INTENSI GURU IPS DALAM MENGAJARKAN JEJAK KARBON
DOI:
https://doi.org/10.51878/social.v6i3.11974Keywords:
jejak karbon, guru IPS, intensi mengajar, pendidikan perubahan iklim, theory of reasoned actionAbstract
Climate change is a global issue requiring educational efforts to foster environmental awareness among the younger generation. One crucial concept for understanding human impact on climate is the carbon footprint. This study aims to analyze social studies teachers' intention to teach carbon footprint concepts by considering information sufficiency, attitudes toward the topic, and perceived behavioral control. This quantitative study involved 41 social studies teachers from the Social Studies Teachers Association (MGMP IPS) in Semarang City. Data were collected using questionnaires and analyzed descriptively. Results showed mean scores of 3.62 for information sufficiency, 3.77 for perceived behavioral control, and 3.91 for teaching intention. Meanwhile, the mean attitude score of 2.22 reflected disagreement with negative statements, indicating positive attitudes. These findings confirm that alongside information sufficiency, attitudes and perceived behavioral control play vital roles in shaping teachers' intentions to integrate carbon footprint education.
ABSTRAK
Perubahan iklim merupakan isu global yang memerlukan upaya pendidikan untuk menumbuhkan kesadaran lingkungan generasi muda. Salah satu konsep penting dalam memahami dampak aktivitas manusia terhadap iklim adalah jejak karbon. Penelitian ini bertujuan untuk menganalisis intensi guru Ilmu Pengetahuan Sosial (IPS) dalam mengajarkan konsep jejak karbon dalam pembelajaran, dengan mempertimbangkan faktor kecukupan informasi, sikap terhadap topik, serta persepsi mengenai kontrol perilaku dalam proses pengajaran. Penelitian kuantitatif ini melibatkan 41 guru IPS yang tergabung dalam Majelis Guru Mata Pelajaran (MGMP) IPS Kota Semarang. Data dikumpulkan melalui kuesioner dan dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan nilai rerata kecukupan informasi sebesar 3,62, persepsi kontrol perilaku sebesar 3,77, dan intensi mengajar sebesar 3,91. Sementara itu, nilai rerata sikap sebesar 2,22 mencerminkan ketidaksetujuan terhadap pernyataan negatif, yang mengindikasikan sikap positif guru. Temuan ini menegaskan bahwa selain kecukupan informasi, sikap dan persepsi kontrol perilaku berperan penting dalam membentuk niat guru mengintegrasikan pendidikan jejak karbon dalam pembelajaran IPS.
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