Conservation Eco-Lexicon Literacy of Teachers of Elementary Schools Around UNNES Campus
Keywords:
conservation eco-lexicon, elementary school teacherAbstract
Conservation eco-lexicon literacy is the capability of an individual who is at an environmental understanding level. The purpose of this research is to map the understanding levels of conservation eco-lexicon literacy of teachers of Elementary Schools around UNNES campus. This quantitative research employs conservation eco-lexicon questionnaires in the form of value and character pillar lexicon, art and culture pillar lexicon and natural resource and environment pillar lexicon as its instruments. The respondents of the research are teachers of elementary schools around UNNES campus, including Sekaran, Patemon, Kalisegoro, Mangunsari and Ngijo. Based on the research results, the highest literacy with the value and character pillar is eco-lexicon “environmentally friendly (ramah lingkungan)”, the highest literacy with the art and culture pillar is eco-lexicon „puppet (wayang)‟ and the highest literacy with the natural resource and environment pillar is eco-lexicon „conservation (konservasi)‟. Therefore, UNNES as a conservation university actually has potential and strategic role in developing the literacy of teachers of Elementary Schools around the campus.
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