 with a reality level
of 0.05, so Ha is accepted and Ho is rejected. Thus, it can be concluded that there is a significant
influence on the use of environmental-based learning methods for BIOLOGY education
students, FKIP UISU MEDAN.

Keywords: Environmental Care Values, Environmental-Based Learning Methods

INTRODUCTION
Indonesia is a country with very high biodiversity, both in flora and fauna groups, so Indonesia is
nicknamed the "Megabiodiversity" country. The flora group has high diversity so that it always provides space
for continuous study. This can be done continuously starting from the provincial, district to sub-district levels.
Like one of the provinces in Indonesia, namely North Sumatra.
North Sumatra Province has a total area of approximately 182,414.25 km² consisting of a land area of
approximately 72,981.23 km² and an ocean area of approximately 109,433.02 km². North Sumatra Province
borders the Aceh region to the north, the Indian Ocean to the west, the Riau Province and West Sumatra
Province to the south, while the Malacca Strait to the east. North Sumatra Province is one of the provinces
located on the island of Sumatra. North Sumatra Province is located at 1° - 4° North Latitude and 98 ° - 100 °
East Longitude. North Sumatra Province has 213 islands that already have names, with 6 islands in the East
Coast region including Berhala Island as the outermost island bordering the Malacca Strait and the remaining

Vol. 1, No. 1, pp. 40-54, 2025 40

 THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED LEARNING ON STUDENTS' ENVIRONMENTAL
AWARENESS VALUES AT THE LE HU GARDEN

207 islands in the West Coast region with Wunga Island and Simuk Island as the outermost islands in the West
Coast region. Regionally, in its geographical position, North Sumatra Province is located on the strategic route
of the Malacca Strait International shipping which is close to Singapore, Malaysia and Thailand. One of the
tourist parks in North Sumatra is The Le Hu Garden Area located in Deli Serdang Regency, Deli Tua District.
The Le Hu Garden is one of the parks that is currently an area with quite a lot of flora. The Le Hu Garden
tourist park was established in 2015 as an alternative to fulfilling the need for recreation and tourism. The Le
Hu Garden is a 3 hectare tourist location consisting of 3 plain zones, namely the first plain zone which is an
artificial lake and fish pond, the second and third plains are hill areas with flower gardens on top. The park here
is not just one, but there are several with different design and decoration ideas. The Le Hu Garden is generally
located on Jl. Education, West Deli Tua, Deli Tua District, Deli Serdang Regency, North Sumatra. The Le Hu
Garden is one of the tourist parks in North Sumatra which is rich in flora, especially the Leguminosae Family

41
 Website: https://journals.pspmas.org/index.php/ijose

The Leguminosae Family is known as Fabaceae. In the world of agriculture, plants from this tribe are often
referred to as Leguminosae Plants (Leguminosae) (Rohrig et al., 2013). This tribe is the third largest tribe of
flowering plants after the Orchidaceae Asteracea Compositae tribe. The Leguminosae tribe has a habitus of liana
bushes, shrubs, trees and a small part is aquatic plants. This plant is classified into the Angiospermae division or
plants that have flowers. This family is estimated to have around 730 genera and 19,400 species with the largest
genus being Astragalus (having more than 2000 species), then Acacia (more than 900 species), then Indigofera
(more than 700 species), then Crotalaria (600 species), and finally Mimosa (500 species). Leguminosae itself is
grouped into 3 subfamilies namely Mimosoideae, Caesalpinioideae and Papilionoideae. The Leguminosae Family
(Fabaceae) is one of the riches of biodiversity in Indonesia. (Irsyam & Priyanti, 2016) The Leguminosae Family
is a member of the Fabales nation which is characterized by pod-type fruit. It has a diverse body shape, ranging
from herbs, shrubs, lianas to trees. Most of its tree and liana members have flowers with beautiful shapes and
colors, such as Cassia sp, Erythrina sp, Mucunano voguineensis Scheff and Strongy lodonmacrobotrys A.Gray.
Leguminosae has various uses, from seeds, fruits (pods), flowers, bark, stems, leaves, tubers, to roots used by
humans. Food ingredients, drinks, cooking spices, dyes, green fertilizers, animal feed, medicinal materials, to
poisons are produced by its members. Members of this tribe are also known for their ability to bind (fix) nitrogen
directly from the air (not through soil fluids) because they are symbiotic with certain bacteria in their roots or
stems. The tissue containing these symbiotic bacteria usually swells and forms nodules. Each type usually also has
a symbiosis with a unique type of bacteria. Therefore, it is necessary to carry out the initial stages of research
which can be called identification (Rohrig et al., 2013). According to the Republic of Indonesia Law Number 20
of 2003 concerning the National Education System, learning is a process of interaction between educators and
students and learning resources that takes place in a learning environment.
Learning model is a learning model that can be interpreted as a plan or pattern used in compiling the
curriculum, organizing student materials, and providing instructions to teachers in class and in teaching plans (II,
2020). In this explanation, it can be concluded that the learning model is a plan that is used as a guideline in
planning learning and can help students obtain information.
According to (Nugrawiyati, 2015) environmental-based learning is learning that makes the environment a
topic or learning material and can be a medium in learning. In other words, environmental-based learning is a
learning process outside the classroom that uses objects as tools to gain real experience, observe directly, obtain
data accurately and can learn independently or in groups.
The environment as a learning resource can be optimized in the learning process to enrich the materials and
learning activities of students at school. Because the relationship between students and the environment is a
relationship that influences each other so that there is an understanding related to the material being studied.
Environmental-based learning is realized by displaying examples of the application of Biology Education subject
matter in everyday life that exist in the environment.
Caring for the environment is an attitude and action that always tries to prevent damage to the surrounding
natural environment, and develops efforts to repair the damage to nature that has occurred (Ismail, 2021). This
attitude needs to be formed into a good habit for the younger generation (Ismail, 2021) However, the low attitude
and concern of students towards the environment is certainly concerning, because through education students
should understand and care more about their environment. In reality, there are still many who damage the
environment without knowing the consequences of environmental damage. In order to teach environmental
education and instill an attitude of caring for the environment in students, an environmental-based learning method
is needed to emphasize and improve students' environmental attitudes.

METHODS
A. Location and Time of Research
1. Research Location
The research was conducted at The Le Hu Garden, Delitua District, Deli Serdang Regency, North
Sumatra Province, 10.1 km from Medan City, with an area of 3 hectares. Then it was applied at the Islamic
University of North Sumatra on Jalan Sisingamangaraja, Teladan Village, Medan City, Teladan Barat,

Vol. 1, No. 1, pp. 40-54, 2025 42

 THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED LEARNING ON STUDENTS' ENVIRONMENTAL
AWARENESS VALUES AT THE LE HU GARDEN

Medan City, Medan City, North Sumatra 20216 on Biology Education Students of FKIP UISU who were
active in the 2023/2024 academic year.
2. Research Time
This research lasted for 3 months from March to May 2024.

B. Population and Sample

1. Research Population
The population in this study were all Biology Education students of FKIP UISU who were active
in the 2023/2024 academic year.

Table of Population of All Biology Education Students FKIP UISU

NO Class Man Woman Amount
1 Semester 2 - 2 Student 2 Student
2 Semester 4 1 Student 7 Student 8 Student
3 Semester 6 - 3 Student 3 Student
4 Semester 8 3 Student 17 Student 20 Student
Jumlah 4 Student 29 Student 33 Student
Source: Faculty of Teacher Training and Education

2. Research Sample
The sample used in this study was total sampling, a sampling technique where the number of samples is the
same as the population. The sample in this study were all Biology Education students of FKIP UISU who
were active in the 2023/2024 academic year.

C. Research Variables
1. Variabel Bebas (N)
The independent variable in the study is environment-based learning activities.

2. Variabel terikat (Y)

The dependent variable in this study is the environmental concern value of students towards the
Leguminosae Family at The Le Hu Garden.

D. Research Methods and Design

1. Research Methods
This type of research is a quasi-experiment (Quasi Experiment), namely research that is intended to
determine whether or not there is an effect of something imposed on the subject, namely students. (Zaini
Miftach, 2018b) the experimental research method is a research method used to find the effect of something
that is treated on others in conditions that can be controlled. Quasi experiments use all subjects in the study
group (intact group) to be treated, not using subjects taken randomly.

2. Research Design
The research design carried out by this researcher is as shown in the table below
Class Initial Test Treatment Final Test
Sample Class T1 environment based T2

Description =
T1 = Initial Test Administration (To see students' abilities in environmental-based learning)
Environment-Based = Treatment given to the sample during the research
T2 = Final Test Administration (To see students' environmental awareness values)

Internasional Journal of Sience and Education

Vol. 1, No. 1, pp. 40-54, 2025 42
 Website: https://journals.pspmas.org/index.php/ijose

RESULTS AND DISCUSSION

A. Results
The research data were obtained from the results of the initial test and post-test and observation sheets on
the material of Plant Morphology. The data were calculated to determine the effect of the Environmental-Based
learning method on students' environmental awareness scores. In the assessment of essay test questions, students
were declared successful if the students' environmental awareness scores were equal to or higher than 76 - 85%
which was in accordance with the scoring indicators. The student observation sheet was declared successful if
the average score percentage was 80% ≤ NR <90%.Kriteria Taraf Keberhasilan
90% ≤ NR ≤ 100% = Very Good
80% ≤ NR < 90% = Good
70% ≤ NR < 80% = Sufficient
60% ≤ NR < 70% = Poor
0% ≤ NR < 60% = Very Poor
From the results of the study conducted using the Environmental-Based learning method on the
Leguminosae Family material for active Biology Education students of FKIP UISU in the 2023/2024 academic
year with a total of 10 essay questions (items) for the initial test and 10 questions for the post-test, the following
data were obtained =

Initial Test Results Data Table on Leguminosae Family Material with minimum scoring criteria of 76 – 85%

No Student name Initial Test Information

Score Value
1 Wasihatul Afrah 7 23,33 Less than once
2 Luthfia Indaru 9 30,00 Less than once
3 Della Amanda Putri 12 40,00 Less than once
4 Asrina Hasibuan 11 36,66 Less than once
5 Farida Alas 6 20,00 Less than once
6 Amanda Bako 11 36,66 Less than once
7 Suranta Uli Br Ginting 9 30,00 Less than once
8 Khofifah Intan Maharani 11 36,66 Less than once
9 Riska Rahma Putri 11 36,66 Less than once
10 Veronika 4 13,33 Less than once
11 Yusi Salsabila 4 13,33 Less than once
12 Hafizah Khairani 3 10,00 Less than once
13 Mila Ariska Dewi 6 20,00 Less than once
14 Indah Meliana 10 33,33 Less than once
15 Muhamad Ekbal Awaludin 7 23,33 Less than once
16 Dhiya Azhari Pangaribuan 5 16,66 Less than once
17 Dini Rafika 8 26,66 Less than once
18 Yusra Laila 8 26,66 Less than once
19 Johan PH Pardosi 11 36,66 Less than once
20 Adzilla Saragih 6 20,00 Less than once
21 Dilla Anggreini 10 33,33 Less than once
22 Puput Amalia 5 16,66 Less than once
23 Musa Al Quddusi 9 30,00 Less than once
24 Ade Amalia 12 40,00 Less than once
25 Refina Ramadhani 6 20,00 Less than once

43
 THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED LEARNING ON STUDENTS' ENVIRONMENTAL
AWARENESS VALUES AT THE LE HU GARDEN

26 Riza Sibuea 7 23,33 Less than once

27 Dinda Vika Yulia Ningsih 8 26,66 Less than once
28 Theresia Sihaloho 6 20,00 Less than once
29 Mariana Ritonga 7 23,33 Less than once
30 Nazzwa Syalvina Hakim 7 23,33 Less than once
31 Rizka Khoirunisa 10 33,33 Less than once
32 Hafifah Anggraini 11 36,66 Less than once

From the data in the Initial Test Results Data Table on the Leguminosae Family Material with a minimum
scoring criteria of 76 - 85% above, it was obtained from 5 indicators and each indicator consists of 2 questions, with
the assessment as stated in the Environmental Care Value Scoring Guidelines Table.

𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
Percentage of average value (NR) = 𝑥 100 ( Sudijno, 2008 )
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒

NR = 7
𝑥 100 = 23,33
30

From the data of the Initial Test Result Data Table on the Leguminosae Family Material with a minimum
scoring criteria of 76 - 85% above, it can be seen that the highest score of students in the initial test was 40 for 1
person and the lowest score was 10 for 1 person. The initial test scores of students who succeeded with a good level
of mastery were according to the scoring indicators, namely 0 people (0%) and those who failed were 32 people
(100%).

Post-Test Results Data Table on Leguminosae Family Material with minimum scoring criteria of 76 – 85%
No Student name Final Test Information
Score Value
1 Wasihatul Afrah 24 80,00 Good
2 Luthfia Indaru 12 40,00 Less than once
3 Della Amanda Putri 23 76,66 Enough
4 Asrina Hasibuan 12 40,00 Less than once
5 Farida Alas 20 66,66 Enough
6 Amanda Bako 16 53,33 Enough
7 Suranta Uli Br Ginting 22 73,33 Enough
8 Khofifah Intan Maharani 18 60,00 Enough
9 Riska Rahma Putri 23 76,66 Good
10 Veronika 23 76,66 Good
11 Yusi Salsabila 22 73,33 Enough
12 Hafizah Khairani 18 60,00 Enough
13 Mila Ariska Dewi 24 80,00 Good
14 Indah Meliana 15 50,00 Less than once
15 Muhamad Ekbal Awaludin 17 56,66 Enough
16 Dhiya Azhari Pangaribuan 21 70,00 Enough
17 Dini Rafika 12 40,00 Less than once
18 Yusra Laila 23 76,66 Good
19 Johan PH Pardosi 12 40,00 Less than once
20 Adzilla Saragih 20 66,66 Enough
21 Dilla Anggreini 19 63,33 Enough
22 Puput Amalia 18 60,00 Enough
23 Musa Al Quddusi 23 76,66 Good
24 Ade Amalia 20 66,66 Enough
25 Refina Ramadhani 21 70,00 Enough
26 Riza Sibuea 21 70,00 Enough
Internasional Journal of Sience and Education
Vol. 1, No. 1, pp. 40-54, 2025 44
 Website: https://journals.pspmas.org/index.php/ijose

27 Dinda Vika Yulia Ningsih 20 66,66 Enough

28 Theresia Sihaloho 24 80,00 Good
29 Mariana Ritonga 20 66,66 Enough
30 Nazzwa Syalvina Hakim 18 60,00 Enough
31 Rizka Khoirunisa 19 63,33 Enough
32 Hafifah Anggraini 19 63,33 Enough

From the data in the Post-Test Results Data Table on the Leguminosae Family Material with a minimum
scoring criteria of 76 - 85% above, obtained from 5 indicators and each indicator consists of 2 questions, with the
assessment as stated in the Environmental Care Value Scoring Guidelines Table

𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
Percentage of average value (NR) = 𝑥 100 ( Sudijno, 2008 )
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒

NR = 24 𝑥 100 = 80,00
30

From the Post Test Result Data on the Leguminosae Family Material with a minimum scoring criteria of 76
- 85% above, it is known that the highest score of students in the post test was 80.00 for 3 people and the lowest score
was 40.00 for 4 people. The post test scores of students who succeeded with a good level of mastery according to the
scoring indicators were 16 people (78.2%) and those who failed were 7 people (21.8%).
To find out the average standard deviation in the initial test and post test, it can be seen in the Frequency
Distribution List Table of Students' Initial Test Scores and the Frequency Distribution List Table of Students' Post
Test Scores below.

Frequency Distribution List Table of Students' Initial Test Scores

No Test Scores Fi Xi Xi2 Fi.Xi Fi.Xi2
1 10,00 – 14,00 3 12,00 144 36 432
2 15,00 – 19,00 2 17,00 289 34 578
3 20,00 – 24,00 10 22,00 484 220 4840
4 25,00 – 29,00 3 27,00 729 81 2187
5 30,00 – 34,00 6 32,00 1024 192 6144
6 35,00 – 40,00 8 37,00 1369 296 10952
Amount 32 147,00 4039 859 25133

Based on the Frequency Distribution List Table of Initial Test Scores of students above, to find the average value
of the initial test, namely by dividing the total number of Student scores by (fixi) 859 with the frequency of the number
of Students (fi) as many as 32 so that the average value of the initial test (x ̅) is 26.84 and the standard deviation is
8.17.
From the frequency distribution list of the initial test on the Leguminosae Family material using an environment-
based learning model, it can be described in the frequency distribution graph below

45
 THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED LEARNING ON STUDENTS' ENVIRONMENTAL
AWARENESS VALUES AT THE LE HU GARDEN

Initial Test Diagram

9
8
7
6
5
4
3
2
1
0
40,00 – 46,00 47,00 – 53,00 54,00 – 60,00 61,00 – 67,00 68,00 – 74,00 75,00 – 80,00

Graphic Image of Initial Test Scores of Biology Education Faculty Students on Leguminosae Family Material

Frequency Distribution List Table of Post-test Scores of Students

No test scores Fi Xi Xi2 Fi.Xi Fi.Xi2
1 40,00 – 46,00 4 43,00 1849 172 7396
2 47,00 – 53,00 2 50,00 2500 100 5000
3 54,00 – 60,00 6 57,00 3249 342 19494
4 61,00 – 67,00 7 64,00 4096 448 28672
5 68,00 – 74,00 5 71,00 5041 355 25205
6 75,00 – 80,00 8 77,00 5929 616 47432
Amount 32 147,00 26703 2033 133199

Based on the Table of Frequency Distribution List of Post-test Values of students above to find the average
post-test value, namely by dividing the total number of Student values by (fixi) 2033 with the frequency of the number
of Students (fi) as many as 32 so that the average pre-test value (x ̅) is 63.53 and the standard deviation is 11.41. From
the list of frequency distribution of the post-test on the Family Leguminosae material using an environment-based
learning model, it can be described in the frequency distribution graph below

Final Test Diagram

10

0
20,00 – 23,00 24,00 – 27,00 28,00 – 31,00 32,00 – 35,00 36,00 – 40,00

Figure . Post-Test Value Diagram of Biology Education Faculty Students on Leguminosae Family Material

Gain Value Data Table

No Question Indicator Gain
1 Understanding Leguminosae Family Plants 0,64
2 Maintaining environmental sustainability 0,32
3 Caring for Leguminosae family plants 0,46
4 Preventing environmental pollution 0,58
5 Understanding the role of plants in environmental sustainability 0,38

Internasional Journal of Sience and Education

Vol. 1, No. 1, pp. 40-54, 2025 46
 Website: https://journals.pspmas.org/index.php/ijose

Based on the Gain Value Data Table above, the gain value data for students' environmental care values is assessed
based on the gain score results. Each question indicator is compiled and its improvement score is calculated. To
calculate the gain score results for each question indicator, the gain formula is obtained.
𝑆𝑝𝑜𝑠𝑡−𝑆𝑝𝑟𝑒𝑠𝑡
Gain (g) =
𝑆 𝑚𝑎𝑘𝑠−𝑆𝑝𝑟𝑒
69−19
=
96−19
50
= = 0,64 (Currently)
77

From the list of Gain Value Data Tables on the Leguminosae Family material using the Environmentally
Based learning model, it can be described in the frequency distribution graph below.

Gain Diagram
12
10
10
8 8
8 7
6 6
6 5
4
4 3 3
2 2
2
0,64 0,32 0,46 0,58 0,38 0,35
0
1 2 3 4 5 6
Pre tes t Post test Gain

Gambar. Gain Increase Graph

Data Table of Presentation Values of Students' Environmental Care Values from Observation Sheets
Environmental Indicator Score Score Percentage of
Care Values Group 1 Group 2 average value
5 4 3 2 1 5 4 3 2 1
Environmentally
friendly attitude Understanding 4 4 80%
Leguminosae Family Plants
Maintaining environmental 5 4 90%
sustainability
Caring for Leguminosae 3 4 70%
family plants
Preventing environmental 5 5 100%
pollution
Understanding the role of 5 4 90%
plants in environmental
sustainability

47
 THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED LEARNING ON STUDENTS' ENVIRONMENTAL
AWARENESS VALUES AT THE LE HU GARDEN

Based on the table of data on the presentation value of the average value of students' environmental concern
through the observation sheet, it was obtained by adding up the total score divided by the maximum score multiplied
by 100%.

Table. Questionnaire Data Calculation

No Question Answer options Response

SS S RG TS STS Positive Negative
Response Response
(+) (-)
1 I find it easier to understand the learning if I 20 12 100%
am in the field directly
2 In studying plant morphology material, 16 15 1 100%
direct observation is required.
3 Observing is a basic thing that must be done 13 15 1 3 90,63% 9,37%
in studying plant morphology.
4 I will note down everything I have observed. 15 13 4 100%
5 I can know the effects of environmental 17 10 3 1 1 93,75% 6,25%
pollution if I observe it directly.
6 I don't want to litter so that environmental 4 24 4 100%
pollution doesn't occur.
7 I will not remove plants because it is an effort 12 14 3 1 87,5% 12,5%
to preserve plants.
8 I prefer an environment with lots of plants to 9 19 4 100%
an environment without plants.
9 The knowledge gained in plant morphology 11 15 5 1 96,87% 3,13%
can be applied in life.
10 I am able to classify plant types without 13 11 3 2 3 84,38% 15,62%
guidance from other people (experts).
11 I will ask the researcher if there is anything I 18 10 4 100%
don't know in the field.
12 I find it easier to understand the factors of 15 9 1 5 2 78,12% 21,88%
environmental pollution
13 The knowledge gained in plant morphology 14 14 2 2 93,75% 6,25%
can be applied in life.
14 I understand the consequences of destroying 16 13 3 100%
plants
15 I can understand the impact of environmental 13 18 1 100%
pollution
16 After this research, I will preserve the 14 15 3 100%
environment well
17 I can tell that the plant has economic value 12 10 8 1 1 93,75% 6,25%
and sales value.
18 If I am asked, I can explain the results of my 9 18 1 4 87,5% 12,5%
observations.
19 When my explanation is wrong, I am willing 15 16 1 100%
to accept input from others.
20 I will make my own conclusions about what 8 20 4 87,5% 12,5%
I observe.

1. Test Data Requirements

Before the data is analyzed, data analysis requirements testing must first be carried out, including:

Internasional Journal of Sience and Education

Vol. 1, No. 1, pp. 40-54, 2025 48
 Website: https://journals.pspmas.org/index.php/ijose

a. Normality Test
The normality test is conducted to determine whether the data is normally distributed or not. This test is conducted
using the Liliefors formula. Data is said to be normal if L_count < L_table at a significant level (α = 0.05).

Initial Test Data Normality Test

Initial Test Data Normality Test Table
Class interval Xi Frequency Zi F(zi) S(zi) [ F
(zi) –
S (zi)]
10,00 – 14,00 12,00 3 -1,81 0,0321 0,1666 0,13456
15,00 – 19,00 17,00 2 -1,20 0,203 0,3333 0,1303
20,00 – 24,00 22,00 10 -0,59 0,396 0,5 0,104
25,00 – 29,00 27,00 3 0,01 0,550 0,6666 0,1166
30,00 – 34,00 32,00 6 0,63 0,701 0,8333 0,1323
35,00 – 40,00 37,00 8 1,24 0,853 1 0,147

𝑥 ̃ = 26.84, 𝑆 = 8.17, 𝐿_𝑐𝑜𝑢𝑛𝑡 = 0.1235, 𝐿_𝑡𝑎𝑏𝑙𝑒 = 0.1566 𝑇ℎ𝑒 𝑐𝑜𝑛𝑐𝑙𝑢𝑠𝑖𝑜𝑛; 𝐿_𝑐𝑜𝑢𝑛𝑡

> 𝐿_𝑡𝑎𝑏𝑙𝑒, 𝑡ℎ𝑒𝑛 𝑡ℎ𝑒 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑡𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 𝑑𝑎𝑡𝑎 𝑖𝑠 𝑛𝑜𝑟𝑚𝑎𝑙𝑙𝑦 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑒𝑑.
𝐹𝑟𝑜𝑚 𝑡ℎ𝑒 𝐼𝑛𝑖𝑡𝑖𝑎𝑙 𝑇𝑒𝑠𝑡 𝐷𝑎𝑡𝑎 𝑁𝑜𝑟𝑚𝑎𝑙𝑖𝑡𝑦 𝑇𝑒𝑠𝑡 𝑇𝑎𝑏𝑙𝑒 𝑎𝑏𝑜𝑣𝑒 𝑡𝑜 𝑠𝑒𝑒 𝑡ℎ𝑒 𝑛𝑜𝑟𝑚𝑎𝑙𝑖𝑡𝑦 𝑜𝑓 𝑡ℎ𝑒 𝑑𝑎𝑡𝑎 𝑡𝑎𝑘𝑒𝑛 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑠𝑡 𝐿𝑐𝑜𝑢𝑛𝑡𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝐹(𝑧𝑖)
− 𝑆(𝑧𝑖), 𝑤ℎ𝑒𝑟𝑒 𝑡ℎ𝑒 𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑒 𝑝𝑟𝑖𝑐𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑧 𝑖𝑠 𝐿𝑐𝑜𝑢𝑛𝑡 = 0.1235 𝑤𝑖𝑡ℎ 𝑎 𝑟𝑒𝑎𝑙 𝑙𝑒𝑣𝑒𝑙 = 0.05 𝑎𝑛𝑑 𝑁 = 32 𝑎𝑛𝑑 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝐿𝑡𝑎𝑏𝑙𝑒
= 0.1556 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑎𝑏𝑜𝑣𝑒 𝑝𝑟𝑜𝑣𝑒𝑠 𝐿𝑐𝑜𝑢𝑛𝑡 < 𝐿𝑡𝑎𝑏𝑙𝑒𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 0.1235
< 0.1556 𝑠𝑜 𝑡ℎ𝑎𝑡 𝑖𝑡 𝑖𝑠 𝑠𝑡𝑎𝑡𝑒𝑑 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑡𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 𝑑𝑎𝑡𝑎 𝑖𝑠 𝑛𝑜𝑟𝑚𝑎𝑙𝑙𝑦 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑒𝑑.

b. Post Test Data Normality Test

Post Test Data Normality Test Table
Class interval Xi Frequenc Zi F(zi) S(zi) [ F (zi) – S (zi)]
y
40,00 – 46,00 43,00 4 -1.79 ,0321 0,1666 0,13456
47,00 – 53,00 ,00 2 1,18 ,203 0,3333 0,1303
54,00 – 60,00 57,00 6 0,56 ,396 0,5 0,104
61,00 – 67,00 64,00 7 0,04 0,550 0,6666 0,1166
68,00 – 74,00 1,00 5 ,65 0,701 0,8333 0,1323
75,00 – 80,00 77,00 8 1,18 0,853 1 0,147

𝑥 ̃ = 63.5, 𝑆 = 11.41, 𝐿_𝑐𝑜𝑢𝑛𝑡 = 0.147, 𝐿𝑡𝑎𝑏𝑙𝑒 = 0.156 𝐷𝑎𝑡𝑎 𝐿_𝑐𝑜𝑢𝑛𝑡 < 𝐿_𝑡𝑎𝑏𝑙𝑒, = 0.147
< 0.156, 𝑡ℎ𝑒𝑛 𝑡ℎ𝑒 𝑝𝑜𝑠𝑡 − 𝑡𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 𝑑𝑎𝑡𝑎 𝑖𝑠 𝑛𝑜𝑟𝑚𝑎𝑙𝑙𝑦 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑒𝑑.
𝐹𝑟𝑜𝑚 𝑇𝑎𝑏𝑙𝑒 18 𝑎𝑏𝑜𝑣𝑒 𝑡𝑜 𝑠𝑒𝑒 𝑡ℎ𝑒 𝑛𝑜𝑟𝑚𝑎𝑙𝑖𝑡𝑦 𝑜𝑓 𝑡ℎ𝑒 𝑑𝑎𝑡𝑎 𝑖𝑠 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑎𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑛𝑜𝑟𝑚𝑎𝑙𝑖𝑡𝑦 𝑡𝑒𝑠𝑡 𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 𝑡𝑎𝑘𝑒𝑛 𝑓𝑟𝑜𝑚
− 𝑆_((𝑧𝑖)), 𝑤ℎ𝑒𝑟𝑒 𝑡ℎ𝑒 𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑒 𝑝𝑟𝑖𝑐𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑧 𝑖𝑠 𝐿_𝑐𝑜𝑢𝑛𝑡 = 0.147 𝑤𝑖𝑡ℎ 𝑎 𝑟𝑒𝑎𝑙 𝑙𝑒𝑣𝑒𝑙
= 0.05 𝑎𝑛𝑑 𝑁 = 32 𝑎𝑛𝑑 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝐿𝑡𝑎𝑏𝑙𝑒 = 0.156 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑎𝑏𝑜𝑣𝑒 𝑝𝑟𝑜𝑣𝑒𝑠 𝐿_𝑐𝑜𝑢𝑛𝑡
< 𝐿_𝑡𝑎𝑏𝑙𝑒 𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 0.147
< 0.156 𝑠𝑜 𝑡ℎ𝑎𝑡 𝑖𝑡 𝑖𝑠 𝑠𝑡𝑎𝑡𝑒𝑑 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑝𝑜𝑠𝑡 − 𝑡𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 𝑑𝑎𝑡𝑎 𝑖𝑠 𝑛𝑜𝑟𝑚𝑎𝑙𝑙𝑦 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑒𝑑.
a. Homogeneity Test
Homogeneity Test is conducted to determine whether the population has homogeneous variance or not. Data is
said to be homogeneous if Fcount <Ftable at a significant level of u = 0.05 From the data, it is known that the Initial
Test variance (S^2) = 73.96 and the post-test variance (S^2) = 110.16, then Fcount = 1.48 is obtained
From the F distribution list, the F value for a = 0.05 dl numerator (V) = (n - 1) = (32-1 = 20) dk denominator (V)
- (n - 1) - (32 - 1 = 20) So that Ftable 1.56 is obtained Because Fcount <Ftable or 1.48 <1.56, it can be stated that the

49
 THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED LEARNING ON STUDENTS' ENVIRONMENTAL
AWARENESS VALUES AT THE LE HU GARDEN

data presented has homogeneous variance.

1. Hypothesis Testing
According to (Nurmala, 2021) Hypothesis is a very general final statement that serves to explain various
phenomena related to it. This hypothesis is then tested empirically by collecting data and evidence to prove or reject
it
Based on the results of the calculations that have been carried out, it is known that the number of squares of
deviations is 12,290.687 by using this value it can be known that it is 10.34. The t_count value> t_table or 10. 34>
1.69. then Ha is accepted and Ho is rejected, so it is stated that There is a significant influence of environmental-
based learning on the environmental care values of FKIP UISU students at The Le Hu Garden

10,34
Daerah penerimaan Ho

-1,69 Daerah Penolakan Ho 1,69

Figure. Hypothesis Testing Curve

According to Dantes (2012) a hypothesis is a presumption or assumption that must be tested through data or
facts obtained through research. According to Sugiyono (2009) a hypothesis is a temporary answer to the formulation
of a research problem, where the formulation of the research problem has been stated in the form of a question. The
hypothesis is said to be temporary because the answer given is only based on theory. Borg and Gall (1979: 61)
proposed the following requirements for a hypothesis: 1) The hypothesis must be formulated briefly but clearly., 2)
The hypothesis must clearly show a relationship between two or more variables, 3) The hypothesis must be supported
by theories put forward by experts or relevant research results. So, from the expert opinions above, the researcher
concludes that the hypothesis is a temporary answer that can later change.
The F test is used to determine the level of significance of the influence of independent variables together
on the dependent variable. The degree of confidence used is 0.05 by comparing the calculated F and F table (Ghozali,
2006). The F test is used to determine the extent to which the dependent variables simultaneously used are able to
explain the independent variables. Proof is done by comparing the critical value of Ftable with the calculated F value
against the variance analysis table. If the calculated F value > Ftable then the Null Hypothesis (Ho) is rejected and
the Alternative Hypothesis (Ha) is accepted. This means that statistically the data is used to prove that all independent
variables have an effect on the dependent variable.

Discussion

Learning Models are very much needed by researchers and educators, because the success or failure of
students in learning depends on the right learning model used according to the material being studied so that the
learning that is designed can be more varied. So in this study on the Leguminosae Family material, the method used
is an environmentally based method. The application of the environmentally based method in this study aims to
determine the data on the environmental care values of students who are taught using the Environmentally Based
method. The data obtained in this study are initial test scores, post-tests, gain improvement score results, average
student environmental care values so that later the influence of the environmentally based method used will be seen.
According to Karjiyadi (2012), he said that: "Environmental-based learning leads to learning that utilizes the
environment as a source of learning. The environment can be formatted or used as a source of learning. In this case,
teachers can link the material taught with the real-world situations of students so that they can encourage students to
make connections between the knowledge they have and its application in everyday life". According to Mulyasa
(Wahyuni, 2010: 12) learning based on the environmental approach can be done in two ways: 1) Bringing students to
the environment for learning purposes. This can be done by field trip methods, assignment methods, and others, 2)
Bringing sources from the environment to school (class) for learning purposes. These sources can be original sources,
such as resource persons, or imitation sources, such as models and pictures.
Internasional Journal of Sience and Education
Vol. 1, No. 1, pp. 40-54, 2025 50
 Website: https://journals.pspmas.org/index.php/ijose

Based on the opinions above, environmental-based learning is learning that utilizes the environment as a
learning resource that guides students to connect their knowledge with everyday life.
The use of this environmental-based method shows the value of students' environmental care in the cognitive
domain, namely the results of the test scores that are tested. Data on the results of student test scores before using the
Environmental-based learning method by conducting an initial ability test obtained an average of 26.84% by looking
at these results, it can be seen that the average value of the initial test is a very low level of mastery with the indicator
of the environmental care attitude skill assessment score. This is usually because in the implementation of the initial
test, students were given learning using an environmental-based method.
The data of the results of the student test scores after using the Environmental-Based learning method with
the provision of a post-test obtained an average of 63.53% from the results of this average value, it can be seen that
there was an increase in student test scores because the Environmental-Based method has advantages in its
application, namely environmental learning that provides a positive nuance, more real learning and is based on natural
resources. The results of the Gain calculation obtained from the test testing then obtained the final increase score
value, it can be seen that in the Understanding Plants of the Leguminosae Family indicator, a gain of 0.64 was obtained
in the moderate category, and the acquisition from the observation sheet for the category of Understanding Plants of
the Leguminosae Family was 80%, because during the observation activity the teacher guided the observation of
activities during the learning process
The gain score result on the indicator Maintaining environmental sustainability is 0.32 in the moderate
category, while the value obtained from the observation sheet is 90%, students are quite capable of maintaining
environmental sustainability based on the actions given
The gain score result on the indicator Caring for Leguminosae family plants is 0.46 in the moderate category,
while the value obtained from the observation sheet is 70%, students have the ability in caring for plants and the
surrounding environment.

The gain score result on the indicator Preventing environmental pollution is 0.58 in the moderate category,
while the value obtained from the observation sheet is 100%, students can apply the nature of not polluting the
surrounding environment.
The gain score results on the indicator Understanding the role of plants in environmental sustainability,
which is 0.38, are in the sufficient category, while the value obtained from the observation sheet is 90%, students are
able to answer and provide explanations when faced with a problem. Overall, the results of the study indicate that the
application of the Environmental-Based learning method has a significant effect on improving students' skills in
understanding Leguminosae Family plants, maintaining environmental sustainability, caring for Leguminosae family
plants, preventing environmental pollution, and understanding the role of plants. and has no significant effect on
improving students' skills in applying concepts. From the results of the percentage of scores obtained on the
observation sheet, according to the environmental care value indicator, it was obtained that for the indicator of
understanding Leguminosae Family plants, a score of 80% was obtained, this means that the ability to understand
Leguminosae plants owned by students is very good. For the indicator of maintaining environmental sustainability, a
score of 90% was obtained, this means that students' ability to maintain environmental sustainability is classified as
very good. The indicator of caring for Leguminosae family plants obtained a score of 70%, this means that students'
ability in the indicator of caring for Leguminosae family plants is classified as sufficient. The indicator Preventing
environmental pollution obtained a score of 100%, this means that students' ability to maintain the surrounding
environment is classified as very good. The indicator of understanding the role of plants obtained a score of 90%,
which means that students' ability to understand the role of plants is classified as very good. The results of the
normality test on the initial test and post-test with a real level of 0.05 with the number of students (N) 32 with 0.156
are, for the initial test t_count < t_table, namely 0.1235 < 0.156 so that it is stated that the initial test value data is
distributed t normally. Likewise, the results of the normality test on the post-test obtained t_count < t_table, namely
0.147 < 0.156 also stated that the data is normally distributed. Based on the homogeneity test data, it is known that
the initial test variance (s2) = 73.96 and the post-test variance (S2) = 110.16, so that the calculated F = 1.48 is obtained.
From the F distribution list, the F value for α = 0.05 dk numerator (V) = (n - 1) = (32 - 1 = 31) dk denominator (V) =

51
 THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED LEARNING ON STUDENTS' ENVIRONMENTAL
AWARENESS VALUES AT THE LE HU GARDEN

(n - 1) = (32 - 1 = 20) So that the F_table = 1.56 is obtained. Because F_count < F_table = 1.48 < 1.56, it can be stated
that the data presented has a homogeneous variance
The results of the hypothesis test calculation that has been carried out, it is known that the number of squared
deviations is 12,290.687 by using this value, it can be seen that the t_count is 10.34. The t_count value obtained is
then compared with the Ttable value with dk (32) = 1.69 Based on the results of the data calculation above, it can be
seen that the value of student care using the environment-based method has a real influence. This can also be seen
from the results of the calculation of the final increase score (gain), where the gain score for each indicator is classified
as moderate. This indicates that the environmental care value possessed by students has increased. The final gain
score that is still relatively low is in the indicator of maintaining environmental sustainability, which only gets a gain
score of 0.32 in the moderate category. Some things that cause this indicator not to be achieved are that students still
find it difficult to connect what they have learned or what they get with the reality or problems they encounter in the
field. Based on the calculation results that have been obtained, it can be seen that in this study the alternative
hypothesis (Ha) is accepted while simultaneously rejecting the null hypothesis (Ho), which means that it can be stated
that there is a significant influence.
According to Dantes (2012) a hypothesis is a presumption or assumption that must be tested through data or
facts obtained through research. According to Sugiyono (2009) a hypothesis is a temporary answer to the formulation
of a research problem, where the formulation of the research problem has been stated in the form of a question. The
hypothesis is said to be temporary because the answer given is only based on theory. Borg and Gall (1979: 61)
proposed the following requirements for a hypothesis: 1) The hypothesis must be formulated briefly but clearly., 2)
The hypothesis must clearly show a relationship between two or more variables, 3) The hypothesis must be supported
by theories put forward by experts or relevant research results. So, from the expert opinions above, the researcher
concludes that the hypothesis is a temporary answer that can later change. The F test is used to determine the level of
significance of the influence of independent variables together on the dependent variable. The degree of confidence
used is 0.05 by comparing the calculated F and F table (Ghozali, 2006). The F test is used to determine the extent to
which the dependent variables simultaneously used are able to explain the independent variables. Proof is done by
comparing the critical value of Ftable with the calculated F value against the variance analysis table. If the calculated
F value > Ftable then the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. This
means that statistically the data is used to prove that all independent variables have an effect on the dependent
variable..

CONCLUSION
Based on the results of the analysis obtained from the initial test and post-test, then the gain is calculated, then the
Biology Education students of FKIP UISU have obtained a final increase score which is quite good, as well as related
to the calculation of the observation sheet that has been assessed. Each indicator of the environmental care value
shows a good increase in gain. In the Understanding of Leguminosae Family plants indicator, namely 0.64 is in the
moderate category, while the value obtained from the observation sheet is 80%.
Based on the results of the data analysis obtained from the calculation of the observation sheet, a fairly high percentage
of the final score is obtained, namely 100% in the Preventing environmental pollution indicator.
Based on the results of the hypothesis test, it was obtained T_(count)> T_(table) or 10.34> 1.69 at a confidence level
of 0.05, so there is a significant influence of environmental-based learning on students' environmental care values at
The Le Hu Garden

REFERENCES
Alimah, S., & Marianti, A. (2016). Jelajah Alam Sekitar Pendekatan, Strategi, Model, dan Metode Pembelajaran
Biologi Berkarakter Untuk Konservasi. In Researchgate.Net (Issue October).
Aruan, J. (2020). Pengaruh Regulasi Diri dan Lingkungan Belajar Terhadap Prestasi Belajar. Psikoborneo: Jurnal
Ilmiah Psikologi, 8(1), 83. https://doi.org/10.30872/psikoborneo.v8i1.4862
Atmoko, T. (2017). Bab II kajian teori. BAB 2 Kajian Teori, 1, 16–72.
Berliana, N. (2021). Landasan Teori ‫اديدج‬. Dasar-Dasar Ilmu Politik, 17–39.
Galappaththi, E. K. (2013). No 主観的健康感を中心とした在宅高齢者における健康関連指標に関する共分散
構造分析Title. 55, 8–28.
HARIRI, M. R., PENIWIDIYANTI, P., IRSYAM, A. S. D., & ASTUTI, R. S. (2021). Keanekaragaman, Status
Internasional Journal of Sience and Education
Vol. 1, No. 1, pp. 40-54, 2025 52
 Website: https://journals.pspmas.org/index.php/ijose

Konservasi, dan Potensi Suku Fabaceae Koleksi Kebun Raya Bogor. Tropical Bioscience: Journal of Biological
Science, 1(2), 1–10. https://doi.org/10.32678/tropicalbiosci.v1i2.4310
Ii, B. A. B. (2007). Raw Input. 14–47.
Ii, B. A. B. (2020). Pengentian Model Pem Bab 2. 8–29.
Ii, B. A. B., & Supervisi, A. (2020). Kajian Teoretik kreativitas. 4(2009), 25–108.
Iii, B. A. B., & Penelitian, M. (2019). Afiyah Lathifah, 2022 Penerapan Model Cooperative Learning Tipe Jigsaw
Dalam Tema 8 Muatan Pembelajaran IPS di SD Universitas Pendidikan Indonesia | repository.upi.edu |
perpustakaan.upi.edu. 2008, 23–35.
Irsyam, A. S. D., & Priyanti, P. (2016). Suku Fabaceae Di Kampus Universitas Islam Negeri (Uin) Syarif
Hidayatullah, Jakarta, Bagian 1: Tumbuhan Polong Berperawakan Pohon. Al-Kauniyah: Jurnal Biologi, 9(1).
https://doi.org/10.15408/kauniyah.v9i1.3257
Ismail, M. J. (2021). Pendidikan Karakter Peduli Lingkungan Dan Menjaga Kebersihan Di Sekolah. Guru Tua :
Jurnal Pendidikan Dan Pembelajaran, 4(1), 59–68. https://doi.org/10.31970/gurutua.v4i1.67
Karakter, A. N., Film, D., Riko, A., Series, T. H. E., Media, S., Karakter, P., & Di, S. (2014). Maryam Awaliyah,
2022 ANALISIS NILAI-NILAI KARAKTER DALAM FILM ANIMASI RIKO THE SERIES SEBAGAI MEDIA
PEMBELAJARAN KARAKTER SISWA DI SD Universitas Pendidikan Indonesia | repository.upi.edu |
perpustakaan.upi.edu. 1–6.
Kurniasih, N., Purwanto, P., & Siahaan, P. (2019). Penerapan Cooperative Learning Tipe TPSQ untuk
Mengoptimalkan Kemampuan Membuat Peta Konsep dan Prestasi Belajar Siswa Kelas VIII pada Materi Optik.
WaPFi (Wahana Pendidikan Fisika), 4(2), 127–133. https://doi.org/10.17509/wapfi.v4i2.20158
Mussardo, G. (2019). Perencanaan Pembelajran. Statistical Field Theor, 53(9), 1689–1699.
Nugrawiyati, J. (2015). Lingkungan Sebagai Media Pembelajaran Bahasa Arab. El-Wasathiya: Jurnal Studi Agama,
03(October), 45–60. http://ejournal.kopertais4.or.id/mataraman/index.php/washatiya/article/view/2005
Nurmala, I. (2021). Analisis Kepuasan Penumpang Terhadap Rekonstruksi Terminal Check-in Counter di Bandar
Udara Internasional Raden Inten II Lampung. Sekolah Tinggi Teknologi Dirgantara, 21–28.
https://digilib.sttkd.ac.id/id/eprint/1694
Pane, A., & Darwis Dasopang, M. (2017). Belajar Dan Pembelajaran. FITRAH:Jurnal Kajian Ilmu-Ilmu Keislaman,
3(2), 333. https://doi.org/10.24952/fitrah.v3i2.945
Pustaka, A. K. (2010). perpustakaan.uns.ac.id digilib.uns.ac.id. 8–49.
Rasyid. (2014). No Title‫ر‬. Pontificia Universidad Catolica Del Peru, 8(33), 44.
Rohrig, K. (Hrsg. ., Tan, E., Rackwitz, F., Glasenapp, R., Rudolph, C., Grabe, J., Bienen, B., Boulanger, R. W.,
Khosravifar, A., Haiderali, A. E., Madabhushi, G., Li, W., Zhu, B., Yang, M., Sampieri, R. H., Schroyens, W.
J., Schaeken, W., D’Ydewalle, G., Fitzgerald, B., … Vanneste, G. (2013). No 主観的健康感を中心とした在
宅高齢者における 健康関連指標に関する共分散構造分析Title. Bautechnik, 34(5), 1–6.
http://ascelibrary.org/doi/pdf/10.1061/(ASCE)0733-
9410(1994)120:1(225)%0Ahttp://dx.doi.org/10.1016/j.conbuildmat.2013.07.024%0Ahttp://eprints.uanl.mx/5
481/1/1020149995.PDF%0Ahttp://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:windenergie+
report+
Rustaman, N. Y. (2011). Pendidikan Biologi dan Trend Penelitiannya. Jurnal FMIPA Universitas Pendidikan
Indonesia., 1–24.
Stocks, N. (2016). 済無No Title No Title No Title. 1–23.
Universitas Pendidikan Indonesia. (2021). Metodologi Penelitian dalam penelitian Bioetik. Perpustakaan
Unoversitas Pendidikan Indonesia , 5–20.
Warsita, B. (2018). Teori Belajar Robert M. Gagne Dan Implikasinya Pada Pentingnya Pusat Sumber Belajar. Jurnal
Teknodik, XII(1), 064–078. https://doi.org/10.32550/teknodik.v12i1.421
Zaini Miftach. (2018a). 済無No Title No Title No Title. 53–54.
Zaini Miftach. (2018b). 済無No Title No Title No Title. 2018, 53–54.
Δούκας, A., Gréhaigne, J. F., Godbout, P., Κοντογιάννης, Μ., Mannetti, L., Pierro, A., Kruglanski, A. W., Taris, T.,

53
 THE INFLUENCE OF FAMILY LEGUMINOSAE ENVIRONMENT-BASED LEARNING ON STUDENTS' ENVIRONMENTAL
AWARENESS VALUES AT THE LE HU GARDEN

Bezinovic, P., Ashforth, B. E., Mael, F., Kruglanski, A. W., Webster, D. M., Klem, A., Pierro, A., Mannetti,
L., De Grada, E., Livi, S., Kruglanski, A. W., … Μόττη - Στεφανίδη, Φ. (2015). 済無No Title No Title No
Title. Personality and Social Psychology Bulletin, 18(1), 346–365. http://dx.doi.org/10.1016/B978-0-12-
849873-6.00001-
7%0Ahttp://saber.ucv.ve/ojs/index.php/rev_venes/article/view/1112%0Ahttp://dx.doi.org/10.1016/j.copsyc.2
016.08.001%0Ahttp://dx.doi.org/10.1080/10463283.2015.1106712%0Ahttp://dx.doi.org/10.1016/j.jesp.2016.
09.01

Copyright holder :
© author. (2024)
First publication right :
Internasional Journal of Science and Education
This article is licensed under:
CC-BY-SA

Internasional Journal of Sience and Education

Vol. 1, No. 1, pp. 40-54, 2024 54