The Development of Science Student Worksheet Based on Education for Environmental Sustainable Development to Enhance Scientific Literacy

Indonesia is a country that has abundant renewable energy sources, one of which is hydropower that can be utilized as an alternative energy source. However, fossil energy remains as major supplier of energy needs in all sectors of activity. The Education for Environmental Sustainable Development (EESD) approach can be applied in science education to prepare learners with environmental knowledge, especially energy, so students can participate actively in solving various energy issues in the environment. EESD is suitable to be trained to students using science student worksheet. The objectives of this research were: (1) to develop EESD-based science student worksheet that is theoretically valid and (2) to know the effectiveness of science student worksheet that is developed to increase scientific literacy. This research used 4-D Thiagarajan development model which includes Define, Design, Develop, and Disseminate stages. The findings of this study indicated that science student worksheet with EESD approach were: (1) theoretically valid according to validator with value A (very good category), and (2) effective to increase student scientific literacy.


Introduction
Energy becomes a necessity that cannot be separated from humans. The need for this energy continues to increase along with the development of civilization. Energy demand grows about 10% per year [1]. Fossil fuels are one of the energy sources that are currently the main supplier of energy needs in all sectors of activity (94%), which consist of fuel oil (41%), gas (23%), and coal (30%).
However, fossil energy is a non-renewable energy source, so it will eventually run out. As a natural resource, energy must be maximally utilized for the welfare of the community and its management should be based on the principle of sustainable development [2]. Minister of Energy and Mineral Resources, Sudirman Said, said Indonesia's oil resources are only enough for 12 more years [3]. In fact, Indonesia is a country that has abundant renewable energy sources, namely hydro power, wind energy, geothermal, biogas, marine energy, solar energy, and others that can be utilized as alternative energy. However, the utilization of renewable energy is only about 6% [4]. Therefore, it is urgent to promote the use of renewable energy sources to replace fossil energy. One of alternative energy sources is water. Water is an environmentally friendly source of renewable energy. It can potentially be utilized as an alternative energy source because most of the regions in Indonesia are surrounded by waters.
It is important to instill awareness to young generation of the condition and potential of the environment; one of them is through education. Learners' awareness of environmental issues is in line with the level of knowledge and skills of environmental scientific literacy [5]. Scientific literacy is the ability to engage with science-related issues and with science ideas, as caring citizens [6]. Scientific literacy is essential to develop the ability to be creative in utilizing science in everyday life or in careers, to solve problems, and to make decisions so as to improve the quality of life [7]. Pisa states there are four dimensions of scientific literacy, namely contexts, knowledge, competencies, and attitudes [6]. In this study, the researchers restricted the dimensions to only competencies and contexts. The context of scientific literacy is emphasized in everyday life that focuses on environmental quality. Pisa's [6] scientific literacy competences are (1) explaining phenomena scientifically, (2)  EESD approach is very important in education to instill science knowledge and skills, so that students are sensitive to various environmental problems especially in Indonesia. EESD is part of Education for Sustainable Development (ESD). ESD is a vast and lifelong effort that challenges every individual, institution and community to view tomorrow as a day for all of us, or it will not belong to anyone [8]. Hastuti (2009) argues that ESD is a new paradigm in the field of education that gives awareness and ability to all the main people of young generation to contribute significantly to sustainable development [9]. Gadotti states the concept of sustainability is an excellent component of education because environmental preservation depends on ecological awareness, which depends on the educational process [10]. UNESCO (2012) states that sustainability perspective represents economic, social, cultural and environmental problems in pursuit of economic development, human welfare and ecosystem integrity [11]. EESD is a concept of Education for Sustainable Development that focuses on environmental dimensions. It can be said that Education for Environmental Sustainable Development (EESD) is education as an effort to change behavior and lifestyle through awareness of natural resources, sensitive physical environment, impact of human activities, and decision-making related to environmental sustainability in the future.
Student worksheet is sheets containing tasks that students must do. Student worksheets will contain at least: title, basic of competence to be achieved, completion time, equipment / materials needed to complete the task, brief information, work steps, tasks to be done, and reports to be done [14]. According to Prastowo (2013) student worksheet is a printed material in the form of sheets of paper containing materials, summaries, and instructions on the implementation of learning tasks that must be done by student, which refers to the basic competencies that must be achieved [15]. Criteria for assessment or evaluation of instructional materials according to Depdiknas can be used as guidance for evaluation of science student worksheet, including the content feasibility component, language component, display component and graphical component [14].
Based on the explanation that has been put forward, it is very necessary to conduct research on the development of science student worksheet based on education for environmental sustainable development to improve scientific literacy of junior high school students.
Oghenekohwo & Frank-Oputu state that literacy is a part of promoting sustainable development [16].

Type of the Research Method
This research was Research and Development (R&D) that was intended to produce EESD-based science student worksheet whose theme is "Water as Alternative Energy Source" and to know the increase in the scientific literacy of junior high school students after learning using science student worksheet that was developed. This research used the design of 4-D development model by Thiagarajan, covering the steps of Define, Design, Develop, and Disseminate [17].

Subject of the Research
The subjects of this research were 60 students from grade VII Pandak 1 Junior High Scholl in the first semester of 2017/2018 school year. The subjects are consisting of 30 students of VII C as experimental class and 30 students of VII D as control class for main field testing.

Development Procedure
The development procedure of the science student worksheet was adapted from the development design of Thiagarajan 4-D development, covering the steps of define, design, develop, and disseminate. The first step was defined to collect various required information in research and development activities. Information gathering was conducted through literature studies and field studies.
The second step was design where the researchers made a product design consisting of the selection of media form and the preparation of media concept, as well as made draft I. The main objective of this step was to prepare the prototype of EESD-based science student worksheet.
The third step was develop, that is to produce EESD-based science student worksheet which had been revised based on experts suggestion. Steps taken at this stage were expert appraisal and developmental testing. Expert appraisal was validation and product assessment by validators. In this study, validation was done by four experts consisting of two expert lecturers and two science teachers. The materials of the validation instrument for the experts can be seen in Table 1.
Developmental testing consisted of a development test conducted twice, limited testing and main field testing. After the product was revised and produced a ready product to test, science student worksheet developed was conducted limited testing to the students of class VII. The limited testing was tested to the students using questionnaire of students' response legibility. The materials for Questionnaire of Students' Response Legibility can be seen in Table 2. Questionnaire responses of students were prepared to determine learners' legibility response for science student worksheet developed. This questionnaire instrument was prepared using yes or no answers, making it easier for students to fill it. The results of this limited testing could be used to improve the science student worksheet developed. After the revision of science student worksheet, the product of development was used in main field testing. To analyze the effectiveness of science student worksheet in improving scientific literacy, a test was done to the students' scientific literacy ability. The trial test of science literacy was done by one class in grade VIII junior high school students who had learnt Energy material. The purpose of these trials was to obtain a valid empirical science literature, so that the scientific literacy question was ready to be used on the main field test.
Field tests were conducted using the experimental design of the Pretest-Posttest Control Group Design model. The research design can be seen in Table 3. In this field test, researchers take samples of the two classes of class VII selected using cluster sampling method, one class as the experimental class and another as the control class. The experimental class uses EESD-based student worksheet on the learning process, while the control class uses the conventional student worksheet. Science Lesson with the theme "Water as Alternative Energy Source" conducted as many as three meetings with four activities. The topics for each activity can be seen in Table 4.
The students' scientific literacy in the control class and the experimental class was measured before and after the learning process. The Increase in the scientific literacy between the control class and experimental class was compared to find out the effectiveness of the science student worksheet developed to improve students' scientific literacy. The aspect of scientific literacy assessment can be seen in Table 5.   The Implementation of learning using EESD approach was assessed using observation sheet of learning implementation. The filling of the observation sheet for the EESD approach was carried out by the observer who understood the rubric or assessment guide, so that they can use the observation sheet correctly. Aspects contained in the observation sheet of the learning implementation in accordance with the characteristics of the EESD approach. The materials of the observation sheet of the learning implementation with the EESD approach can be seen in Table 6.
The fourth step was disseminate that had done by distribution to teachers and students. In this research, the dissemination stage was limited to the school where the research was conducted.

Data Analysis Techniques
The data collection techniques in this study were questionnaires, tests and observation sheets. The questionnaire instrument was used in the validation of science student worksheet by experts and students' response legibility. The test was done with the instrument in the form of essay test of scientific literacy. The test instrument was used to measure students' scientific literacy. The observation sheet was used to determine the implementation of learning using the EESD approach.
The data analysis in this research was validation analysis of science student worksheet, analysis of students' response legibility, analysis of learning implementation with EESD approach, and product effectiveness analysis to increase students' scientific literacy. Expert appraisal analysis of science student worksheet was descriptive qualitative and quantitative analysis. Qualitative analysis was used to analyze the suggestions from the expert. Suggestions from the experts could be used to fix science student worksheet. The quantitative analysis was used to analyze the assessment data from expert. Validation values obtained on each point of assessment were then summed as actual score (X). This quantitative actual score was converted to qualitative value by referring to the conversion of the score to a scale of five. This was to determine the feasibility of the quality of the science student worksheet developed. The reference of converting the score to the scale of five is shown in Table 7.
The value of product feasibility in this research would be determined with minimum value of "C" with enough categories. Thus, if the results of the assessment by experts and science teachers gave the final result of at least "C", the developed science student worksheet is feasible to use.
Students' response legibility was used to analyze the response of student for the science student worksheet legibility. The result from student' response legibility can be used to improve the quality of science student worksheet developed. At the end of the questionnaire was also provided a comment column to analyze students' opinions on science student worksheet developed.
Implementation of learning using EESD approach was used to analyze the success of EESD approach applied in the learning process. Assessment of the percentage of EESD approach implementation was obtained from the observation sheet. Percentage of learning can be calculated by the equation as follows.
Percentage of learning implementation was then converted into qualitative data using criteria from Widoyoko [18]. The percentage and category of learning implementation can be seen in Table 8.
The product effectiveness in increasing scientific literacy was analyzed using gain score and independent sample t-test. Gain score was used to know the increase in scientific literacy. The calculation of gain score could be done with the following equation.  Source : [18] Independent sample t-tes was used to distinguish scientific literacy gain between the experimental and the 1344 The Development of Science Student Worksheet Based on Education for Environmental Sustainable Development to Enhance Scientific Literacy control class. In addition, there would be a significant difference between the experimental class and the control class if the level of significance in the independent sample t-tes analysis was less than 0.05 or sig.2-tailed<0.05. The hypothesis of this study is as follows.
H 0 : There is no significant difference in the student's scientific literacy scores between experimental class and control classes H 1 : There is a significant difference in students scientific literacy score between the experimental class and the control class Before analyzed using independent sample t-test, prerequisite tests were performed that included normality and homogeneity tests. Normality test was intended to determine whether the data from each variable is normally distributed or not. The requirement for normally distributed data is probability or (Sig.) ˃ 0.05 [19]. Homogeneity test aims to know the sample comes from a homogeneous population or not by comparing the two variances. The data requirement derived from the homogeneous population is probability (Sig.) ˃ 0.05 and if the probability (Sig.) ˂ 0.05 then the data is not homogeneous [19].

Results and Discussion
Science student worksheet was validated by four experts, consisting of two lecturers and two science teachers. Assessment of the validator included five components namely the EESD approach component, the content feasibility component, the language component, the display component and the graphical component.
Assessment data from validator were qualitative dan quantitative data. The qualitative data were in the form of suggestions from the validator to revise science student worksheet. The quantitative data were score assessment data from the validator to the science student worksheet. The validators provided an assessment by filling out a five-scale questionnaire. Validator suggestion for student worksheet developed can be seen in Table 9, while assessment data from validator are shown in Table 10. Table 9 shows the suggestion for improving student worksheet from four validators.
Based on the data in Table 10, the mean score of validation results from expert lecturers and science teachers can be obtained. The mean scores given by the validators are presented in the diagram as shown in Figure  1.   The mean score obtained from the four experts was then converted to a scale of five as shown in Table 2. Marking score conversion of assessment data from validator shown in Table 11.
Based on the expert assessment, the mean score of all components is 107.50. If converted in accordance with Table 2, the science student worksheet developed gets grade A with very good category. Science student worksheet is concluded to be valid and feasible to be used in learning process if the value obtained from the expert assessment is at least C. Thus we can conclude from the result that science student worksheet is theoretically valid according to the experts.
The science student worksheet that had been validated and revised in accordance with the validator's suggestion was then tested in the field. The development testing was conducted to the students of grade VII Junior High School in order to know the effectiveness of the science student worksheet developed. The development testings were conducted twice, namely limited testing and main field testing. The limited testing was in the form of the responsiveness of the science student worksheet according to the students. The limited testing was done to the students of grade VII, consisting of nine students. The results of this limited testing can be used to improve the developed science student worksheet. Analysis results show that 100% of students answered yes on each statement on the questionnaire. Examples of student comments are as follows.
"Science student worksheet is very interesting" "How glad to learn using science student worksheet" "Learning science becomes easy with science student worksheet" After limited testing was done, then the main field testing was conducted using the product of the development. The material was delivered using EESD approach. After the main field testing, the product was revised to obtain the final product.
The implementation of EESD approach in science learning was seen from the percentage of learning implementation. Based on the analysis result, it was found that the percentage of EESD approach attitudes by the teachers was 100% and by the students was 95%. According to the criteria in Table 8, it is included as a very good category.
To find out about the effectiveness of the science student worksheet developed on the increase in student's scientific literacy, pre-test and post-test were given. There were 10 essay items to measure the student's scientific literacy. The students were given pre-test before learning using the EESD-based science student worksheet to know the early scientific literacy of the students. After the learning process using the science student worksheet, the students were given post-test.
Treatment of pre-test and post-test was also given to the control class using conventional science student worksheet. From the score of the pre-test and post-test, the scientific literacy gain of the students in both the experimental and control class was known. The gain of scientific literacy of the experimental and control class can be seen in Table 11. The results showed that the highest gain score of scientific literacy was found in the 1346 The Development of Science Student Worksheet Based on Education for Environmental Sustainable Development to Enhance Scientific Literacy experimental class, while the lowest gain score was in the control class. The results also showed that the average gain score of the students' scientific literacy in the experimental class was higher than in the control class. The diagram of the gain scores of both the experimental class and control class is shown in Figure 2. From the diagram in Figure 2, it can be seen that the gain score of the experimental class is higher than that of the control class.   The gain of scientific literacy of each student in the experimental class and control class was analyzed using an independent sample t-test at the significance level of 5%. Prior to analysis by independent sample t-test, some prerequisite tests were performed that included normality and homogeneity tests. The prerequisite test results can be seen in Table 13.
The gains of scientific literacy post-test and pre-test scores on both the experimental class and control class were then compared using an independent sample t-test. There was a significant difference in the scientific literacy between the experimental class and the control class if the sig. (2-tailed) <0,05. The result of independent statistical sample t-test is shown in Table 14.
According to the statistical independent sample t-test on scientific literacy, the gain of the significance is 0.001 or the sig.<0.05, so the H 0 is rejected. Thus, with 95% confidence level, it can be said that science student worksheet based on education for environmental sustainable development is effective to improve the scientific literacy of junior high school students.
Science student worksheet based on education for environmental sustainable development was designed to help students improve their scientific literacy, so they can apply their knowledge in their daily life. As mentioned previously, the gain score of the experimental class is higher than that of the control class, so it can be concluded that learning using EESD-based science student worksheet improves scientific literacy. Guevara (2015) states that Science literacy as outcomes of integrating sustainable development concepts and principles in coursework of general ecology was investigated [20]. The findings of that study indicate that there is a statistically significant improvement in students' scientific literacy upon the completion of the course.
EESD approach was applied in education to improve our views, attitude and knowledge towards the environment. This research shows that science student worksheet based on EESD was proven to improve scientific literacy, in this research especially in energy matter. ESD framework with the science learning has a great potential to help the pupils to develop their educational skills [21]. Sustainable education is highly connected to the professions involved in the development environment, as they play a role in decreasing the consumption of natural resources [22]. Environmental education for sustainable development is arising as an important approach to promote the students to conserve and keep the natural environment in their environment [23].

Conclusions
In this article we have presented the development of EESD-based science student worksheet. The development procedure was adapted from the design of Thiagarajan 4-D model, included the steps of define, design, develop, and disseminate. EESD-based science student worksheet was a new revolution to help student understanding about their environment and actively participate in maintaining the environment, so the environment can be utilized for sustainability. Students are the young generation that is very appropriate to be an environmental agent to provide change in the future. We have also described that EESD-based science student worksheet theoretically and empirically valid to increase student scientific literacy. According to the findings, the students using EESD-based science student worksheet have higher score in scientific literacy than those who didn't use EESD-based science student worksheet. EESD-based science student worksheet facilitated students with EESD characteristics of EESD included: Systems Thinking, Foresighted Thinking and Strategizing, Collaborating, and Action-Orientation. This character of EESD helped students in building scientific literacy. Based on the findings of this research, it is useful for teachers to use science EESD-based science student worksheet to improve student's scientific literacy. Teachers can modified this science student worksheet as the condition of student and environment.