Informatics Publishing Limited

Diana Vivanti Sigit ¹, Mieke Miarsyah ¹, Ilmi Zajuli Ichsan ¹

Affiliations
1 Universitas Negeri Jakarta, ID

Abstract

Environmental learning about eco-label in schools has not been done too much. The purpose of this study was to develop an Environmental Enrichment Book Eco-label based on HOTS (EEBE-HOTS). The research method used is research and development by Borg and Gall model (2003). The research was conduct in April-June 2019 at the State University of Jakarta (Jakarta State University). The results of the study showed that EEBE-HOTS is very valid and suitable for used in learning with average score percentage from learning material expert (92.65%), learning media expert (89.71%), user 1 (98.53%), user 2 (89.71%), user 3 (88.24%), and user 4 (94.12%). EEBE-HOTS is an innovation in 21st-century learning because it is very contextual with current environmental problems. Besides that, EEBE-HOTS can be applied online. The conclusion is that EEBE-HOTS products can be used in learning.

Keywords

Eco-Label, Enrichment Book, Environment, HOTS.

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Ilena Amalia Luthfi ¹, I. Made Putrawan2 ², Mieke Miarsyah ³

Affiliations
1 Magister Student, State University of Jakarta, ID
2 Professor, State University of Jakarta, ID
3 Biological Education Lecturer, State University of Jakarta, ID

Abstract

In any organization, especially in school system, justice is among other things discussed by teachers and school principal. Question about how teachers will well performed, theoretically influenced by how their personality and how they treated with full of justice, procedurally. The objective of this research, therefore, tried to find out whether biological teachers’ task performance affected by personality and procedural justice as well. A causal survey used by involving 90 senior high school biological teachers. There were three instruments developed for measuring big-five factors-personality (P), procedural justice (PJ) and task-performance (TP). Data analyzed by using path analysis after analyzed by regression and correlation. Research findings revealed that personality and procedural justice directly and significantly affect teachers’ task performance. Moreover, procedural justice was a good mediated factor connecting between personality and task performance. It could be concluded that if teachers’ task performance would like to be improved positively, teachers personality and procedural justice could not be neglected due to teachers’ task performance variation affected by those two factors, in order to build a high biological teachers quality.

Keywords

Big-Five Personality, Procedural Justice, Task Performance, Path Analysis.

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