Pendidikan Lingkungan Hidup: Hasil Analisis Lingkungan di Kawasan Wisata Goa Kreo Semarang

Pendidikan Lingkungan Hidup

                                                       1. Dede Purnomo           (2201413097)

                                                       2. Fajar Adhi Nugroho   (2201413003)

                                                       3. Andi kristianta            (6102411068)

                                                      4. Yanuar Eka Prasetyo   (6301414004)

Universitas Negeri Semarang

Hasil Analisis Lingkungan di Kawasan Wisata Goa Kreo Semarang

A. Lingkungan dan Permasalahannya

B. Sumber Daya Alam, Sumber Daya buatan, dan Sumber Daya Manusia

1. Sumber Daya Alam

Sumber Daya Alam di kawasan wisata Goa Kreo masih cukup baik dan terjaga. Ini terbukti dengan daerah di sekitar masih cukup hijau.

2. Sumber Daya Buatan

Sumber Daya Buatan cukup memadai sebagai fasilitas yang dapat dimanfaatkan dan terjaga.

3. Sumber Daya Manusia

Sumber Daya Manusia masih kurang baik dan masih kurang bisa menjaga lingkungan, padahal fasilitas sudah cukup memadai. Ini terbukti dengan masih banyak permasalahan yang ada di kawasan tersebut.

C. Keanekaragaman Hayati

Keanekaragaman hayati masih cukup baik dan terjaga, masih banyak tumbuhan hijau, air cukup terjaga, dan masih ada satwa seperti kera yang hidup bebas.

D. Pengelolaan Konservasi Sumber Daya Alam

Pengelolaan konservasi sumber daya alam cukup baik, fasilitas kebersihan seperti tempa sampah, toilet umum, dan terdapat juga bendungan yang dapat digunakan sebagai tempat hidup ikan. Pohon yang hijaupun masih banyak terlihat. Penjagaan terhadap satwa juga masih baik, masih banyak kera yang dapat ditemui berkeliaran dan masih hidup bebas. Hanya saja masih banyak yang kurang sadar tentang menjaga lingkungan, yaitu masih banyaj sampah yang berserakan.

E. Sanitasi dan Kesehatan Lingkungan

Sanitasi cukup baik dengan adanya fasilitas yang memadai, hanya bagaimana manusianya menjaga dan meningkatkannya. Larangan ataupun papan informasi sudah tersedia. Tinggal bagaimana manusia mematuhi dan menjaganya dengan baik agar terjaga.

F. Perilaku Manusia Terhadap Lingkungan

Lingkungan yang bersih dan hijau seharusnya diimbangi dengan perilaku manusia yang mendukung, yaitu dengan menjaganya. Seperti yang terihat di kawasan Goa kreo sebenarnya upaya untuk menjaga lingkungan sudah cukup bagus, tetapi masih saja banyak sampah dan kerusakan yang dilakukan oleh manusia itu sendiri. Kurangnya kesadaran menjaga lingkungan menyebabkan dampak negatif yang berakibat pada manusia itu sendiri, seperti lingkungan yang kotor.

Statistical Analyses

Statistical Analyses

Activity 1

1. What is the use of descriptive statistics?

Answer: Descriptive statistics is used to describe an object, person, or group in terms of its, his/her, their characteristics or properties.

2. Mention the three types of descriptive statistics, and explain the use of each!

Answer: three types of descriptive statistics:

a. Frequency distribution: It shows the frequency of scores in each given class or category.

b. Central tendency: It is used to describe in one word or phrase the characteristic or property of something or a group of things.

c. Measure of variable or dispersion: It is measured in order to describe how widely or narrowly the values vary across individuals in one group. The measure of dispersion supplements the measure of central tendency to describe the group by providing additional information of the variability.  

3. If you want to see the correlation between two variables, what kind of statistics should you use?

Answer: If we want to see the correlation between two variables, we should use inferential statistics.

Activity 2

a. Here is a set of scores of 20 students on an English Achievement Test:

77 68 85 74 48 63 65 67 73 81 78 74 61

54 76 80 66 88 70 74

1. Calculate the Mean, Median, and Mode!

Answer:

b. Median: 48 54 61 63 65 66 67 68 70 73 74     74  74 76 77 78 80 81 85 88

          Me= (73+74):2= 73,5

a. Mode: The most frequently occurring score = 74

2. Calculate the Standard Deviation and the Variance!

a. Standard Deviation =

b. Variance: (Sx)² = (9,685)²

                    Sx= 93,799

                    Sx= 93,8

3. Make a Frequency Distribution analysis of the data into 5 categories with an equal size of the class interval.

Answer:

A Frequency Distribution analysis of 20 students on an English Achievement Test Scores

Class Interval	Theoretical Limits	Frequency (F)	Cumulative (f)	Cumulative (%)	Mid-points
46 – 55	45,5 – 55,5	2	20	40	50.5
56 – 65	55,5 – 65,5	3	18	36	60.5
66 – 75	65,5 – 75,5	8	15	30	70.5
76 – 85	75,5 – 85,5	6	7	14	80.5
86 – 95	85,5 – 95,5	1	1	2	90.5

b. Two groups of people have been assigned to an English proficiency, and here are the results. Do they differ significantly in their performance?

Group A: 60 75 68 64 79 49 82 7 66 65 58 71

Group B: 65 75 81 62 55 61 44 3 57 68 53 61

Answer:

They are different significantly in their performance because the Mean of Group A is 62 and the Mean of Group B is 57. It has 5 gaps between them. And the group A’s performance is better than the Group B’s performance based on the Mean gaps.

  References:

1. Brown, J.D. 1988. Understanding Research in Language Learning. Cambridge: CUP.

2. Nunan, D. 1989. Research Methods in  Language Learning. Cambridge: CUP.

3. Saleh, M. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa. Semarang: IKIP Semarang  Press.

4. Tuckman, B.W. 1978. Conducting Educational Research. London: Harcourt Brace  Jacobovitz.

  

Baca Juga:

Research Instruments   Data   Variables   Research problems & hypotheses  Introduction (What is & why do research?) Sampling Techniques  Reliability and Validity

Sampling Techniques

Sampling Techniques

www.mymbaguide.com

Activity 1:

1. What is a sample?

Answer: Sample is a group of people, goods, or objects, from which the research data are obtained.

2.  Why is sampling necessary?

Answer: Sampling is necessary to represent the whole of population. Sampling is done because we usually cannot gather data from the entire population. Even in relatively small populations, the data may be needed urgently, and including everyone in the population in our data collection may take too long.

3. Mention three important characteristics of a sample, and discuss each!

Answer: Characteristics of a sample that must be met/related with the three conditions:

a. The Source : the must be selected out of the population to which it belongs

b.  The Size : a sample must be large enough to be representative of the population.

c. The Techniques: in order to represent the population a sample should be properly     selected

4. What is meant by random sampling, and what is its advantage?

Answer: random sampling is a method used to cull a smaller sample size from a larger population and use it to research and make generalizations about the larger group. Researchers generate a simple random sample by obtaining an exhaustive list of a larger population and then selecting, at random, a certain number of individuals to comprise the sample. With a simple random sample, every member of the larger population has an equal chance of being selected.

The advantage: The advantages of a simple random sample include its ease of use and its accurate representation of the larger population. It is free of classification error, and it requires minimum advance knowledge of the population other than the frame. Its simplicity also makes it relatively easy to interpret data collected in this manner.

Activity 2:

1. What is meant by “population”?

Answer: The definition of the target population is a study most reasonably based on the independent, moderator, and control variables in the study design along with the practical considerations such as availability of subjects or respondents.  

2. Why is it necessary to define the population before the sample is drawn?

Answer: The term defining the population refers to the establishment boundary conditions that specify who shall be included in or excluded from the population.

3. Specify the steps in stratified random sampling!

Answer: To create a stratified random sample, there are seven steps:

a. The first step is to identify the stratification parameters or variables.

b. Defining the population; 

c. Choosing the relevant stratification; 

d. Listing the population according to the chosen stratification; 

e. Choosing your sample size; 

f. Calculating a proportionate stratification; and 

g. Using a simple random or systematic sample to select your sample.

4. Describe the way to determine the sample size!

Answer: The primary issue in choosing a sample size is that it be sufficient to assure researcher that the sample will be representative of the population from which it is drawn. Before you can calculate a sample size, you need to determine a few things about the target population and the sample you need:

a. Population Size — How many total people fit your demographic? For instance, if you want to know about mothers living in the US, your population size would be the total number of mothers living in the US. Don’t worry if you are unsure about this number. It is common for the population to be unknown or approximated.

b. Margin of Error (Confidence Interval) — No sample will be perfect, so you need to decide how much error to allow. The confidence interval determines how much higher or lower than the population mean you are willing to let your sample mean fall. If you’ve ever seen a political poll on the news, you’ve seen a confidence interval. It will look something like this: “68% of voters said yes to Proposition Z, with a margin of error of +/- 5%.”

c. Confidence Level — How confident do you want to be that the actual mean falls within your confidence interval? The most common confidence intervals are 90% confident, 95% confident, and 99% confident.

d. Standard of Deviation — How much variance do you expect in your responses? Since we haven’t actually administered our survey yet, the safe decision is to use .5 – this is the most forgiving number and ensures that your sample will be large enough.

The formula may be used for determining a sample size suitable for obtaining sample representative on this parameter for a given confidence level and a given sampling error.

N=(z/e)² (p) (1-p)

N = the sample size

z = the standard score corresponding to given confidence level

e = the proportion of sampling error in a given situation

p = the estimated proportion or incidence of cases in the population

References:

1. Brown, J.D. 1988. Understanding Research in Language Learning. Cambridge: CUP.

2. Nunan, D. 1989. Research Methods in  Language Learning. Cambridge: CUP.

3. Saleh, M. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa. Semarang: IKIP Semarang  Press.

4. Tuckman, B.W. 1978. Conducting Educational Research. London: Harcourt Brace  Jacobovitz.

Baca Juga:

Research Instruments   Data   Variables   Research problems & hypotheses   Introduction (What is & why do research?) 

Research Instruments

Research Instruments

Activity 1:

1. What is meant by a “research instrument”?

Answer: Research instrument is used to refer to the data collection tools.

2. Mention the five types of research instruments, and specify the use of each!

Answer: Five types of research instruments:

a. The questionnaire: It is widely used as a means of collecting data, especially when the data will be collected in the form of ideas, opinions, or personal experience of a group of people.

b. Observation sheet: The data collected through observations can be recorded in the observation prepared in advance with or without a specific format.

c. Interview sheet: Like observation sheet, interview sheets can be prepared with or without certain formats.

d. Test: It is done to know about a person’s ability that can be given in the oral, written, or performance forms  

e. Document: It is a data source that you can find some data about what you want.

Activity 2:

1. What is a questionnaire?

Answer: Questionnaire is widely used as a means of collecting data, especially when the data will be collected in the form of ideas, opinions, or personal experience of a group of people.

2. How is a questionnaire similar to and different from an interview?

Answer: Questionnaires and interviews are used by researchers to convert into data the information directly given by a person (subject). It is a way of getting data about person by asking rather than by watching them behaves or by sampling a bit of their behavior. Questionnaire must be prepared with certain format; whereas interviews can be prepared with or without certain format.

3. What kinds of data can be gathered by using a questionnaire or interview?

Answer: By providing access to what is “inside a person’s head”, these approaches make it possible to measure what a person knows (knowledge or information), what a person likes and dislikes (values and preferences), and what a person thinks (attitudes and beliefs). It also can be used discover what experiences have taken place (biography) and what is occurring at the present.

4. Describe each one of the five question formats.

Answer: The five question formats:

a. Direct Versus Indirect Questions: The difference between direct and indirect questions lies in how obvious the question is in soliciting a specific piece of information.

b. Specific Versus Nonspecific Questions: One form of question deals very specifically with an object, person, or idea toward which an attitude, belief, or concept is being solicited, for example, an attitude toward a specific painting.

c. Fact Versus Opinion: A factual question would ask the respondent for the type of car owned or for marital status. The opinion question would ask about preference for Fords, or Chevrolets or reasons why (or why not) the respondent thinks marriage contributes to a meaningful relationship between a man and a woman.

d. Questions versus Statements: On many topics, the interviewer can either ask a respondent a direct question or can provide the respondent with a statement and ask whether he or she agrees or disagrees (or whether he or she thinks it is true or false).

e. Predetermined Versus Response-Keyed questions: Some questionnaires require the respondent to complete every item. Others are designed so that subsequent question may or may not be answered, depending upon the response to a keyed question.

5. What is meant by unstructured response?

Answer: It is commonly called the open ended question (although it is the response that is open ended and not the question), allows the subject to give his or her own response in whatever form chosen.

6.  Mention the six structured response modes, and describe each!

Answer: Six structured response modes:

a. Fill-in Response: It can be considered the transitional mode between unstructured and structured forms. Although it requires that the individual generate rather than chose a response

b. Tabular Response: It is like a fill-in although somewhat more structured because respondents must fit their responses into a table.

c. Scaled Response: A commonly used structured mode is that of a scale (that is a series of gradations) on which respondents are asked to express endorsement or rejection of an attitude statement or to describe some aspect of themselves.

d. Ranking Response: If a researcher gives a respondent a series of statements and asks the respondent to rank order them in terms of a particular criterion, researcher will obtain results in terms of ordinal position (that is the ordinal measurement)

e. Checklist Response: In a checklist item the respondent replies by selecting one of the possible choices offered. This form of response does not represent a scale because the answer does not represent points on a continuum; rather they are nominal categories.

f. Categorical Response: It is similar to the checklist but simpler, offers the respondent only two responses for each item

References:

1. Brown, J.D. 1988. Understanding Research in Language Learning. Cambridge: CUP.

2. Nunan, D. 1989. Research Methods in  Language Learning. Cambridge: CUP.

3. Saleh, M. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa. Semarang: IKIP Semarang  Press.

4. Tuckman, B.W. 1978. Conducting Educational Research. London: Harcourt Brace  Jacobovitz.

Baca Juga:

Introduction (What is & why do research?)   Research problems & hypotheses  Variables  Data  Statistical Analyses