https://doi.org/10.31871/WJRR.9.6.

24 World Journal of Research and Review (WJRR)

ISSN: 2455-3956, Volume-9, Issue-6, December 2019 Pages 20-23

Implementation of Project-Based Learning in

Environmental Education
Nurul Ain Zulhaimi, Siti Katijah Johari, Nur Shafiekah Sapan, Siti Aishah Ramliand Siti
Nurul Aishah binti Abdul Hamid
 One of the meaningful educational approaches is through
Abstract—Environmental education is becoming more project-based learning. Project-based learning can be applied
important and relevant as we reach the 21st century and the in many subjects that come with many benefits. It is intended
need for sustainable development to protect the earth for the to involve students in a real-world problem so that deep
future generation. The lacking of knowledge and awareness of
learning can occur [1]. Project-based learning also has been
the scarcity of our nature means there is that our natural
resources becoming scarce and we are facing all types of proved to help students to understand subjects better
environmental consequences. This paper explores the compared to the students that are not using project-based
implementation of project-based learning in educating and learning [2]. It is a student-centred approach where the
enhancing ecological awareness among university students. students are learning by doing [3]. The key features of
The application of project-based learning in solving and project-based learning are practical because students are
protecting precious earth environmental being discussed and
learning by solving the real-world problems and this put
presented. Also, this paper shows the value of the project-based
approach by the respondents' reflection. It is proved that theory into practice. Students are required to come with the
project-based learning has helped to nurture a positive attitude ideas and solution in the learning process by themselves. This
towards the environment. approach train students to be able to plan, execute and learn
the impact of their decision by their capability. Students will
Keywords: project-based learning, environmental education: become empowered because they are now not just learning
awareness but can become part of any lesson problems.
I. INTRODUCTION The project-based learning also received positive feedback
We live in the era of the fourth industrial revolution, the from the teachers as it helps to continuous improvement in
period in which we relied on technology as showing the their teaching and learning process. Some upgrades, mainly
advancement of humanity. Nevertheless, the destruction of in the aspects of the development of students' competencies,
the environment is becoming more severe as we are entering collaboration, and enhancing lecturers' professionalism, can
a new century. The environmental pollution in any forms be improved from time to time [4]. The teacher becomes a
proportionally directly related to the modernisation. We are facilitator in guiding the student to be on the right track
now facing climate change, animals and plants extinction, without total interference. In other words, the role of the
improper waste of disposal, air pollution, water pollution and teacher does not become the only contributor to the
so many environmental-related issues. Somehow, the enhancement of the knowledge, as they become the project
progression to the world did not change our behaviour to the manager as well as a mentor to the students. Lesson are
environment. Humans are still self-centred when comes to expected not to become teacher-approach as they acquire
the protection of the environment. To safeguard our precious more collaborative work and can be done in an
environment, people need to realise that our earth in need of interdisciplinary manner [5]. Putting project-based learning
defence and we are the ones who can manage the earth into practice, it is expected to provide many benefits to the
properly, as it should be. One of the possible ways that can be course outcome and tremendous effects on the students.
done is through education. Education is a powerful tool to
make people realise our depleted resources and methods to Environmental awareness can be enhanced through
help appropriately manage our environment. People need to adequate knowledge. In this study, project-based learning
become aware of an ecologically related issue that happening was applied to enhance student's awareness and empathy
day by day and they need to feel that it is no other than towards nature further. Effective learning is not solely
themselves' duty to manage or maybe restore the dependent on teachers’ responsibilities. To make an
environment to a better condition. interesting and more efficient study, students need to involve
as active participants in contributing or challenging any
ideas. Project-based learning is one the applicable approach
Nurul Ain Zulhaimi, Centre for the Promotion of Knowledge and
that can offer real-world problem to be solved. The objectives
Language Learning, Universiti Malaysia Sabah, Labuan, Malaysia of this research are to apply the implementation of
Siti Katijah Johari, Centre for the Promotion of Knowledge and project-based learning in an environmental course. Secondly,
Language Learning, Universiti Malaysia Sabah, Malaysia the project also aims to study the benefits of project-based
Nur Shafiekah Sapan, Centre for the Promotion of Knowledge and
Language Learning, Universiti Malaysia Sabah, Malaysia learning. This paper will present four different
Siti Aishah Ramli, Centre for the Promotion of Knowledge and environmental-related projects that were proposed by the
Language Learning, Universiti Malaysia Sabah, Malaysia students. The benefits of project-based learning are also
Siti Nurul Aishah Abd. Hamid, Centre for the Promotion of Knowledge
and Language Learning, Universiti Malaysia Sabah, Malaysia discussed before the conclusion using the student’s
reflection.

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 Implementation of Project-Based Learning in Environmental Education

II. METHODOLOGY
Students were divided into a group of four to seven B. Project 2 – Green Campaign - Greenhouse Effects
members. The duration of the project is 12 weeks to Environmental education is becoming more important and
complete. Every project was monitored or revised every relevant as we reach the 21st century. Without proper
week by the researcher. At the beginning of the lesson, the knowledge of the scarcity of our nature, there will be no
weekly schedule for the project to be completed in time. It action to protect the earth. The group in this project chose
starts with information about the project and group division. greenhouse gas effects as their main topic. They use a
After that, students were introduced to project-based campaign platform to disseminate information and awareness
learning, and they began to brainstorm the ideas. The ideas about the greenhouses gases. Education about greenhouse
were then gathered in a proposal. After the evaluation and gases may not be a concern to the general public but they
changes being made, every group started their projects have contributed to the environmental problem from such a
following what has their initially planned. This paper chose long time. From observation, the leader of the group is the
and presented four difference project that has successfully pillar of this group. She is very passionate about the topic and
executed. The students’ reflection will then discussed. The can explain very well about the topic while making it
recommendation to enhance the quality of the students interesting. The leader plays an important role in group work
project-based learning is also presented at the end of this like this project-based learning and the leader of this group
paper. Researcher use observation as a method as this paper is seriously play a very excellent role in bringing the group to
still at a preliminary stage. the direction. Although the campaign just involves the
student in the group member institution, the effectiveness of
this approach reflects when they take an effort to explain to
III. DISCUSSION each individual about the effects of the greenhouses gases.
Besides, to personalise individual campaign, they also
Every step in project-based learning is crucially important
provide brochure created by their own to the listener. Group
to ensure that the objectives of the project is achieved. Every
members from this project take a further step by promising to
project needs to be carefully designed due to several
reduce their carbon footprint in the future. This project shows
limitations that will furtherly discuss in the next section. With
that they become fascinated with the topic after they research
this thought in mind, every group has come out with their
the topic thoroughly and realise the severity of the
project that thoroughly supervised by the researcher. In this
greenhouse effects on earth.
paper, four different projects are being presented in
explaining the students' effort to protect their environment
C. Project 3 – Upcycling: Project with the Community
using their ideas and capability.
One of the projects that involved directly with the
community was taken by one group by designing an
A. Project I - Plastic Bottle Recycling
upcycling project. The targeted audience were children from
This project started with collecting the recyclables items
one childcare centre. This project aimed to protect the
from the student housing. The duration of the collecting
environment by using less plastic and teach to the younger
phase is for 6 weeks during the semester. The approach taken
generation about the concept of upcycling. In this project, the
for collecting phase is by providing boxes and place under the
students use their creativity to create something useful from
student housing area. In this project, the aims of the project
used plastic bottles. Initially, the students explain the concept
stated are to encouraged people to do recycling activities and
of upcycling, the benefits, and example of the materials and
enhancing the knowledge of recycling among the students.
how to create a new item. Upcycling differs from recycling
This is being done by providing alternatives to simply
because upcycling means give used materials to create
dispose of the waste especially plastic, cans and paper. This
something useful. This approach can save the environment
project is proposed after group experience, and observation
and at the same time nurture creative skills in an individual.
for the lack of the places to put recyclable items hinder their
Besides, it also can become the source of income by selling
intention to support collecting recycling items. By preparing
the finished product by saving the cost at the same time since
accessible places to put their used materials, the student
the materials used are originally a waste product. In this
successfully collects many materials each day. It is proved
project, students involved need to deal with the children
that by providing proper places and prepare many recycle
centre and obtain permission to proceed with the projects.
bins near to the students housing, people are willing to send
The roles of every student in the group are important since it
their used materials to dedicated places. Second objectives
involves a third party. During the execution of the project,
are achieved by preparing brochure and disseminate to the
everyone enjoys learning the concept of upcycling. Through
students. This action can enhance the knowledge of recycling
this project, it is believed the support from the community
and pursuing green lifestyle among the students Recycling
also play a significant role to make sure the objective s is
can help to conserve natural resources and can reduce the
achieved. In this case, the collaboration from the centre is
marine pollution. This is the first step before adopting the
much needed for the continuous environmental-related
non-usage of single-use plastic items towards the
program in the future.
eco-friendly lifestyle. Through reflection, the students stated
that they learn to reduce their consumption of waste,
D. Project 4 – Animal Extinction
especially water bottle. Nevertheless, they also mentioned
There are are many animals that are now threatened to
that they felt proud at the end of the project when they send
become extinct. The International Union for Conservation of
their recyclable items to the recycling centre.
Nature’s Red List of Threatened Species listed more than

21 www.wjrr.org
https://doi.org/10.31871/WJRR.9.6.24 World Journal of Research and Review (WJRR)
ISSN: 2455-3956, Volume-9, Issue-6, December 2019 Pages 20-23

30,000 species threatened with extinction[12]. Realising the approach. Among the comments are S207, “In the secondary
hard reality of facing so much more loss in the future, these school, the knowledge of environment all comes from books
group took the initiative to bring forward this topic as their and the internet, and I do not participate in this kind of
primary concern in their project-based journey. After weeks activities, but now I am glad because I learned many things
of discussion and planning, they come out with activities that through this activity”, S90, After doing this campaign, I
will primarily be focused on their course mates. Their project, gained more educational knowledge and information since
Animal and Us started with a comprehensive campaign about we need to do some studies first before we conduct the
animals condition around the world. They utilise video campaign. The students realise that they have the power and
presentation and a brief explanation about what is happening responsibilities to save the earth and not just depending on
and what are the steps that we need to do in saving the specific organisations. Respondent S2 mentioned, “ After this
animals. Some hands-on activity was conducted in the project, I realise that the action to save the earth does not
campaign such as quizzes, poster making and presentation depend on the scientist that run much research to save the
involving all the audience. Many participants enjoy the earth. But it was also our responsibility to protect the earth.
activity so much as they are learning more about the current S182 promised to buy food using own container, avoid using
threatened and endangered species on a personal basis. Using a plastic straw and not buying a drink with a plastic cup. The
the advance of technology and combined it with creativity objectives of the project-based learning are achieved when
and passion, there is no doubt that each one of the students student realise that every person has the responsibility to save
can achieve their objectives. The objectives listed at the the environment for the next generations as reflected in many
beginning of the development of the project os for them to respondents
raise awareness about animal extinction and to make the
participants more sensible about their daily preferences of Project-based learning has proven to develop essential
life. skills such as reported in many works of literature. Among
the skills described are teamwork, collaboration,
IV. BENEFITS IF PROJECT-BASED LEARNING problem-solving skills, communication skills, whether orally
or written, time and project management [9], [6], [10]. These
It is clear that project-based learning positively influences skills are imperative for the students for their current and
a student to be more aware of the environmental problem that future self as they can be applied in other sections of their
happens around them. Their feedbacks reflects a realisation life. In this research, there are some skills developed
that the environment is in critical condition. Almost all the throughout the project. Among them that frequently reported
students stated that their involvement in this project make by the students are the improvement in communication skills.
them realise that the severity of the environmental problem. The students said that the projects improve their
S3 mentioned that "When my group does our project, which communication skills. Among of their response are, S53 –
is “Save and Reduce”, I realise that the earth slowly “At first I hesitated to interact with people as I felt a little bit
destroyed because of what we do on this earth. This project awkward, but luckily I was kind of adopt the situation and
also makes me understand that it is essential to reduce our start to interact with people and tell them about our
usage of plastic”. Meanwhile, S4 stated, “During the project, campaign”. S57 mentioned, “I have been able to improve
I increasingly realised that it was crucial to protect the our teamwork and improve our communication skills”. S49
natural environment. Respondent S216 wrote, “Before this said, “apart from it helps us to enhance our soft skills
project, I have minimal knowledge and very little awareness because we need to approach people to tell them about our
of the sea. „Save The Water‟ project help me out by project.” Besides, S208 also said that “ I also learned how to
understanding the ocean system much better. Many students communicate more with other students in UMSKAL, and the
also feel that the project has changed their way of life in workers”. S91 even among the students that this approach
viewing the environment. S192, for instance, told that “This has also increased their confidence level to speak.
project has changed me in many ways. Before this project, I
knew the importance of the conservation of our environment Since the Project-based learning needs to be executed in a
but not to the extent as to what I am now. Before this project, group, they also learn to work in groups even though many of
I used single-use plastic bags without a second thought. It them met for the first time in this course. As they mention in
was a standard process for me; hence, it didn‟t cause any the following, collaboration between each group members to
concern. But after this project, I‟ve realised how important it make their project successful. The ability to work in a group
is to be more mindful of the things I use and waste". It can be need to nurture because working in groups need
summarised that students are becoming more conscious and understanding, toleration from each of the group members.
responsive to the environmental problem that happened after Teamwork is critical as they can lead to an increase in their
they involved in the project. motivation too. Reflection from the students mentioned they
are building a strong bonding with group members,
Knowledge enhancement and improvement achievement acknowledge that cooperation is important, and a better result
have also been identified as one of the advantages of the achieved when working in a group. Besides, many students
project-based learning [2], [6]–[8] Students are exposed to realise that good teamwork is the key to success as the
the real-life problem as one of the project-based learning duration of the project is limited. Many agreed that the
approaches. This method has been used in this course and project could not succeed if only one person does all the
students reported that they now have better knowledge about tasks.
the environment in which they learn in this type of active

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 Implementation of Project-Based Learning in Environmental Education

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Students’ Science Success,” Procedia - Soc. Behav. Sci., vol. 136, pp.
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[7] M. T. C. Gerhana, M. Mardiyana, and I. Pramudya, “The Effectiveness
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do it as a real-world problem". Also, S90 stated that Lapuerta, and M. Cordero-Gracia, “Project Based Learning
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[11] S. Bell, “Project-Based Learning for the 21st Century: Skills for the
together, how to manage time wisely and not to forget, how to
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organisation skills in the future

Nurul Ain Zulhaimi is a lecturer in CPKLL, UMS, Malaysia. Her

research interests is solid waste management and environmental education.
V. CONCLUSION Siti Katijah Johari is a lecturer in CPKLL, UMS, Malaysia. Her
research interests is English language teaching and learning.
Project-based learning is one of effective approach in Nur Shafiekah Sapan is a language teacher in CPKLL, UMS, Malaysia.
education and can be apply in many courses. According to the Her research interests is English language teaching and learning.
projects presented by the students, it can be concluded that Siti Aishah Ramli is a language teacher in CPKLL, UMS , Malaysia. Her
research interests is English language teaching and learning.
project-based learning has improved students environmental Siti Nurul Aishah Abdul Hamid is a language teacher in CPKLL,
knowledge and awareness. The application of project-based UMS, Malaysia. Her research interests is on teaching and learning in Arabic
learning in environmental education can cross many areas language.
from air, water, animals, plants, waste and other aspects of
environmental concern. The student felt empowered because
they realise that they can help the environment and play
essential responsibilities towards ecological elements.
Advantages of project-based learning also reflected every
member involved in the proposed project. After the
implementation of the project, the feeling of satisfaction and
proud can nurture their motivation to protect the environment
in the future. The realisation that every citizen has to protect
the earth for our future generation is one of the essential
aspects achieve in this research. Besides, by implementing
project-based learning approach, we are preparing our
students to meet the twenty-first century with meaningful
skills and appropriate preparation [11]. These skills are
crucial for the students and will not comprehensively learn
using the traditional method. It is recommended to apply
project-based learning and adapt it to any relevant courses.
Teachers and students will undoubtedly amaze and enjoy
with the outcome of project-based learning.

REFERENCES
[1] G. Weichhart and C. Stary, “Project-based learning for complex
adaptive enterprise systems,” IFAC-PapersOnLine, vol. 50, no. 1, pp.
12991–12996, 2017.

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