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Suitability Test on the Use of Analysis Factor and KMO Item and Bartlett's Test Uniformity Towards Envinronmental Attitude Variable
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Citations
... Environmental Impact Environmental Responsibility For a quantitative analysis, the Likert scale numbering 1-5 has been used previously in educational research, regarding students' cognitive and attitude abilities [15]. While other measurement tools such as the LT scale, SC scale, or MWB scale exist, the Likert scale offers a simple measurement method based on respondents' agreement or disagreement about a presented issue [16]. ...
Sustainable design in product development has multiple roles in addressing an increased level of sustainability. This includes reducing resource consumption and modifying user behaviors to become more eco-friendly. However, these functions are typically assessed separately, despite a proposed mutual correlation. This paper proposes a framework for defining this correlation. By using the correlated functions in parallel, one can enhance the product development process, and this will strengthen the use of sustainable design as a powerful design tool for future products. A practical approach for implementation is needed, which should show the benefit of the design both from the environmental aspect and a change in the responsibility of users. The primary goal of this manuscript is to propose an approach to fill this gap, using experiments to explore the effect of a washing machine modification project in Indonesia. Resource consumption while doing the laundry is measured as a representation of the environmental impact, while the users’ predisposition for environmental responsibility inclination is analyzed by scaling the responsibility. The results show that the sustainable design strategy is effective in reducing the environmental impact, while simultaneously increasing the environmental responsibility of users. Further study is required to define the correlation between the measured factors to formulate a well-developed theory related to this correlation.
... Kajian-kajian lepas banyak menumpukan terhadap pengetahuan ESD guru dan pelajar serta hubungannya dengan tingkah laku kelestarian mereka (Mahat et al., 2017(Mahat et al., , 2019. Selain itu, terdapat juga kajian yang mendedahkan cabaran penerapan ESD dalam konteks sekolah di Malaysia (Letchumanan & Che Rose, 2021). ...
Pendidikan untuk Pembangunan Lestari (ESD) merupakan satu konsep pendidikan global yang berperanan untuk meningkatkan keupayaan dan kompetensi generasi muda sebagai warganegara global yang mampu merealisasikan Matlamat Pembangunan Lestari (SDG). Kerajaan Malaysia telah menerima dan menyatakan komitmen untuk bersama-sama berusaha menjayakan SDG menjelang tahun 2030. Kementerian Pendidikan Malaysia (KPM) juga turut mempromosikan ESD dalam sistem pendidikan formal di Malaysia termasuk pendidikan sekolah menengah. Bagaimanapun, matlamat sebenar ESD diterapkan dalam pendidikan sekolah menengah di Malaysia masih belum dapat dipastikan lagi. Oleh itu, kajian ini bertujuan untuk meneliti matlamat ESD diterapkan dalam pendidikan geografi sekolah KSSM daripada perspektif guru-guru geografi di Malaysia. Pengkaji menggunakan tiga matlamat atau fungsi pendidikan yang dicadangkan oleh Gert Biesta iaitu kelayakan (qualification), sosialisasi dan subjektifikasi sebagai kerangka teoretikal yang akan menjadi panduan kepada pelaksanaan kajian ini. Kajian ini dijalankan menggunakan reka bentuk kajian kualitatif. Pengkaji menggunakan kaedah temu bual separa berstruktur bagi memperoleh data kajian. Sampel kajian terdiri daripada 11 orang guru geografi yang dipilih menggunakan kaedah persampelan bertujuan daripada 11 buah sekolah menengah di Malaysia. Data kajian dianalisis menggunakan kaedah analisis tematik yang dilakukan secara manual. Dapatan kajian menunjukkan matlamat guru menerapkan konsep ESD dalam mata pelajaran geografi KSSM di Malaysia lebih dominan kepada matlamat kelayakan dan sosialisasi. Manakala matlamat penerapan ESD untuk subjektifikasi masih belum begitu menonjol dalam landskap pendidikan geografi di Malaysia.
... Ini menunjukkan dapatan analisis faktor penerokaan ini menepati syarat nilai indeks yang ditetapkan. Dapatan ini dilihat dapat memenuhi kehendak model pembangunan ekonomi zaman ekologi iaitu masyarakat yang lebih mementingkan penjagaan alam sekitar dan pada masa yang sama memiliki sumber ekonomi yang baik, berterusan, dinamik serta ke arah masyarakat yang lebih lestari (Hanifah, et al., 2019a;Shaharudin, 2013). ...
This article aims to explore the component of environmental physical sustainability knowledge index among Malaysian youths using exploratory factor analysis (EFA). The respondents consisted of 100 Malaysian youths who were selected using purposive sampling techniques. A questionnaire on a scale of 1 to 5 Likert has been used to get feedback. The results showed that the products in each study build achieved acceptable reliability with a Cronbach Alpha value higher than 0.70 and met the requirements for a normality test. The data is then processed using the appropriate EFA grouping of constructive items. The results have identified four main components of Malaysian youth environmental sustainability knowledge from 69 questionnaire items, namely lithosphere, hydrosphere, atmosphere, and biosphere. This finding also meets the requirements of the specified index value (Kaiser-Meyer-Olkin and Bartlett’s Test of Sphericity). This proves that these four components should be considered in the development of instruments to assess the environmental sustainability knowledge index among Malaysian youths.
