THE
CORRELATION OF GREEN CHEMISTRY AND ENVIRONMENTAL KNOWLEDGE ON STUDENTS�
ENVIRONMENTAL CARE BEHAVIOR
Ni Ketut Yuli
Santosa1, Lilik Sulistyowati2,
Sandra Sukmaning Aji3
University Terbuka
Email:
[email protected]1, [email protected]2,
[email protected]3
|
Abstract |
|
Green
chemistry and environmental knowledge shape individual awareness and action
towards environmental sustainability. The integration of both can become the
basis for attitudes and behaviors more concerned about the environment. Based
on this background, the objectives of this research is to analyze the level
of green chemistry and environmental knowledge of students� SMA Kristen
Harapan Denpasar and its correlation to environmental care behavior. The
research was conducted using a random sampling technique with a sample size
of 100 students.
This research's independent variables are green chemistry (X1) and
environmental knowledge (X2). In
contrast, the dependent variable is environmental care behavior (Y). The
research instrument is a test to measure the level
of green chemistry and
environmental knowledge and a questionnaire to measure students'
environmental care behavior. Data analysis was done using descriptive
statistics and Product Moment correlation analysis, followed by a t-test and
F-test using Microsoft Excel. Based on the research results, it can be
concluded: the
level of green chemistry and environmental knowledge of students� SMA Kristen
Harapan Denpasar in a good category, and there is a correlation between green
chemistry and environmental knowledge on students� environmental care
behavior. Keywords: Green Chemistry, Environmental Knowledge, Environmental Care Behavior. |
Corresponding Author: Ni Ketut Yuli Santosa
E-mail: [email protected]
Introduction
The relationship between
humans and the environment is significant and complex; it is reciprocal and
influences each other (Seif & Nematolahi, 2019). Humans are very dependent on
the environment to fulfill their living needs. However, various human
activities change the environment, such as decreasing environmental quality,
increasing solid waste, decreasing green areas, and even resulting in global
warming (Maesaroh et al., 2021). Therefore, humans need to
maintain a balanced and sustainable environment to continue
supporting human life in the future (Rusdiana, 2015). Continuous and sustainable
efforts are needed to overcome these problems
(Fitriani & Sugiyono, 2018).
Environmental damage can
influence environmentally conscious behavior in several ways (Supangkat & Herdiansyah, 2023). Witnessing or experiencing the
negative impact of environmental damage can influence attitudes and behavior
toward the environment (Adliyani, 2015). In this case, psychological
effects such as personal experience when witnessing the negative impacts of
environmental damage, such as floods, forest fires, and pollution, will result
in a tendency to be more aware of the importance of protecting the environment. (Sari, 2021) . This can cause emotional
responses such as sadness, anger, or worry about the environment's future. It
can influence individual attitudes and actions to become more concerned about
the environment.
Previous studies (Seif & Nematolahi, 2019) revealed that environmental
concerns, attitudes, and knowledge significantly influence environmental care
behavior. Research by (2022) reveals that students'
attitudes towards green chemistry in public and private high schools are
satisfactory, while the practice towards green chemistry is satisfactory.
Research (Mufidah, 2017) revealed a significant
relationship between individual characteristics and students' environmental
care behavior. Based on this background, I am interested in researching
"The Correlation of Green Chemistry
and Environmental Knowledge on Students� Environmental Care Behavior at SMA
Kristen Harapan Denpasar."
The problem formulation is as
follows: (1) What is the level of green chemistry knowledge of students at SMA Kristen
Harapan Denpasar, and how is it correlated to environmental care behavior? (2) What is the level of environmental knowledge of students at SMA Kristen
Harapan Denpasar, and how is it correlated to environmental care
behavior? The aims of this research are: (1) To analyze the level of green
chemistry knowledge of students at SMA Kristen
Harapan Denpasar and how it correlates to environmental care behavior. (2) To analyze the level of
environmental knowledge of students at SMA Kristen Harapan Denpasar and how it correlates to environmental care
behavior.
�� The formulation of the hypothesis in this research is as follows: There is no relationship
between green chemistry knowledge (X1) and environmental care behavior (Y) and
there is no relationship between environmental knowledge (X2) and environmental
care behavior (Y)
�� Based on
several studies that have been conducted previously, it is found that
environmental awareness, attitudes, and knowledge have a significant direct
influence on environmental care behavior. Meanwhile, related to green
chemistry, research was conducted among university students and it was found
that the level of knowledge and practice of green chemistry was high, while the
level of awareness of green chemistry was very high. Based on these findings,
the position of this research is to develop from studies that have previously
been conducted. Some previous studies have connected knowledge about the
environment with students' environmental care behavior, but researchers have
not found research related to the relationship between green chemistry knowledge
and students' environmental care behavior.
�� The benefits
of this research are: (1) this idea can be implemented so that students have
environmental care behavior; (2) the integration between green chemistry and
environmental knowledge can increase awareness of environmental sustainability,
so as to increase environmental care behavior; (3) the application of green
chemistry and environmental knowledge can arouse individual awareness to behave
care for the environment so as to have a positive impact on the environment.
Research methods
This research uses a quantitative
approach to analyze the level of green chemistry and the environmental knowledge of students at SMA Kristen
Harapan Denpasar and analyze how it correlates to environmental care behavior. It was
conducted from June to November 2023. The data collection techniques used in
this research are literature study, testing, and questionnaires. Using the random sampling technique, the total
sample was 100 people, with 50 samples of 11th grade and 50 samples of 12th grade students.
The data processing technique
used is descriptive analysis with the calculation of mean, median, mode, and standard deviation, as well as
minimum and maximum values. Hypothesis testing is carried out using the Product Moment correlation formula to determine the
relationship between the independent variables (X 1 and X 2) and the dependent variable (Y), with the
formula:
�Information:
Ry.x1x2 ������������������ = correlation variable X 1 with X 2 to Y
ryx1 ������������������������ = correlation simple (product moments
person) between X 1 with Y ryx2 ������������������������ = simple correlation
between X 2 with Y
rx1x2 ���������������������� = correlation simple between
X 1 with X 2
Testing significance next with a
t-test, using the formula:
𝑡 = 𝑟 √ 𝑛 − 2
√ 1
− 𝑟 2
The withdrawal conclusion was made by comparing the t-count with the t-table.
If t-count > t-table, H 0 is rejected, H 1 is accepted, and
vice versa.
Results and
Discussion
Green
Chemistry Knowledge
����������� The
green chemistry knowledge of 11th grade students at SMA Kristen Harapan Denpasar was determined
from scores from 18 questions with 50 respondents. The level of green chemistry
knowledge is classified as follows.
Table 1 Classification
of Green Chemistry Knowledge Levels
|
No |
Total score |
Level of Green Chemistry
Knowledge |
|
1 |
1-6 |
Poor |
|
2 |
7-12 |
Fair |
|
3 |
13-18 |
Good |
The following results were obtained based on the results
of descriptive calculations.
Table 2 Descriptive
Statistical Analysis of Green Chemistry Knowledge Level
|
No |
Level of Green Chemistry
Knowledge |
Frequency |
Percentage |
|
1 |
Poor |
0 |
0% |
|
2 |
Fair |
13 |
26% |
|
3 |
Good |
37 |
74% |
|
|
Total |
50 |
100% |
|
|
Mean |
14.36 |
|
|
|
Median |
15.00 |
|
|
|
Mode |
17.00 |
|
|
|
Standard Deviation |
3.23 |
|
|
|
Minimal |
8.00 |
|
|
|
Maximum |
18.00 |
|
�����������
The green chemistry
knowledge variable of students� SMA Kristen
Harapan Denpasar was mainly in grades
13-18, with as many as 37 people (74%). The remaining with grades 7-12 were 13
people (26%). These results show that green chemistry knowledge is in good category.
Green chemistry knowledge refers to the 12 principles of green chemistry (Mustafa, 2016). Overall, the correct student answers were in principle
10, namely design chemicals that degrade and can be discarded
easily, with 49 samples (98%) answering correctly. Meanwhile,
the lowest student answers (most incorrect) were in principle 3, namely design chemical reactions and synthetic routes to be
as safe as possible, with 21 samples
(42%) who answered correctly or 29 samples (58%) who answered incorrectly.
Knowledge
Environmental
The environmental knowledge of 11th grade
students at SMA Kristen Harapan Denpasar was obtained from a score of 17 items questions
with respondents totaling 50 people. The level of environmental knowledge is
classified as follows.
Table 3 Classification
of Environmental Knowledge Levels
|
No |
Total score |
Level of Environmental
Knowledge |
|
1 |
1-6 |
Poor |
|
2 |
7-12 |
Fair |
|
3 |
13-17 |
Good |
The following results were obtained based on the results
of descriptive calculations.
Table 4 Descriptive
Statistical Analysis of Environmental Knowledge Level
|
No |
Level of Environmental
Knowledge |
Frequency |
Percentage |
|
1 |
Poor |
0 |
0% |
|
2 |
Fair |
20 |
40% |
|
3 |
Good |
30 |
60% |
|
|
Total |
50 |
100% |
|
|
Mean |
12.78 |
|
|
|
Median |
13.00 |
|
|
|
Mode |
13.00 |
|
|
|
Standard Deviation |
1.85 |
|
|
|
Minimal |
8.00 |
|
|
|
Maximum |
16.00 |
|
�����������
The environmental
knowledge variable for most students is in grades 13-17, as many as 30 people
(60%), and the remaining students with grades 7-12 are 20 people (40%). These
results show that students' environmental knowledge is in a good category.
Environmental knowledge of students at SMA Kristen Harapan Denpasar with
indicators of waste management and energy utilization. Based on the waste
management and energy utilization indicators, overall, the majority of
students' answers were correct to the question "Efforts that can be made
to reduce
waste is..." with all samples (100%) answering
correctly; meanwhile, the lowest student answer (most wrong) was found in the
question "The biggest contributor to the earth's waste is..." with 24
samples (48%) who answered correctly or 26 samples (52%) who answered
incorrectly.
Environmental Care Behavior
The environmental
care behavior of students at SMA Kristen Harapan Denpasar was determined from
the scores of 9 questions with 50 respondents. The level of students'
environmental care behavior is classified as follows.
Table 5
Classification of Levels of Environmental Care Behavior
|
No |
Total score |
Level of Environmental Care
Behavior |
|
1 |
1-3 |
Poor |
|
2 |
4-6 |
Fair |
|
3 |
7-9 |
Good |
The following results
were obtained based on the results of descriptive calculations for 11th grade students at
SMA Kristen Harapan Denpasar.
Table 6 Descriptive
Statistical Analysis of the Level of Environmental Care Behavior of 11th grade students
|
No |
Level of Environmental Care
Behavior |
Frequency |
Percentage |
|
1 |
Poor |
3 |
6% |
|
2 |
Fair |
18 |
36% |
|
3 |
Good |
29 |
58% |
|
|
Total |
50 |
100% |
|
|
Mean |
6.50 |
|
|
|
Median |
7.00 |
|
|
|
Mode |
7.00 |
|
|
|
Standard Deviation |
1.73 |
|
|
|
Minimal |
3.00 |
|
|
|
Maximum |
9.00 |
|
The following results
were obtained using descriptive calculations of 12th grade students of SMA
Kristen Harapan Denpasar.
Table 7 Descriptive
Statistical Analysis of the Level of Environmental Care Behavior of 12th grade students
|
No |
Level of Environmental Care
Behavior |
Frequency |
Percentage |
|
1 |
Poor |
1 |
2% |
|
2 |
Fair |
19 |
38% |
|
3 |
Good |
30 |
60% |
|
|
Total |
50 |
100% |
|
|
Mean |
6.70 |
|
|
|
Median |
7.00 |
|
|
|
Mode |
7.00 |
|
|
|
Standard Deviation |
1.39 |
|
|
|
Minimal |
3.00 |
|
|
|
Maximum |
9.00 |
|
The environmental
care behavior variable of SMA Kristen
Harapan Denpasar students was mainly
in the range of scores 7-9 for as many as 30 people (60%), with scores of 4-6
for as many as 19 people (38%), and with a score of 1-3 as
many as 1 person (2%). These results show that students' environmental care
behavior is good. Environmental care behavior of students at SMA Kristen Harapan Denpasar with indicators of action on waste management and energy
utilization (Setiajaya, 2019). Based on the indicators of waste management and energy
utilization, overall, the highest number of student answers reflecting
environmentally caring behavior was in the statement "I always use water
sparingly," with all samples (100%) answering "yes." meanwhile,
the lowest student answer was in the statement "I sort the waste for reuse
and before the waste is disposed of at the TPS/TPA" with 17 samples (34%)
who answered "yes."
Overall, the level of
knowledge of green chemistry, environmental knowledge, and environmental care
behavior are shown in the following table and graph.
Table 8 Level of Green
Chemistry Knowledge, Environmental Knowledge, and Students' Environmental Care
Behavior
|
|
Poor |
Fair |
Good |
|
Level of Green Chemistry Knowledge |
0% |
26% |
74% |
|
Level of Environmental Care Behavior (11th grade) |
6% |
36% |
58% |
|
Level of Environmental Knowledge |
0% |
40% |
60% |
|
Level of Environmental Care Behavior (12th grade) |
2% |
38% |
60% |
Figure 1 Graph of Green Chemistry Knowledge Level,
Environmental Knowledge, and Environmental Care Behavior Students
Hypothesis test
����������� To test
the hypothesis, multiple correlation was used, and based on the calculation
results, the following results were obtained.
Figure 2 Multiple Correlation of
Variables X1, X2, and Y and Correlation Calculation Results
The calculation was continued using the t-test, and the
following results were obtained.
����������� The
calculated t-value is then compared with the t-table value. For a 5% error in a
two-tailed test and dk = n-2 = 48, we obtain t=table = 2.021. It turns out that
the t-calculated value > t-table so that H0 is rejected and H1 is accepted,
meaning (1) there is a correlation between green chemistry knowledge (X1) and
environmental care behavior (Y), and (2) there is a correlation between
environmental knowledge ( X2) and environmental
care behavior (Y).
The Relationship between Green Chemistry, Environmental
Knowledge, and Environmental Care Behavior
Green chemistry
knowledge is closely related to environmental awareness, which is related to
understanding environmentally friendly chemical practices in the production
process and using chemicals to increase individual awareness of the impact of
chemicals on the environment. (Yandi, Muklhlis, & Zagladi, 2023). Apart from that, the principles of green chemistry also
aim to increase the efficiency of chemicals, reduce waste, and use fewer
resources in the production process, including using more efficient catalysts,
using raw materials that can be recycled, and reducing hazardous waste. (Widodo, 2017).
Environmental
knowledge and awareness of the use of chemicals can also influence
environmental care behavior (Sarkawi, 2015). Knowledge of environmental issues, such as the impact
of pollution or environmental damage caused by the use of chemicals, can
influence individual awareness of the need to use green chemistry, thereby
increasing awareness of the environment.
Environmentally
caring behavior results from green chemistry and environmental knowledge (Julianti & Pramudana, 2017). Combining knowledge about green chemistry and
environmental knowledge influences individual behavior in choosing to use
environmentally friendly products or supporting more sustainable practices.
Thus, green chemistry and environmental knowledge are essential in shaping
environmental care behavior.
Environmentally
caring behavior is caused by various factors that involve interactions between
individuals and their environment (Darmawan & Fadjarajani, 2016). From an environmental psychology perspective, several
factors can influence environmental care behavior: environmental perception,
personal and cultural values, awareness of personal impacts, emotions towards
the environment, cognition and knowledge, and environmental identity.
The way individuals
perceive their surrounding environment can influence environmental care
behavior. In this case, if the environment is considered essential and
valuable, there will be a tendency to care more about the environment (Gifford & Nilsson,
2014). Individual values and the culture in which individuals
live can also play an essential role in environmentally conscious behavior. A
culture that encourages concern for nature and the environment will influence
individual behavior to become more concerned about the environment (Clayton & Myers,
2015). Awareness of an individual's environmental impact also
plays an important role. Suppose someone realizes that their actions have
consequences for the environment. In that case, there will be a tendency to
care more about the environment and take sustainable action. Emotions triggered
by certain environmental conditions, such as a love of nature or concern about
environmental damage, can also influence environmental care behavior (Br�gger & H�chli,
2019). In this case, individuals who love nature will have a
high level of concern for the environment so they will have good environmental
care behavior. Another factor is the individual's identity with the surrounding
environment. Suppose someone feels they have a strong connection with the
environment. In that case, they will tend to care more about and act to protect
the environment to have good environmental care behavior.
The environmental
psychology theory related to environmental care behavior is the Norm Activation Model (NAM). NAM is
influenced by personal awareness, affective responses, personal responses,
social responses, and cognitive responses (Simanungkalit et al.,
2021). Based on researchers' observations of students,
students gave effective responses when
shown pictures of living creatures that were threatened/died due to
environmental damage. In this case, students' emotional feelings towards
environmental problems provide a sense of sympathy for the environment, which
can lead to environmentally caring behavior. Apart from that, students also
show a cognitive response, which can
be seen from their belief that their environmentally conscious behavior, such
as sorting waste, can significantly impact the environment. When we have high environmental
awareness, strong emotional responses to environmental problems, strong
personal norms for action, and belief that the actions taken can lead to a
better environment, we will be more likely to carry out environmentally caring
behavior.
Conclusion
����������� Based on the research results, it can be concluded that: (1)
the level of green chemistry of students� SMA Kristen Harapan Denpasar is 74%
in the good category and there is a correlation between green chemistry and
environmental care behavior; (2) the level of environmental knowledge of
students� SMA Kristen Harapan Denpasar is 60% in the good category and there is
a correlation between environmental knowledge and environmental care behavior.
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