Saran Persepsi guru dalam penerapan pendidikan lingkungan hidup di sekolah dasar sekitar hutan kawasan Gunung Salak Endah Kabupaten Bogor

91 Muntasib EKSH, Masy’ud B, Hermawan R, Rushayati SB, Rachmawati E, Meilani R, Yudiarti Y, Rahayuningsih T. 2009. Laporan Akhir Penelitian Strategis Aplikatif Penerapan Pendidikan Lingkungan Hidup bagi Sekolah- sekolah di Sekitar Kawasan Hutan. Bogor: Departemen Konservasi Sumberdaya Hutan dan Ekowisata Fakultas Kehutanan Institut Pertanian Bogor. Neuman WL. 2006. Social Research Methods: Qualitative and Quantitative Approaches. Ed ke-6. Boston, New York, San Fransisco, Mexico City, Montreal, Toronto, London, Madrid, Munich, Paris, Hong Kong, Singapore, Tokyo, Cape Town, Sydney: Allyn and Bacon Pearson Education, Inc. Niemiec CP, Ryan RM. 2009. Autonomy, Competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education 72:133-144. http:www.psych.rochester.eduSDTdocuments2009_NiemiecRyan_TRE. pdf [7 Des 2009] Nirarita ECh. 2003. Pendidikan Lingkungan Hidup dalam Sekolah Formal. Di dalam: Muntasib EKSH, Meilani R, editor. Model Pengembangan Pendidikan tentang Hutan dan Lingkungan Bagi Anak Sekolah. Prosiding Workshop Model Pengembangan Pendidikan tentang Hutan dan Lingkungan bagi Anak Sekolah. Bogor: 24 Apr 2003. Bogor: Fakultas Kehutanan Institut Pertanian Bogor, Pusat Bina Penyuluhan Kehutanan Departemen Kehutanan, dan The Nature Conservancy. [NAAEE] North American Association for Environmental Education. 2004. Guidelines for The Preparation and Professional Development of Environmental Educators. Washington, DC: NAAEE. http:www.naaee.org [30 Nov 2009] Ofoegbu F. 2004. Teacher Motivation: a Factor for Classroom Effectiveness and School Improvement in Nigeria. College Student Journal, 381:81-89. http:find.galegroup.comgtxstart.do?prodId=SPJ.SP01userGroupName= ptn003 [31 Okt 2009] [Pokja PKSDHL] Kelompok Kerja Pendidikan Konservasi Sumberdaya Hutan dan Lingkungan. 1998. Perkembangan Pendidikan Lingkungan Hidup di Indonesia. Bogor: Kelompok Kerja Pendidikan Konservasi Sumberdaya Hutan dan Lingkungan Jurusan Konservasi Sumberdaya Hutan Fakultas Kehutanan Institut Pertanian Bogor bekerjasama dengan Badan Pengendalian Dampak Lingkungan BAPEDAL. [RI] Republik Indonesia. 2003. Undang Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Republik Indonesia. Robbins SP. 2003. Organizational Behavior. Ed ke-10. New Jersey: Prentice Hall Pearson Education International. 92 Robbins SP. 2005. Essentials of Organizational Behavior. Ed ke-8. New Jersey: Prentice Hall Pearson Education International. Roth G, Assor A, Kanat-Maymon Y, Kaplan H. 2007. Autonomous Motivation for Teching: How Self-Determined Teaching May Lead to Self-Determined Learning. Journal of Educational Psychology 994:761-774 Ryan, RM. 1982. Control and Information in the Intrapersonal Sphere: An Extension of Cognitive Evaluation Theory. Journal of Personality and Social Psychology 43:450-461. Ryan RM, Deci EL. 2000. Intrinsic and Extrinsic Motivations: Classic Definitions and New directions. Contemporary Educational Psychology 25:54-67. http:www.psych.rochester.eduSDTdocuments2000_RyanDeci_IntExtDe fs.pdf [7 Des 2009] Santrock JW. 2008. Psikologi Pendidikan. Ed ke-2. Tri Wibowo B.S., penerjemah. Jakarta: Kencana. Severin WJ, Tankard JW. 1979. Communication Theories: Origins, Methods, Uses. New York: Hastings House, Publishers. Shavitt S, Brock TC, editor. 1994. Persuasion: Psychological Insights and Perspectives. Boston, London, Toronto, Sydney, Tokyo, Singapore: Allyn and Bacon. Sia AP. 1992. Preservice Elementary Teachers’ Perceived Efficacy in Teaching Environmental Education: A Preliminary Study. Paper presented at the Annual Meeting of the ECO-ED North American Association for Environmental Education, Toronto, Ontario, Canada, 20 Okt 1992. http:www.eric.gov.edu [29 Jan 2010] Siagian SP. 2004. Teori Motivasi dan Aplikasinya. Cet ke-3. Jakarta: PT. Rineka Cipta. Smith MK, Mergel B, Furse E, Carver JM, Hagwood S, Huitt WG. 2009. Teori Pembelajaran dan Pengajaran: Mengukur Kesuksesan Anda dalam Proses Belajar Mengajar Bersama Psikolog Pendidikan Dunia. Saleh AQ, penerjemah. Yogyakarta: Mirza Media Pustaka. Smith- Sebasto NJ. 2007. A Reinvestigation of Teacher’s Motivation Toward and Perception of Residential Environmental Education: A Case Study of the New Jersey School of Conservation. The Journal of Environmental Education 384:34-42. http:www.proquest.compqdweb [18 Jun 2009] Spittle M, Jackson K, Casey M. 2009. Applying Self-Determination Theory to Understand the Motivation for Becoming a Physical Education Teacher. Teaching and Teacher Education 25:190-197. http:www.proquest.compqdweb [20 Jun 2009] 93 Sugiyono. 2008. Memahami Penelitian Kualitatif. Bandung: CV Alfabeta. Triandis HC. 1971. Attitude and Attitude Change. New York, London, Sydney, Toronto: John Wiley Sons, Inc. Vallerand RJ, Koestner R, Pelletier LG. 2008. Reflections on Self-Determination Theory. Canadian Psychology, 493:257-262. Watt HMG, Richardson PW. 2008. Motivations, Perceptions and Aspiration Concerning Teaching as a Career for Different Types of Beginning Teachers. Learning and Instruction 18:408-428. http:www.proquest.compqdweb [21 Jul 2009] Wood JT. 2007. Interpersonal Communication: Everyday Encounters. Ed ke-5. Belmont, CA: Thomson Wadsworth. LAMPIRAN Lampiran 1. Analisis Faktor Descrip tive Stati stics 4,3387 ,45069 31 2,7032 ,57474 31 4,1161 ,40257 31 3,8968 ,56064 31 3,1968 ,49765 31 4,4452 ,59264 31 3,6935 ,38465 31 3,8710 ,35326 31 Interest enjoy m ent Perceiv ed Competence Ef f ortImportance PressureTension Perceiv ed Choice ValueUsef ulness Self -ef f icacy ETOE Mean Std. Dev iat ion Analy sis N Correlati on Matrix a 1,000 ,007 ,639 ,032 -,005 ,482 ,105 ,129 ,007 1,000 ,062 ,340 ,337 ,299 ,392 -,211 ,639 ,062 1,000 -,040 ,082 ,503 ,237 ,221 ,032 ,340 -,040 1,000 ,577 ,243 ,334 ,015 -,005 ,337 ,082 ,577 1,000 ,371 ,380 -,198 ,482 ,299 ,503 ,243 ,371 1,000 ,545 -,060 ,105 ,392 ,237 ,334 ,380 ,545 1,000 ,006 ,129 -,211 ,221 ,015 -,198 -,060 ,006 1,000 ,485 ,000 ,432 ,489 ,003 ,286 ,245 ,485 ,371 ,030 ,032 ,051 ,015 ,127 ,000 ,371 ,416 ,331 ,002 ,099 ,116 ,432 ,030 ,416 ,000 ,094 ,033 ,469 ,489 ,032 ,331 ,000 ,020 ,018 ,143 ,003 ,051 ,002 ,094 ,020 ,001 ,373 ,286 ,015 ,099 ,033 ,018 ,001 ,487 ,245 ,127 ,116 ,469 ,143 ,373 ,487 Interest enjoy ment Perceiv ed Competence Ef f ortImportance Pressure Tension Perceiv ed Choice ValueUsef ulness Self -ef f icacy ETOE Interest enjoy ment Perceiv ed Competence Ef f ortImportance Pressure Tension Perceiv ed Choice ValueUsef ulness Self -ef f icacy ETOE Correlation Sig. 1-tailed Interest e njoy ment Perceiv ed Competence Ef f ort Import ance Pressure Tension Perceiv ed Choice Value Usef ulness Self -ef f icacy ETOE Determinant = ,085 a. Lanjutan Inverse of Correlation Matrix 1,987 ,113 -1,049 -,301 ,374 -,717 ,345 ,033 ,113 1,351 -,082 -,303 -,043 -,127 -,337 ,279 -1,049 -,082 2,089 ,475 -,276 -,481 -,142 -,435 -,301 -,303 ,475 1,741 -,941 ,004 -,186 -,341 ,374 -,043 -,276 -,941 1,849 -,392 -,133 ,361 -,717 -,127 -,481 ,004 -,392 2,240 -,836 ,235 ,345 -,337 -,142 -,186 -,133 -,836 1,699 -,168 ,033 ,279 -,435 -,341 ,361 ,235 -,168 1,242 Interest enjoy ment Perceiv ed Competence Ef f ortImportance Pressure Tension Perceiv ed Choice ValueUsef ulness Self -ef f icacy ETOE Interest e njoy ment Perceiv ed Competence Ef f ort Import ance Pressure Tension Perceiv ed Choice Value Usef ulness Self -ef f icacy ETOE KMO and Bartl etts Test ,642 65,351 28 ,000 Kaiser-Mey er-Olkin Measure of Sampling Adequacy . Approx. Chi-Square df Sig. Bart lett s Test of Sphericity Anti -image Matrices ,503 ,042 -,253 -,087 ,102 -,161 ,102 ,014 ,042 ,740 -,029 -,129 -,017 -,042 -,147 ,166 -,253 -,029 ,479 ,131 -,071 -,103 -,040 -,167 -,087 -,129 ,131 ,574 -,292 ,001 -,063 -,157 ,102 -,017 -,071 -,292 ,541 -,095 -,042 ,157 -,161 -,042 -,103 ,001 -,095 ,446 -,220 ,084 ,102 -,147 -,040 -,063 -,042 -,220 ,588 -,080 ,014 ,166 -,167 -,157 ,157 ,084 -,080 ,805 ,580 a ,069 -,515 -,162 ,195 -,340 ,188 ,021 ,069 ,778 a -,049 -,197 -,027 -,073 -,223 ,216 -,515 -,049 ,620 a ,249 -,141 -,222 -,075 -,270 -,162 -,197 ,249 ,571 a -,524 ,002 -,108 -,232 ,195 -,027 -,141 -,524 ,641 a -,193 -,075 ,238 -,340 -,073 -,222 ,002 -,193 ,723 a -,428 ,141 ,188 -,223 -,075 -,108 -,075 -,428 ,717 a -,116 ,021 ,216 -,270 -,232 ,238 ,141 -,116 ,368 a Interest enjoy ment Perceiv ed Competence Ef f ortImportance Pressure Tension Perceiv ed Choice ValueUsef ulness Self -ef f icacy ETOE Interest enjoy ment Perceiv ed Competence Ef f ortImportance Pressure Tension Perceiv ed Choice ValueUsef ulness Self -ef f icacy ETOE Anti-image Cov ariance Anti-image Correlation Interest e njoy ment Perceiv ed Competence Ef f ort Importance Pressure Tension Perceiv ed Choice Value Usef ulness Self -ef f icacy ETOE Measures of Sampling Adequacy MSA a. Lanjutan Communaliti es 1,000 ,732 1,000 ,508 1,000 ,782 1,000 ,735 1,000 ,651 1,000 ,757 1,000 ,550 1,000 ,899 Interest enjoy ment Perceiv ed Competence Ef f ortImportance Pressure Tension Perceiv ed Choice ValueUsef ulness Self -ef f icacy ETOE Initial Extract ion Extract ion Method: Principal Component Analy sis. Total Variance Explained 2,761 34,518 34,518 2,761 34,518 34,518 2,333 29,160 29,160 1,850 23,122 57,640 1,850 23,122 57,640 2,138 26,726 55,887 1,003 12,533 70,172 1,003 12,533 70,172 1,143 14,286 70,172 ,758 9,477 79,649 ,619 7,737 87,387 ,437 5,464 92,850 ,317 3,961 96,811 ,255 3,189 100,000 Component 1 2 3 4 5 6 7 8 Total of Variance Cumulat iv e Total of Variance Cumulat iv e Total of Variance Cumulat iv e Initial Eigenv alues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings Extraction Method: Principal Component Analy sis. Lanjutan Rotated Component Matrix a ,850 ,593 ,872 ,830 ,796 ,717 ,665 ,938 Interest enjoy ment Perceiv ed Competence Ef f ortImportance Pressure Tension Perceiv ed Choice ValueUsef ulness Self -ef f icacy ETOE 1 2 3 Component Extract ion Method: Principal Component Analy sis. Rotation Met hod: Varimax with Kaiser Normalization. Rotation conv erged in 4 iterations. a. Component Transformation Matrix ,788 ,605 -,114 -,531 ,761 ,372 ,312 -,232 ,921 Component 1 2 3 1 2 3 Extraction Method: Principal Component Analy sis. Rotation Met hod: Varimax with Kaiser Normalization. Lampiran 2. Analisis Korelasi Spearman Correlati ons 1,000 ,272 ,076 -,212 -,011 -,058 -,081 -,012 . ,138 ,686 ,252 ,952 ,758 ,666 ,950 31 31 31 31 31 31 31 31 ,272 1,000 ,207 -,144 -,061 ,441 -,091 -,200 ,138 . ,263 ,440 ,744 ,013 ,628 ,281 31 31 31 31 31 31 31 31 ,076 ,207 1,000 ,059 -,076 ,077 -,107 -,158 ,686 ,263 . ,753 ,684 ,679 ,568 ,395 31 31 31 31 31 31 31 31 -,212 -,144 ,059 1,000 ,061 -,063 ,187 ,114 ,252 ,440 ,753 . ,744 ,735 ,315 ,542 31 31 31 31 31 31 31 31 -,011 -,061 -,076 ,061 1,000 ,190 ,849 ,740 ,952 ,744 ,684 ,744 . ,307 ,000 ,000 31 31 31 31 31 31 31 31 -,058 ,441 ,077 -,063 ,190 1,000 ,171 ,094 ,758 ,013 ,679 ,735 ,307 . ,357 ,614 31 31 31 31 31 31 31 31 -,081 -,091 -,107 ,187 ,849 ,171 1,000 ,841 ,666 ,628 ,568 ,315 ,000 ,357 . ,000 31 31 31 31 31 31 31 31 -,012 -,200 -,158 ,114 ,740 ,094 ,841 1,000 ,950 ,281 ,395 ,542 ,000 ,614 ,000 . 31 31 31 31 31 31 31 31 Correlation Coef f icient Sig. 2-tailed N Correlation Coef f icient Sig. 2-tailed N Correlation Coef f icient Sig. 2-tailed N Correlation Coef f icient Sig. 2-tailed N Correlation Coef f icient Sig. 2-tailed N Correlation Coef f icient Sig. 2-tailed N Correlation Coef f icient Sig. 2-tailed N Correlation Coef f icient Sig. 2-tailed N persepsi lingkungan Faktor1 Faktor2 Faktor3 Usia Pendidikan Masa Kerja tahun Lama Mengajar tahun Spearmans rho persepsi lingkungan Faktor1 Faktor2 Faktor3 Usia Pendidikan Masa Kerja tahun Lama Mengajar tahun Correlation is signif icant at the 0.05 lev el 2-tailed. . Correlation is signif icant at the 0.01 lev el 2-tailed. . Lampiran 3. Uji Kruskal-Wallis Descriptives 7 2,8557 1,51321 8 2,7500 1,89276 9 3,2600 1,54455 7 2,8100 ,37776 31 2,9355 1,41581 7 3,4400 ,38362 8 3,4675 ,39633 9 3,1733 ,36373 7 3,4443 ,32969 31 3,3706 ,37373 7 4,1871 ,15510 8 4,3500 ,39666 9 4,3478 ,45486 7 4,2671 ,54914 31 4,2939 ,40193 7 3,7429 ,33594 8 4,0125 ,35229 9 3,9111 ,30185 7 3,7857 ,43370 31 3,8710 ,35326 Gn Sari 01 Gn Bunder 03 Gn Bunder 04 Gn Picung 06 Total Gn Sari 01 Gn Bunder 03 Gn Bunder 04 Gn Picung 06 Total Gn Sari 01 Gn Bunder 03 Gn Bunder 04 Gn Picung 06 Total Gn Sari 01 Gn Bunder 03 Gn Bunder 04 Gn Picung 06 Total persepsi lingkungan Faktor1 Faktor2 Faktor3 N Mean Std. Dev iat ion Lanjutan Ranks 7 16,79 8 15,63 9 17,11 7 14,21 31 7 18,43 8 17,75 9 11,67 7 17,14 31 7 12,43 8 18,13 9 17,28 7 15,50 31 7 11,64 8 19,38 9 17,78 7 14,21 31 Sekolah Gn Sari 01 Gn Bunder 03 Gn Bunder 04 Gn Picung 06 Total Gn Sari 01 Gn Bunder 03 Gn Bunder 04 Gn Picung 06 Total Gn Sari 01 Gn Bunder 03 Gn Bunder 04 Gn Picung 06 Total Gn Sari 01 Gn Bunder 03 Gn Bunder 04 Gn Picung 06 Total persepsi lingkungan Faktor1 Faktor2 Faktor3 N Mean Rank Test Statistics

a,b

,489 2,952 1,719 3,408 3 3 3 3 ,921 ,399 ,633 ,333 Chi-Square df Asy mp. Sig. persepsi lingkungan Faktor1 Faktor2 Faktor3 Kruskal Wallis Test a. Grouping Variable: Sekolah b. Lanjutan Descriptives 13 3,3592 1,15919 15 2,6667 1,52753 3 2,4433 1,89727 31 2,9355 1,41581 13 3,2877 ,37654 15 3,3873 ,37287 3 3,6467 ,33171 31 3,3706 ,37373 13 4,1415 ,44708 15 4,3407 ,31999 3 4,7200 ,25981 31 4,2939 ,40193 13 3,7385 ,30967 15 3,9400 ,38322 3 4,1000 ,20000 31 3,8710 ,35326 kelas rendah kelas tinggi kelas rendah dan tinggi Total kelas rendah kelas tinggi kelas rendah dan tinggi Total kelas rendah kelas tinggi kelas rendah dan tinggi Total kelas rendah kelas tinggi kelas rendah dan tinggi Total persepsi lingkungan Faktor1 Faktor2 Faktor3 N Mean Std. Dev iat ion Lanjutan Ranks 13 18,38 15 14,03 3 15,50 31 13 13,92 15 16,47 3 22,67 31 13 12,92 15 16,77 3 25,50 31 13 13,50 15 16,80 3 22,83 31 Saat ini mengasuh kelas kelas rendah kelas tinggi kelas rendah dan tinggi Total kelas rendah kelas tinggi kelas rendah dan tinggi Total kelas rendah kelas tinggi kelas rendah dan tinggi Total kelas rendah kelas tinggi kelas rendah dan tinggi Total persepsi lingkungan Faktor1 Faktor2 Faktor3 N Mean Rank Test Statistics

a,b

1,667 2,332 4,880 2,864 2 2 2 2 ,434 ,312 ,087 ,239 Chi-Square df Asy mp. Sig. persepsi lingkungan Faktor1 Faktor2 Faktor3 Kruskal Wallis Test a. Grouping Variable: Saat ini mengasuh kelas b. Lanjutan Descriptives 10 3,5010 1,27952 9 2,7022 1,90321 11 2,5455 1,02581 1 3,6700 . 31 2,9355 1,41581 10 3,3030 ,42358 9 3,3089 ,40548 11 3,4664 ,32358 1 3,5500 . 31 3,3706 ,37373 10 4,2380 ,44307 9 4,2978 ,17775 11 4,3018 ,51035 1 4,7300 . 31 4,2939 ,40193 10 3,6900 ,31780 9 3,9333 ,37417 11 4,0091 ,32697 1 3,6000 . 31 3,8710 ,35326 kelas rendah kelas tinggi kelas rendah dan tinggi belum ada pengalaman Total kelas rendah kelas tinggi kelas rendah dan tinggi belum ada pengalaman Total kelas rendah kelas tinggi kelas rendah dan tinggi belum ada pengalaman Total kelas rendah kelas tinggi kelas rendah dan tinggi belum ada pengalaman Total persepsi lingkungan Faktor1 Faktor2 Faktor3 N Mean Std. Dev iation Lanjutan Ranks 10 19,15 9 14,94 11 13,23 1 24,50 31 10 14,85 9 14,72 11 17,68 1 20,50 31 10 15,10 9 16,22 11 15,73 1 26,00 31 10 12,25 9 16,39 11 20,00 1 6,00 31 Pernah mengasuh kelas kelas rendah kelas tinggi kelas rendah dan tinggi belum ada pengalaman Total kelas rendah kelas tinggi kelas rendah dan tinggi belum ada pengalaman Total kelas rendah kelas tinggi kelas rendah dan tinggi belum ada pengalaman Total kelas rendah kelas tinggi kelas rendah dan tinggi belum ada pengalaman Total persepsi lingkungan Faktor1 Faktor2 Faktor3 N Mean Rank Test Statistics

a,b

3,343 ,959 1,325 5,184 3 3 3 3 ,342 ,811 ,723 ,159 Chi-Square df Asy mp. Sig. persepsi lingkungan Faktor1 Faktor2 Faktor3 Kruskal Wallis Test a. Grouping Variable: Pernah mengasuh kelas b. Lanjutan Descriptives 17 3,0788 1,32631 5 2,7340 ,76041 4 2,3325 1,69967 2 4,5000 2,12132 3 2,2200 2,00905 31 2,9355 1,41581 17 3,3341 ,38777 5 3,4200 ,44159 4 3,3575 ,47409 2 3,4150 ,44548 3 3,4833 ,16442 31 3,3706 ,37373 17 4,2688 ,43683 5 4,2600 ,46733 4 4,4000 ,31654 2 4,3850 ,16263 3 4,2900 ,50715 31 4,2939 ,40193 17 3,7412 ,28076 5 3,9400 ,40988 4 4,0750 ,32016 2 4,2000 ,70711 3 4,0000 ,36056 31 3,8710 ,35326 tidak ada m.a. Khusus agama olahraga bahasa inggris lainny a Total tidak ada m.a. Khusus agama olahraga bahasa inggris lainny a Total tidak ada m.a. Khusus agama olahraga bahasa inggris lainny a Total tidak ada m.a. Khusus agama olahraga bahasa inggris lainny a Total persepsi lingkungan Faktor1 Faktor2 Faktor3 N Mean Std. Dev iat ion Lanjutan Ranks 17 16,91 5 14,10 4 13,50 2 23,25 3 12,50 31 17 14,91 5 16,20 4 17,38 2 17,50 3 19,00 31 17 15,65 5 16,00 4 17,50 2 18,25 3 14,50 31 17 12,76 5 19,20 4 20,88 2 21,75 3 18,67 31 Saat ini mengasuh M.A. tidak ada m.a. Khusus agama olahraga bahasa inggris lainny a