ABSTRACT
Objective of research are to find out the effect environmental learning strategy and comprehension about physic of water body. Experimental factorial by two levels was conducted to 80 students which collected with cluster random sampling technique. Experimental learning strategy were accomplished two type strategies such Field Trip and Classical learning. While for simple effect using higher and lower the comprehension about physic of water body. Result of this research that are (1) there is significantly different between effect of field trip and classical learning on participation of bioregional conservation (F= 4,53; p < 0,01); (2) Students with higher comprehension about physic of water body, there is significantly different between effect of field trip and classical learning on participation of bioregional conservation (F = 4, 37; p < 0,01); (3) Students with lower comprehension about physic of water body, significantly different between effect of field trip and classical learning on participation of bioregional conservation (F = 4, 37; p < 0,01); and (4) there is interaction between environmental learning strategy and comprehension about physic of water body on participation of bioregional conservation (F =5,89; p < 0,01). Conclusion, to achieve participation of bioregional conservation with applied the environmental learning strategy will be taken attempts the comprehension about physic of water body. |
