The relationship between students' science process skills and awareness in environmental issues using outdoor learning

Outdoor Learning has been recognized as a learning strategy to be learned and applied in enhancing students’ science process skills and awareness. However, the problem of waste management is the biggest challenge because it has not been realized in vocational high schools. Students’ science process skills and awareness are needed to develop the student's potential insight, attitude, and employability skills. This study aimed to analyze the relationship between science process skills and awareness using the outdoor learning process. The research type is a quasi-experiment. Samples were obtained from students and used purposive sampling. The essay instrument consists of 10 items developed of science process skills. Awareness is measured using a test questionnaire consisting of 19 items. The collected data were analyzed through prerequisite, Independent Sample test T-Test, Gain Score, multivariate analysis of Variance (MANOVA), and Pearson correlation tests. The result showed that the outdoor leaning application enables to increase between science process skills and awareness aspects. The test results of each class Showed that the difference significantly. It means there was a positive relation, showed by a significant score of 0.042 with 0.05 standard. The results of the analysis show the Pearson correlation value of the two variables is 0.291, it can be interpreted that the relationship between the two variables has a low relationship, but the average response value of awareness after learning increased compared before learning in the two treatment groups.


Introduction
Vocational High School is a secondary education that prepares students to become workers and entrepreneurs according to their expertise. Technical and Vocational Education and Training (TVET) is designed to develop students' potential (Hadam et al., 2017). In fact, Outdoor learning using school environment media is still rarely implemented. The problem is due to the difficulty of managing learning and requires time management for teachers.
The impact on student achievement is decreasing. Outdoor learning can develop characters such as independence, skills, mutual cooperation, and learning students to control emotions, increase awareness of the environment and create a scientific attitude because the learning process is presented with learning strategies while trying or practicing, so that students are directly involved in the learning process and are closer to the environment (Dhanapal & Lim, 2013;Vera, 2012;Widiasworo, 2017). Utilization of land around the school allows students to learn directly related to natural phenomena based on observations making the learning process meaningful (Ramadhani et al., 2016).
Therefore, in learning science at vocational schools, process skills are an important part of learning activities (Astuti, 2015). Science process skills consist of several abilities including, observing is the initial position in carrying out a scientific process. Then, continuing to higher abilities such as measuring, classifying, and the highest skills are called experimental skills (Subali, 2009).
Besides that, process skills are involved in cognitive, manual, and social skills. Cognitive or mental skills are involved because by doing the skills process students use their minds. Manual skills are involved in the skills of using tools and materials, measuring, building, or assembling tools. Meanwhile social skills arise when students interact and communicate with each other, for example when discussing observations (Rustaman, 2007). Process skills are an important step in building an understanding of scientific concepts, theories, and understanding scientific procedures to solve environmental issues (Nunaki et al., 2020).
In addition to students' science process skills, an attitude of awareness for students is needed. Knowledge and awareness about the existence and scope of environmental issues is important because it can generate awareness and concern for the environment (Widyaningrum & Prihastari, 2018). The emphasis should be on knowledge of causes, knowledge of effects, and knowledge of strategies for change when dealing with environmental problems. Schools can help students understand the impact of human behavior on this earth, and become a means for sustainable life (Desfandi, 2015). However, various environmental problems that are getting out of control show that Environmental Education has not succeeded in shaping the character of humans who care about the environment. The failures of environmental learning in schools include (i) environmental education facilities and infrastructure have received less attention.
(ii) The materials and methods of implementing environmental education are deemed inadequate and cannot be applied so that the target group's understanding of environmental conservation is incomplete. (iii) In the formal education pathway there is an assumption that environmental education is insufficient.
Increasing awareness through learning outside (outdoor learning) aims at 1) personal through daily problems, 2) people through group problems and decision making, 3) environment through direct observation (Waite, 2011). Science process skills and awareness for students can be realized in outdoor learning, teachers can increase environmental literacy. The aspects that are considered in the use of environmental learning include encouraging creativity, providing opportunities for students to experiment and explore, the media created must pay attention to safety factors, can be used individually or in groups, and must be easily used by both teachers and students (Husamah, 2013).
Learning with science process skills and awareness related to waste management issues. Garbage is the biggest challenge for small and large city authorities in developing countries (Abdel-Shafy & Mansour, 2018). Solid waste management systems include all measures that seek to reduce negative impacts on health, the environment and the economy (Ejaz et al., 2010). Organic waste processing in schools is realized by vermicompost. Vermicompost is defined as making compost from biodegradable waste into high-quality compost using earthworms (Wahyono, 2001).
Vermicompost is compost obtained from the decomposition of organic matter carried out by earthworms at mesophilic temperatures (21-30ºC) (Nasution et al., 2013;Yulipriyanto, 2010). Meanwhile, plastic waste is processed by making paving blocks or Eco bricks. The Eco brick method comes from the word "ecology" which refers to ecology and bricks which means bricks from plastic waste to support the environment. The advantage is that paving blocks can be formed into beautiful patterns. This is one of the solutions for using plastic for a long time (Sebayang, S. et al., 2012). Fatmawati's research (2013) shows student learning outcomes through direct observation learning methods increase the value of process skills and environmental awareness. The existence of knowledge, the attitude of students who are consciously practiced through environmental behavior which is the goal of learning sustainable development in environmental preservation (Purnomo, 2015). Knowledge of material content is also an important outcome because it has relevance to science process skills and awareness (Chiappetta & Adams, 2004). For further research, it is suggested to improve students' process skills which are integrated with environmental awareness with learning methods including daily activities.
One of the efforts to support environmental education, schools must provide effective learning practices to develop environmentally responsible behavior. The learning environment provides students with opportunities to observe nature, practice and develop scientific processing skills. Therefore, this study uses worksheets as an effort to develop students' skills and awareness of the science process in outdoor learning. Worksheets can be used simultaneously with other learning resources or learning media (Widjajanti, 2008). Worksheets can improve students' scientific process skills and attitudes with modifications (Nugraheny, 2018). The use of worksheets also increases student interest in learning through discussion and implementation of experimental work steps (Toharudin et al., 2011). In the next part of this paper, the author tries to realize learning with science process skills and environmental literacy towards outdoor learning with worksheets related to organic waste management into vermicompost and plastic waste management into Eco bricks and paving blocks. This study aims to determine the relationship between students' science process skills and awareness, using an outdoor learning process.

Method
This research had a quasiexperimental design and one-group with a pre-test and a post-test model. Nonequivalent control group design was used. There were two groups in this study, namely the experimental group and the control group. A total of 85 students in automotive class XI of a vocational high school in SMK Muhammadiyah 1 Sleman, Yogyakarta. They were the population in this study. They were divided into 3 classes.
The purposive sampling technique was used to take research samples. A total of two classes were drawn based on the sampling technique used. The two classes that were sampled were 25 students' automotive class XI 1, and 25 students' automotive class XI 2. XI 1 was a group control, and XI 2 was an experimental group (Table 1).
Note: X-control : Conventional learning use class lecture X-olp : Learning with the outdoor learning in science process skills and awareness O1 : The pretest is used to test the preliminary ability O2 : Posttest is used to test the final ability Students in the experimental group were taught to use outdoor learning related to the context of environmental issues around them, and applied the science process skills and awareness (Table 2). Besides, the students in the control group used conventional learning with class lectures. The teacher explains face to face in the classroom. The process skills test, awareness questionnaire, lesson plan, student worksheet was the instrument used. The instrument was arranged based on inquiry science learning. The instrument was validated by three validators. The following were presented by the validator (Table 3).
The first data analyzed was descriptive. The analyzed aimed to describe the differences in the achievement of each science process skill and awareness indicator in the experimental and control groups. The second analyzed was quantitative. Quantitative analyzed was used the independent sample t-test. Decision making was H0 (there was no difference in student science process skill and awareness in both experimental and control groups) if sig. > 0.05. In other cases, H1 (there was a difference in the science process skill and awareness of the students in both experimental and control groups), was accepted.

Independent Sample T-test Test
Independent t-test aims to find out whether there is a relationship between Science process skills and awareness using Outdoor Learning Process (OLP) related to environmental issues.

N-gain test
The N-Gain Test was conducted to analyze the increase in scores of science process skills and awareness obtained before and after treatment. argues that ngain is an increase in the results of the pretest and posttest which is calculated using the analysis of the average normalized gain (Formula I) (Bao, 2006). The results of this calculation are then interpreted based on the criteria for obtaining an N-Gain score (Table 4).

Manova test
The manova test is performed with the condition that the data meets the test prescriptions, which are normally distributed and in a homogeneous population.

Correlation test of science process skills and awareness
Pearson correlation test is used to determine the relationship between students' science process skills and awareness (Table 5). The percentage of the implementation of learning is determined by the following Formula II.

Results and Discussion
This research presents data in the form of average and percentage of each achieved of science process skill, N-gain from each of the measured process skill indicators, the correlation test of science process skills and awareness using outdoor learning and conventional learning. The results obtained the pretest of the experimental class and the control class is in the range of equivalents, although the average value of the experimental group is higher than the control class with a difference of 2.25 (Figure 1).
In the experimental and control groups, there was an increase in scores at the post-test. The average value obtained by the experimental group was higher than the control group. Meanwhile, the following data on students' environmental awareness used a questionnaire. Recapitulation of questionnaire data for each indicator of environmental awareness and their percentage.
Statement of Measurement of the value of awareness amounting to 19 items that will be filled by students using a Likert scale. The non-test instrument of awareness value is given to students before learning to find out the preliminary response of students, and after learning is done to see the final response awareness values students have. In brief, the values of students' awareness are presented in the following Table 6.
Based on each treatment group there is an increase in the awareness of environment. All values are then converted to qualitative assessment criteria and are in a good category. The following are awareness that have been analyzed based on the Ideal Standard Deviation (SBI) and converted to a qualitative assessment. The average value of environmental care attitudes obtained before and after learning (see Figure 2) is in the range of 36.4 < X ≤ 44.2 so that all are included in the good category. The research shows that students' environmental awareness is still rare at first, but after the application of the outdoor learning model to treat waste, students began to show an increase in their concern for the environment. Similar to Tamara's research (2016), that awareness in learning is an action to reduce environmental problems. Environmental awareness is a general attitude towards environmental quality, by participating in protecting the environment related to student behavior. Besides, students are also able to provide solutions to solve environmental problems around them (Widyaningrum & Prihastari, 2018  The homogeneity test (Table 7) conducted the value of science process skills and awareness for the two treatment groups had significant results > 0.05. So that all data collected has the same variant or in a homogeneous population. Different tests of the ability of science process skills and awareness are used to determine the presence or absence of the influence of the experimental group's posttest scores and the post-test scores of the control group. Testing is done by using the independent sample t-test (Table 8). Based on Table 8, Analysis of the results for the independent sample t-test, it was described that if the Sig-2 tailed value 0.014 < 0.05 then there were significant differences value of the science process skill between the two groups. The results of the independent t-test show that the Sig-2 Tailed value is 0.411 > 0.05, so the Sig-2 tailed value is greater than 0.05 and it is assumed that there is no significant difference in the value of environmental awareness from the experimental class and the control class. Because the Sig-2 Tailed value is 0.411 > 0.05, it can be stated that H0 is accepted. To find out the increase in the score for each test group, the data will be tested with N-Gain. The criteria revealed that students in outdoor learning of the science learning better their process skills (Figure 3). Students who are in the classroom with conventional learning gain lower process skills (Table 9). That is, the opportunity to learn with outdoor learning enhanced students' science process skills. The obtained results were similar with the previous findings (Fatmawati, 2013;Khairi et al., 2016;Lathifah & Wilujeng, 2016;Sari et al., 2017), the understanding of science process skills in the experimental class experienced a higher improvement process, compared to the control class.

Control class Experiment class
This is based on the acquisition of individual completeness scores in the experimental class, after following the learning process using outdoor learning devices. Learners who master skills well, they will be able to solve problems in their real life (Aydoğdu et al., 2014). There are several possible explanations for the beneficial effects of outdoor learning. Learning through outdoor school ground lessons may help students to build more complex cognitive structures with concrete activities in regards to ordinary activities inside the classroom (Archie, 2003;Buntod et al., 2010;Keil et al., 2009;Rickinson et al., 2004).
The effect of learning environmental awareness with outdoor learning is measured through the acquisition of values obtained from student response questionnaires before and after learning. Statistically, the results of different tests on the value of students' awareness did not show significant results, but the average response value of awareness after learning increased compared before learning in the two treatment groups. Furthermore, an N-Gain analysis was performed on the responses of students' environmental care attitudes to see the percentage increase in value (Figure 4). The differences in the acquisition of character scores are caused by various factors that influence students in filling out the questionnaire. Character building in students does not occur in seconds, but requires a long process and a certain effort (Hidayah, 2015). These results can be seen that student motivation is very influential in shaping awareness, so that it is the students' factors that play the most role in the formation of environmental awareness (Kresnawati, 2014;Taufiq et al., 2014). If growing environmental awareness is equivalent to helping students become aware of the various interrelationships between issues/problems and human life (Dolan et al., 2009;Sadler & Zeidler, 2005;Zeidler & Nichols, 2009). For example, the garbage around the school yard can be used as a learning medium that produces products and benefits students' process skills in vocational high school.
The Multivariate Analysis of Variance (MANOVA) Hypothesis Test was conducted to examine the effect of the Outdoor Learning Process (OLP) related to environmental issues on the relationship of Students' Science process skills and awareness (Table 10).
There are four test results, namely Pillai Trace, Wilk Lamda, Hotteling Trace, and Roy's Hotteling Trace. All significance values in this test indicate the value of sig 0.00 < 0.05. If the significance value < 0.05, it can be concluded that there is an influence of the Outdoor Learning Process (OLP) related to environmental issues on the relationship of Students' Science process skills and awareness. similar to Martiningsih et al. research (2018), there is a difference in the average generic skills of science, environmental awareness that is taught based on outdoor learning (experiment class) and lectures (control class) in class that are taught using learning tools from the teacher. Besides that, here are the results of calculations using the Pearson correlation.  Pearson correlation test showed there is a relationship between science process skills and environmental awareness using outdoor learning, marked by a significance value of 0.042 or smaller than 0.05. The results of the analysis show the Pearson correlation value of the two variables is 0.291, it can be interpreted that the relationship between the two variables has a low relationship. Students who have a high level of science process skills, do not necessarily have high awareness or are inversely proportional, because some students do not understand, in carrying out experimental activities. At least science process skills and awareness in science learning are very important, because through practice students have the opportunity to develop and apply science process skills and scientific awareness to gain knowledge (Subiantoro, 2010; Yilmaz, 2019).

Conclusion
Science processing skills and environmental awareness using outdoor learning strategies have a positive effect on the development of environmental problems. This is based on the reason that outdoor learning can support the development of aspects of science process skills from observation to data interpretation. The use of outdoor learning also has a positive but not significant effect on students' environmental care attitude scores. This is because the measurement of character values is limited to filling out questionnaires by students. The Outdoor Learning Process (OLP) approach has a positive effect on science process skills and the value of students' environmental awareness in the multivariate analysis of variance (MANOVA) test with a 2-tailed Sig value. 0.000 < 0.05. To obtain optimal measurement results for the student's environment, a caring attitude must be developed in a sustainable manner and requires a long process and certain efforts.