THE EFFECT OF GREAT (GREEN CLASS TEACHING) ON THE

GRADE IV STUDENTS’ KNOWLEDGE AND ATTITUDE OF

ENVIRONMENTAL CONSERVATION AT SDN KLECO 2
Lilik Budi Maryanto1), Puji Prissetya Utami2), Ukhtia Amalia Zahrah3)

Departement of Primary Education, Sebelas Maret University Surakarta

Jl. Brigjend Slamet Riyadi No.449, Pajang, Laweyan, Surakarta 57146, Phone
(0271) 714031
1
email: lilik.budi04@student.uns.ac.id
2
email: pujiprissetyautami0698@gmail.com
3
email: ukhtiaazahrah@gmail.com

Abstract: Learning enables the creation of a learning environment which provides

opportunities for meaningful learning processes for learners. Researchers in this program
hypothesized that GREAT (Green Class Teaching) is able to encourage and motivate
children’s learning, decreasing boredom, creating the environment as the learning objects
by the students, enhancing students’ physical activities and creativities. This type of
learning uses outdoor activity method. This program aimed at investigating the effect of
GREAT on science and students’ attitude of environmental conservation. In other words,
we analyzed how the effect of learning with the environment as a source of learning and
the utilization of outdoor activity learning method in the formation of environmental
awareness attitude. This research was an experimental research method using pre-test
post-test control group design so that the research result showed the effect of the
utilization of environment potential and the application of outdoor activity learning
method. This method enabled students to know about the utilization of the surrounding
environment and efforts to conserve the surrounding environment. In addition to
increasing knowledge about the environment, students also showed an awareness attitude
towards the environment by always maintaining and taking care of the surrounding
environment. The results showed that the application of GREAT has a significant effect
on the knowledge and attitude of environmental conservation of students with a
significance value of 0.018

Keywords: outdoor activity, environmental awareness, GREAT.

INTRODUCTION issues occur due to the unaware and

careless humans’ behavior to the
With the increase in threats to environment. As a result, early
humans’ health by environmental education on the environment is very
issues, the value of environment begins important to raise awareness on how to
to attract greater attention (Reid, 1995 solve environmental issues (Gambro &
in Naim, 2009). According to Bradley Switzky, 1996 in Naim, 2009).
in Naim (2009) who stated that the

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 According to Kumurur (2012: can be seen from the attitude of
1), he said that all forms of students who have not sorted out the
environmental issues faced today in the garbage based on their types, have not
world, as well as in Indonesia are more flushed the bathroom after usage, and
likely due to the attitudes and human have not been caring for the plants
behavior towards the environment. surrounding. However, human attitude
Environmental issues are very complex can be stimulated through the provision
problems that must be addressed of knowledge.
immediately, they are water pollution, Therefore, different treatment
air, social conflict, and many other was needed so that students have
things that happen, all require the environmental knowledge and
conscious efforts of the society. awareness attitude. In relation to the
Nowadays, Learning is always aforementioned, the researcher would
conducted inside a building where like to study using classroom action
teacher tends to use teacher-centered research about implementing outdoor
method mixed with question and activity method to improve
answer as well as assignments. The environmental knowledge and
possibility of the low of environmental awareness at SDN Kleco II. It was
knowledge and awareness attitude is expected that the results of this study
the lack of concrete examples in the would contribute directly to the
teaching through authentic activities, improvement of students'
knowing that the experience will be environmental knowledge and
well-understood when the students awareness attitudes. This method was
experience it themselves. Learning chosen because it essentially discusses
inside the classroom can also be stale, the implementation of Natural Science
boring, and hard to understand. in the context of everyday human life.
Meanwhile, children need learning Generally, the definition of
techniques that are fun, creative, teaching (not teaching outdoors) is an
challenging, and adventurous that can activity of transferring knowledge to
help them learn from experiences and someone else. While the definition of
increase their curiosity. green class teaching is learning
Schools as educational activities outside the classroom or open
institutions should instill environmental nature by prioritizing the response to
knowledge and awareness attitudes and reflection on concrete experiences
from an early age. However, the on the environment as a learning
condition is not in accordance with the activity of students.
facts existing in SDN Kleco II (Kleco Knowledge, according to
II state elementary school). As a core Eistein and Infeld in Bettencourt
elementary school, SDN Kleco II has (1989) in Kumurur (2012: 2), which is
not been able to instill environmental primarily science, is the creation of the
knowledge and attitudes of awareness human mind with all its ideas and
in students. Based on the observation, it concepts being found freely. However,

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to obtain these concepts and theories, it RESEARCH METHODS
does not simply follow inductive This study used experimental research
observations. Knowledge is a design with the control group research
collection of facts, and knowledge is design. It is contain of pretest, and
more regarded as a continuous, posttest on the equivalent control group
constantly evolving and dynamic (homogeneous). So, one similar group
process of construction. was treated as an experimental group
and other as a control group. The
Suit-Almasdi (1996) in pretest was given prior to the treatment.
Kumurur (2012:4) argued that the After the treatment was given, students
human mental attitude will determine were given posttest to investigate if the
the mentality and can create them to be treatment given caused a better effect.
better, such as to be honest, real, love Thus, the influence rate from this
cleanliness, and have awareness, which experiment can be obtained by
will determine their own lives. comparing to the control group.
To conserve the environment, it
is needed the humans’ effort to be Table 1. Research Design
realized immediately for the sake of the
sustainability remains good. However
small our efforts are, the advantage can
be great to realize the earth to be
habitable. Efforts need to be done to
keep the environmental conservation so Source: Effect of Outdoor Learning to
that the continuous environmental Knowledge, And Attitude of
governance will be realized. Environmental Conservation of
Environmental governance is an Undergraduate Students of Geography
integrated effort to preserve the Education Universitas Kanjuruhan
environmental function which includes Malang, 2 017
the policy of structuring, utilizing,
developing, maintaining, restoring, This study compared the learning
supervising, and controlling the outcomes before and after being given
environment. In environmental a stimulus to the control and treatment
governance, it should be done on the groups. Although this design has a
most important issue, Soerjani in weakness when the posttest and pretest
Taufiq (2016:126) stated in this has a long interval period, then the
environmental governance to see an difference between before and after
issue according to the underlying treatment will not be obtained
context and to be developed according optimally. Meanwhile, when done with
to its needs by looking at the context of a very short time it may be able to
the next issue. eliminate the period factor, but
maturation problems may emerge,
knowing the research subjects can

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experience fatigue. Therefore, to Figure 2.Comparisons of the
overcome the problem is to control the Pretest, Postest, and Gain Score
environmental conditions so that the Experimental and Control Classes
Figure 1 shows that there is an
research results obtained can be
increase in student learning outcomes
compared before and after treatment. in both class. This is evident from the
Thus, the treatment design was done in control class average in pretest 71.9 to
two meetings to avoid factors that 72.1 in the post test, whereas the
cannot be controlled. average of experimental class is pretest
71.4 to 81.7 in post test. The average
RESULTS AND DISCUSSION difference between these two classes
Student learning outcomes were indicates that the experimental and
obtained from the difference in posttest control classes have different abilities.
value minusvalue pretest. Description The data gain score of student
of data of student learning outcomes learning outcomes is used to determine
can be seen in table 2 whether the hypothesis is accepted or
1. Knowledge rejected. Based on t test results can be
seen that the value of significance or p
Table 2.Data Knowledge
value 0,000 <0.05 so it is concluded
Mean Groups that there is a significant difference in
Experimental Control the average gain score of knowledge
Pretest 71.4 71.9 between the experimental group and
Post 81.7 72.1 the control group.
test
Gain 10.3 0.2
2. Attitudes
score

Based on Table 2, it can be seen Table 3. Data Attitude

that the gain score of the two classes
has different averages, the gain score of Based on Table 3, it can be seen
control group is 0.2 with 72.1 postural that the gain score of both classes has
average and 71.9 pretest. The different average, the control class has
experimental class’ gain score is 10.3 an average about 0.8 with average post
treatment is 79.7 and 78,9 pretreatment
average. The experimental class has an
average gain score of 7.5 with 84.1

Averag Groups
e Experiment Control
Pretreat 76.6 78.9
with 81.7 average of posttest and ment
71.4 pretest average. The average Post 84.1 79.7
comparison of pretest, posttest, and
treatme
gain score between the experimental
and control classes is illustrated in nt
Figure 1. Gain 7.5 0.8
score

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post treatment average and 76.6 Based on the results of testing the
pretreatment average. The average correlation in the above table it can be
comparison of post-action, seen that the value of significance or p-
pretreatment and gain scores between
value 0.018 <0.05 so it can be
the experimental and control classes is
illustrated in Figure 2. concluded that there is a significant
relationship between attitudes and
knowledge of students

GREAT is a learning done

outside the classroom by using
environmental conditions around
students as material learning.
Figure 3. Average Pratindakan Students construct knowledge
Comparison, Post-action and Gain through observation and
Score of Experiment Class and investigation conducted through
Control Outdoor Class Activity. Direct field
Figure 2 shows that there is an investigation and observation make
increase in student learning outcomes students more active and creative in
in both class. This is evident from the solving problems.
average control class on pretreatment Learning outside the
78.9 to 79.7 in post-action, while the classroom making students feel
average of the experimental class on challenged because there are
pretreat 76.6 to 84.1 in post-action. The learning activities outside the
average difference between the two classroom, students more freely
classes indicates that the experimental analyze environmental problems that
and control classes have different occur around them. This lesson
attitudes. demanding students to seek their
The gain score of student own knowledge, directing students to
learning outcomes is used to determine work together and interacting with
whether the hypothesis is accepted or their group members in determining
rejected. Based on t test results can be problem-solving solutions.
seen that the value of significance or p Knowledge gained through learning
value 0,000 <0.05 so it is concluded like this is more easily understood,
so that when held the test students do
that there is a significant difference in
not have difficulty in answering
the average gain score of knowledge questions.
between the experimental group and
the control group. This method done by
grouping students into heterogeneous
groups. This creates conditions of
3. The relationship between
cooperation among students of
attitude and knowledge different abilities. High-ability
From the result of t test between students help members of their low-
attitude and knowledge, then we use ability groups understand the
the Pearson correlation to know the material. This is in line with the
relationship between two variables. opinion of Santrock (2008: 401)
which states that "one of the main

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reasons for using heterogeneous remember long after the program is
grouping is that this group can help completed". Learning outside the
low-ability students who can learn classroom can create conditions
from high-ability students". where students can remember for a
long time. This happens because
Students formed in students experience their own
heterogeneous groups discuss and problems faced. Experience directly
work together to solve problems. facilitates students in shaping
Students with high academic ability knowledge.
help students with low academic
ability. This condition makes the CONCLUSION
students better understand the
material, especially students with Based on the results of research
low academic ability and low student conducted it can be concluded that the
learning outcomes for the better. method of GREAT -based Outdoor
This is consistent with the opinion of Study significantly influence the
Kinderman, McCollam, & Gibson knowledge and attitudes of the
(in Santrock, 2008: 534) which states preservation of elementary school
that "if peer groups have high students N Kleco 2. With this learning
performance standards, then the encourage students to think high-level
group can help students' academic through solving problems encountered.
achievement. However, if low- Students collect information relevant to
achieving students join peer groups the problem, link between the
who are also underachievers, information obtained and then analyze
students' academic performance may it to determine the right solution.
get worse ". Problem solving makes learning
relevant to everyday life. This lesson
Learning gained through emphasizes the experience of students
direct observation can foster the acquired through actions or activities in
power of memory for a long time. the field because the material will be
Knapp (2000: 70) states that "the well absorbed if they are directly
science field trips can produce involved with the actual conditions.
events that the students will

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