Integration of Deep Learning Approach and EMKONTAN Model to Improve Environmental Literacy, Creativity, and Collaboration of Students

N. Nurwidodo; Iin Hindun; Moh. Mirza Nuryady

doi:10.30998/eemndc10

Authors

N. Nurwidodo Universitas Muhammadiyah Malang Author
Iin Hindun Universitas Muhammadiyah Malang Author
Moh. Mirza Nuryady University of Veterinary Medicine Vienna Author

DOI:

https://doi.org/10.30998/eemndc10

Keywords:

collaboration skills, deep learning, EMKONTAN, environmental literacy, needs analysis

Abstract

This study aimed to conduct a need analysis for integrating the Deep Learning approach (meaningful–mindful–joyful) into the Ecomapping and Sustainable Conservation (EMKONTAN) learning model (DL-EMKONTAN) in an Environmental Science course. Using a qualitative descriptive design, data were collected from 10 lecturers and 230 students through questionnaires, observations, document review, and semi-structured interviews. Descriptive statistics and Miles–Huberman analysis were applied. The result indicated that students’ competencies remain at a moderate level. Creative thinking skills were mostly at beginner levels; collaboration was moderate for productivity, respect, and compromise but weaker for responsibility; and environmental literacy was “enough” for ecological knowledge, sensitivity, and issue research yet lower for issuing analysis and pro-environmental behavior. Lecturers reported learning is still dominated by lectures and paper-based tasks, with limited assessment of creativity, collaboration, and environmental literacy. The proposed DL-EMKONTAN learning syntax consists of observing problems, analyzing, planning, implementing, monitoring/evaluating, and follow-up planning.

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