Aldila RahmaDjati Mardiatno

Dyah Rahmawati Hizbaron

Program Doktor Ilmu Lingkungan

Sekolah Pasca Sarjana

UNIVERSITAS GADJAH MADA

Factor Analysis and Consensus Contributing to

Undergraduate Students' Ecoliteracy on Disaster Risk

Reduction

Presentation for 4th IGEOS: International Geography Seminar

Introduction

Ecology concepts in DRR efforts

• Disasters emerge as impact of non environmentally-oriented anthropogenic activities that disrupting ecological balance.

• Ecology concept becomes very crucial in DRR

• Education as a solutions so that human have an ethic of the environment.

• The majority DRR education program focusing on preparedness & school response capacity, instead of emphasized the understanding of ecology itself.

• Ecoliteracyempowerment in educational institutions is the first step in building disaster-aware communities.

• Ecoliteracy is to understand the disaster & the environment as holistic.

• It is the ability to understand humans' position in their ecosystem.

• 4 main component of ecoliteracy: affect, knowledge, cognitive, and behavior.

• To Explore students’ perspective of ecoliteracy towards DRR using Q methodology.

• Part of pilot study at examining the Q statements (concourse) as particular instrument used in Q methodology.

DRR education at educational institutions

EcoliteracyResearch

Aim

Ecoliteracy Framework

Affect

Knowledge

Cognitive Skill

Behavior Towards Environment

Sensitivity and appreciation of the environment. The willingness to choose different perspectives on environmental issues and motivated to participate in environmental conservation efforts based on moral responsibility.

Concept of biological ecology. The awareness of economic structure, social, and political of a country. Comprehend how human activities affect the environment. Understanding of land use, wildlife habitat, population, health, and waste management.

Ability to identify and define environmental issues and also analyze, synthesize, evaluate, and the ability to choose strategies and implement them in action. Also, the capability to conduct scientific research, risk analysis, and predict the future.

Participate and have a resolution of environmental issues. Have concrete action through an environmentally friendly lifestyle. Use personal relationships to encourage environmental awareness, supporting environmentally friendly policies and initiatives. Have a locus of control or perception to bring changes to the environment because of its behavior.

Analyzing and interpreting the data

Research Methods

Developing a comprehensive set of Q statements related to DRR, climate change& ecological understanding topics

Sampling (P-set). Q participant is a person selected to do the sorting process.

Statements distribution (Q sorting). Distribute statements into the Q grid, using Q-Sortware

Conducting interviews

This research was carried out in December 2019 – April 2020. 14 undergraduate students from the Faculty of Geography, Gadjah Mada University, became participants in this study

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Data Collecting Technique

Loadings Factor. Select the individuals who represents each factor (flagging)

Research Methods

Data input (.csv or excel files types)

Correlation Matrix (A high correlation score will construct a group of factors)

Extraction Factor (PCA/ Principal Component Analysis), Resulting a group of factors.

Rotation factor (Varimax rotation). Maximize the amount of variance from factor extraction.

Data were analyzed using KADE (Ken-Q Analysis Desktop Edition version 1.1.0)

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Data Analysis Technique

33 Output Data (showing the tables of factors). 6

Result

• Table 1 shows 5 factors constructed from PCA analysis, with the cumulative percentage of a variant by 68%. Table 2 is consensus statements agreed by all participants.

• The researcher then names the factors based on the main components of the statement,

• Factor 1: Knowledge – Cognitive – Behavior Factors (5 statements – 1 agree, 4 disagree)

• Factor 2: Knowledge – Cognitive – Behavior Factors (7 statements- 4 agree, 3 disagree)

• Factor 3: Affect – Knowledge Factors (3 statements- 1 agree, 2 disagree)

• Factor 4: Affect-Cognitive-Knowledge Factors (7 statements- 3 agree, 4 disagree)

• Factor 5: Knowledge Factors (1 statement agree)

Factors Contribute to University's Students Ecoliteracy

Component & Consensus Statement (Agreement)

• Anthropocentrism's perspective is the root cause of the environmental problem

Discussion

• Participants linked disasters with environmental degradation caused by anthropogenic activities, they understand in-situ conservation concept, & show behavior towards environment.

• Participant's knowledge focuses on the global climate impact and poverty problems. • The needs of evaluation system to maintain environment and disaster preparedness• Initiative to discuss environmental issue with others

• Participants can explain Climate change impact on the environment• Community initiative to maintain their environment (community responsibility)• Explained the complexity of poverty problems more comprehensively than factor 2

• Participants tend to have a biocentrism paradigm• Technology cannot be a single solution in overcoming environmental problems• Participants linking climate change with high intensity & global scale natural disaster

Summary of Factor Analysis & Consensus Statements

33 • Moral responsibility to bequeath a proper environment for the next generation

• Disaster education at each level of the education systems' curriculum

Conclusion

Several things should be corrected related to the drafting of the Q statement, including diction in the sentence. it should use more straightforward sentences so that all participants can understand them.

This pilot study is to explore students' ecoliteracy ability towards DRR efforts, and also to examine the concourse as the instrument of Q methodology. According to the results, five factors and two consensus statements of students' ecoliteracy were constructed.

This study emphasizes the interpretation of qualitative components from Q methodology. The result of Q methodology cannot be generalized. This study describes the ecoliteracy of the students from the faculty of the Geography, Gadjah Mada University.

References

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• C. E. Roth, "Environmental Literacy: Its Roots, Evolution and Directions in the 1990s,"Newton, Massachusetts, 1992.