Universitas Muhammadiyah Malang, East Java, Indonesia

JPBI (Jurnal Pendidikan Biologi Indonesia)

p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 6 No. 2 July 2020, pp. 293-304

10.22219/jpbi. v6i2.11402 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 293

Research Article

Students’ scientific attitude during the Implementation of
innovative green garden-based education

Desy Fajar Priyayi a,1,*, Gamaliel Septian Airlandab,2, Dina Rotua V. Banjarnahor c,3
a Department of Biology Education, Faculty of Biology, Universitas Kristen Satya Wacana, Jl Diponegoro No. 52-60, Salatiga,
Central Java, 50711, Indonesia
b Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana,
Jl Diponegoro No. 52-60, Salatiga, Central Java 50711, Indonesia
c Department of Agrotechnology, Faculty of Agriculture and Business, Universitas Kristen Satya Wacana, Jl Diponegoro No. 52-60,

Salatiga, Central Java 50711, Indonesia
1 desy.priyayi@uksw.edu*; 2 gamaliel.septian@uksw.edu; 3 dina.banjarnahor@uksw.edu

* Corresponding author

INTRODUCTION

Science education develops science knowledge; hence science processes skills and scientific attitudes
among the students. The development of the students’ scientific attitude is one of the most important learning
outcomes of science education. Also, the 2013 Indonesia curriculum emphasizes the importance of developing
students’ scientific attitudes including curiosity, honesty, logic, critical thinking, discipline, and responsibility.
Many attempts over the last five decades to measure students’ attitudes towards school science, scientific
attitudes should be a major concern of science teachers. The entire personality of student is influenced by the
nature of the attitudes (Balaji, 2017; Kennedy, Quinn, Taylor, Quinn, & Taylor, 2016)

Scientific attitude is characteristic of a scientist. Scientific attitude is explained as the mental state,
representing a tendency to react favorably or unfavorable toward designated class of stimuli according to the

A R T I C L E I N F O A B S T R A C T

Article history
Received February 27, 2020

Revised June 02, 2020

Accepted June 18, 2020

Published July 21, 2020

Scientific attitudes are considereble aspect to observe in science learning. This study
aimed to analyze students' scientific attitudes. In accordance with this aim, the students’
and teachers’ perceptions were recorded. This study was conducted in Junior High
School 8 Salatiga. The sample of this research was 33 students and four science
teachers. Furthermore, the quantitative data of scientific attitudes were collected using a
questionnaire which than were analyzed using mean score. Meanwhile, the qualitative
data of students' scientific attitudes and perceptions were collected by interviewing
students and teachers. The results of the study showed that the scientific attitudes were
catagorized in the range of mean score from 3.2 to 4.7. In addition, the students and
teachers showed positive perceptions. To sum up, the green garden-based education
could be an alternative model in science learning.

This is an open access article under the CC–BY-SA license

Keywords
Green garden-based education

Scientific attitudes

Science learning model

How to cite: Priyayi, D. F., Airlanda, G. S., & Banjarnaroh, D. R. V., (2020). Students’ scientific attitude during the implementation

of innovative green garden-based education. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 293-304. doi: https://
doi.org/10.22219/jpbi.v6i2.11402

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ethics of science (Pitafi, Pur, & Farooq, 2012). Revati & Meera (2017) define scientific attitude as solving a
problem objectively, without bias using logical thinking. Korur (2016) measured the scientific attitudes in relation
with curiosity, critical thinking, proof dependent, persistency, co-operation, objectivism, and acceptance of
uncertainty. Ural & Gençoğlan (2020) emphasized three basic components of scientific attitudes including
belief, feeling, and action. The belief and feeling towards science leads someone to act. To conclude, scientific
attitude can be explained as complex values and norms which is internalized by the man of science. Some of
the elements of scientific attitude are open-mindedness, rationality, curiosity, critical thinking, cooperation,
honesty, and persistency (Lacap, 2015; Pitafi et al., 2012). The importance of attitude may be inferred from the
fact that attitudes determine behavior (Pitafi, et al., 2012). Scientific attitude can help the students solve
problems objectively (Kaur, 2013). Lacap (2015) concludes that there is a significant relationship between
academic performance and scientific attitudes. Scientific attitudes have an important role in developing
scientific literacy (Korur, 2016).

On the contrary, based on the PISA (Program for International Student Assessment) result, Indonesia was
faired poorly in science compared to all the other countries in the world. Indonesia was ranked 63rd from the 65
countries reviewed in 2012 and 62nd from 70 countries in 2015. The results of surveys, interviews, and
observations toward science teachers and students in the junior high school 8 Salatiga as one of the public
school in Indonesia that promote “adiwiyata” or green school program showed that the scientific attitude
students had not developed optimally. The curiosity and critical attitude of students towards natural phenomena
around them is still low. This is proven by the attitude of students who rarely ask question from the teacher
during science learning. Students tend to be passive and wait for the teacher's command to do something.
Students do not have the initiative to find out information through books.

According to the teacher’s explanation the students' scientific attitudes are still low because of: 1) the lack of
learning media that support the development of scientific attitudes; 2) the limited opportunities for teachers to
develop the learning media; 3) the lack of assistance to teachers regarding the development of learning media;
and, 4) the lack of assistance to students in science learning. Actually, some teachers already have applied
various science learning models in the class, such as direct instruction and some of cooperative learning
models. However, the teachers stated that these models have not been able to increase students' awareness
to be disciplined, critical, responsible, and curious because of the limitation of learning media. Consequently, it
is necessary to provide a learning media that can enhance the students’ scientific attitude. As one of the
alternatives, teachers can implement the innovative green garden-based education during the science learning
process (Macquarrie, 2016; Wolsey & Lapp, 2014).

The innovative green garden-based education can become an instructional strategy that utilizes a garden
as an instructional resource, a teaching tool. It has components that are close to the lives of students. If
students are familiar with the components that they learn, it is expected that students will more easily and
actively manage the gardens in the school. Much attention has recently been paid to children’s learning
outside the classroom (Harris, 2015; Harris & Bilton, 2018; Prince, 2018). Outdoor learning is not a new
perspective; there have been many scholars who have endorsed thebenefits of children having experiences of this
natural learning environment (Davies & Hamilton, 2016). Based on Alderson, Hempel, & Olson (2015) school
garden has common focus on growing plants in a few pots or in schoolyard. Gardening programs are flexible in
all shapes and sizes fit with the needs and resources of every school. In this research, the innovative green
garden-based education adopted by the school garden initiated by Food and Agriculture Organization of The
United Nations (FAO, 2009).

The innovative green garden uses soil and non-soil planting media (rock wool, perlite, or coco peat). The
use of different planting media will lead to variations in natural processes because the planting media material
has different chemical structures, characters and types of microorganisms (Best, et al., 2014; Grunert, et al.,
2016). The plants chosen are those that are easy to grow, have a good taste (if for consumption), have
attractive colors and shapes, and are suitable for the weather and geographical conditions in Salatiga. Plants
for consumption must support students' nutrition, for example vegetables and fruit. Student involvement in
school garden activities can increase students' willingness to taste vegetables, increase students' appreciation
of vegetable flavor (Morgan et al., 2017; Triador, Farmer, Maximova, Willows, & Kootenay, 2015), increase the
variety of vegetables consumed by students (Leuven, Rutenfrans, Dolfing, & Leuven, 2018), and increase the
amount of vegetables consumed (Kim & Park, 2020; Soga, Gaston, & Yamaura, 2016)

The green garden-based education model emphasizes the active participation of students in planning,
manufacturing, and maintaining gardens. The garden contains various components of living things (plants and
animals) and nonliving-things (soil, organic matter, and water). All of these components interact to form natural
processes such as the food chain, and the growth, development, and decomposition of living things. This
phenomenon can be observed directly by students. Through observing these natural phenomena, students can
learn science concepts in a real way. The green garden-based education criteria as contextual science learning

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media are described as follows: It has biotic components (plants and animals) and abiotic (water, soil planting
media, non-soil planting media). Learning in the school garden can improve students' understanding of plant
identification (Passy, 2012; Somerset & Markwell, 2017).

Learning throughout green garden-based education component, students can recognize various kinds of
living things, environmental components, and interactions and natural processes that occur. Hands-on learning
that is conducted in garden-based learning process has been shown to be an important component in involving
student in experiential learning is also found to help promote higher-level learning (Bento & Dias, 2017). Also,
the participation of the students when they are learning science through innovative green garden is expected to
develop students' scientific attitude. The school garden can be an effective teaching tool that promotes hands-
on activities. It provides dynamic environments that help the students to observe, discover, investigate, and
learn. The students become an active participants learning science in the real-life experiences. They gain the
knowledge of plant and animal life cycles, an appreciation for ecosystems, food origins and nutrition (Alderson
et al., 2015).

Many studies on scientific attitude have been done but study about the scientific attitude of students during
the implementation of innovative green garden- based education in Indonesia has not been explained much. In
general, the science learning process is conducted in the classroom. However, many benefits can be reached
when the student can experience their knowledge directly in the environment, for example, if they study science
through innovative green garden. The research aimed to address the students’ scientific attitude toward the
implementation of innovative green garden-based education at junior high school 8 Salatiga also the teachers’
and students’ perceptions about the implementation of innovative green garden-based education at junior high
school 8 Salatiga.

METHOD

This is a case study that determined the student’s scientific attitudes toward the implementation of
innovative green garden-based education and the perception of teachers and students toward the
implementation of innovative green garden-based education. The study was conducted from June 2018 -
December 2018. The sample of this study was targeted and convenient. The respondents consisted of the 33
students that join innovative green garden-based education course as extracurricular activity in the junior high
school 8 Salatiga and four teachers who teach Science. The school is one of ‘adiwiyata’ school that promote
the importance of green school program. The head school and the teachers gave clearance to conduct this
research. The respondents were not subjected to protect their identity.

The mixed methods design was used in this study. Quantitative data was gathered through scientific
attitude questionnaire that was adopted from Korur, (2016) and Pitafi et al., (2012). The questionnaire consists
of the scientific attitude elements which are: curiosity, dependent on proofs (rationality, open mindedness,
critical thinking), cooperation, honesty, and persistency. The reliability of the questionnaire (Cronbach Alpha)
was 0.87, which is considered as higher for studies in education and social sciences (Table 1). Final version of
scale consisted of 20 positives and 8 negative items out of 28 total using Likert scale with 1-5 category with 5
as strongly agree, and 1 as strongly disagree for positive items. The negative statements are scored inversely.
The mean score of each questionnaire item was calculated. Each element of scientific attitude was categorized
based on Pitafi et al. (2012) presentation. The element with mean score below 3.0 means negative attitude, 3.0
as neutral attitude, 3.1 to 3.5 as slightly positive attitude, 3.6 to 4.5 as moderately positive and 4.6 to 5.0 as
highly positive attitude. The questionnaire was distributed after the innovative green garden-based education
course had been finished.

Table 1. The scientific attitude elements and the reliability of scientific attitude questionnaire

Elements Item (s) retains N of
items

Reliability
(Cronbach’s Alpha)

Internal
Consistency Positive Negative

Curiosity 8, 10, 27 20

28 0.87

Good

Dependent of proofs
- Rationality
- Open mindedness
- Critical thinking

5, 7, 15, 17, 26
4, 13, 21, 25
2, 6, 16

28
11

Cooperation 14 23,18
Honesty 9, 19 24
Persistency 1, 3 12, 22

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The qualitative data of students’ scientific attitudes and the perceptions was collected by interviewing the
students and the teachers during and after the implementation of innovative green garden-based education.
The respondents of the interview were seven students that were selected randomly and four science teachers.
The interview was conducted with each person using semi-structured interview models. The researcher asked
about 5 main questions (Table 2) toward the implementation of innovative green garden-based education. The
questions were developed based on the information that the researcher needed.

Table 2. The main interview questions

No. The main questions

1. What do you feel during the implementation of green garden-based education?
2. What are the strengths of the implementation of green garden-based education?
3. What are the weaknesses of the implementation of green garden-based education?

4. Please explain your experiences what you have learned during the implementation of green garden-based education?

5. What do you want to learn during the implementation of green garden-based education?
6. What are your suggestions for the next program related with the implementation of green garden-based education?

RESULTS AND DISCUSSION

The school garden movement has grown as tools for helping teacher teach hands-on experience and
improve healthy eating behaviors. It share philosophies of learning with experiential learning, environmental
awareness, ecological literacy, and agricultural literacy (Wells et al., 2015). It provides dynamic environments
that help the students to observe, discover, investigate, and learn. These practically activities can lead to the
development of students scientific attitude (Balaji, 2017; Erdogan, 2017) . Many studies on scientific attitude
have been done but study about the scientific attitude of student during the implementation of innovative green
garden- based education in Indonesia has not been explained much. This study focused on the students’
scientific attitude and the perceptions of student and teacher toward the implementation on green garden
based-education that implement in the junior high school 8 Salatiga. The data was gathered through
questionnaire and interview methods.

The students’ scientific attitude toward the implementation of green garden based-education
innovative green garden-based education

\\\

Figure 1. The mean score of each student’s scientific attitude elements

In general, Figure 1 shows that there is positive student’s scientific attitude toward the implementation of
innovative green garden-based education. It can be concluded from the mean score of all elements is more
than 3.1. The highly positive attitude can be shown in curiosity and cooperation elements, and moderately
positive in open-mindedness, rationality, critical thinking, honesty and persistency. The highest mean score is

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curiosity and the lowest mean score is persistency attitude. The former research by Greer, Rainville,
Knausenberger, & Sandolo (2019) also concluded that garden based-learning can promote positive attitudes
toward learning. Based on the analysis of each item statement related to students’ scientific elements in Table
3, it can be noted that all items included positive attitude starting from slightly positive to highly positive attitude
with 3.2 as the lowest mean score and 4.7 as the highest mean score. Both of quantitative and qualitative data
presented consistently that the respondents agree that the implementation of innovative green garden-based
education has many advantages for learning science. The activities can lead to positive students’ scientific
attitude.

Table 3 described the highly positive attitude elements are curiosity and cooperation elements. Curiosity
developed when students have to observe the environment directly. They wanted to know what the cause of a
phenomenon is. Various questions arose and they tried to find the answers through asking the teacher or
looking in books or other resources. Curiosity is considered to stimulate exploratory behavior. It leads to
develop sensory data input. A curious person asks questions, read information, and carries out investigation
(Pitafi et al., 2012). Cooperation develops when students have to work in groups. The students realized that
they have responsibility to reach their goal together. School gardening builds the social well-being impacts. The
personal well-being impact such as enjoyment and feeling of achievement, satisfaction, and pride from
nurturing the plants, observing them grow and harvested the crops. These initiate the sense of connection to
nature, empathy, and care in terms of how they interact with people. Gardening can eliminate some of the
social boundaries (Mcclintic & Petty, 2015; Ohly et al., 2016). The student participation in garden program helps
students refine teamwork skills, and self-understanding. It develops the ability to make decisions and
communicate. School garden also provides possibilities for building up social competences, improve the
relationships and communication among the students and also with the teachers (Dawson, Richards, Collins,
Reeder, & Gray, 2013; Slabe, 2017)

The scientific attitude elements that include in moderately positive attitude are open-mindedness, rationality,
critical thinking, honesty and persistency. All of these attitudes can be formed through the activities that were
conducted based on science methods. The students with open-mindedness attitude willing to change his mind
based on reliable evidence and the respects another’s point of view. The students built trust from the results of
the researches that follow scientific processes. They also considered the different idea if they get the evidence.
Learning through innovative green garden-based education can develop rationality and critical thinking. These
attitude guides the scientists’ behavior throughout the investigation about where is the source of his knowledge
come. The student habit of looking for natural causes and for natural events is developed. The honesty attitude
is concerned with the conscious act of truthfully reporting observations. Then, they were enabled to discover
the concept and solve the problems and obstacles that they faced during the innovative green garden-based
education course. Students participated to reflect the knowledge and experiences in a daily journal. They
gained knowledge and empowered to try a new behavior (Greer et al., 2019; Pitafi & Farooq, 2012). The
implementation of innovative green garden-based education is a great tool to enhance understanding of
sustainable development. Growing the plants enables the development of a deeper knowledge about food
production and the importance of sustainable management (Cutter-mackenzie & Edwards, 2013; Lochner,
Rieckmann, & Robischon, 2019; Slabe, 2017). The Mean Score of the Students Scientific Attitude based on
Each Statement can be seen in Table 3.

In this research, the innovative green garden-based education characteristics adopted by school garden
initiated by FAO (2009). The activity started with the introduction of characters from plants specifically for
morphological characteristics. The morphological characteristic can be recognized by observing plant growth
type, plant size, stem pubescence density and length, leaf type, corolla color, the color of immature and mature
fruit, seed shape and color. It is a basic concept that important to know if we want to learn about plant (Chime,
Aiwansoba, Osawaru, & Ogwu, 2017; Wolsey & Lapp, 2014).

Students learned to distinguish the types of plants and about the plants classification. Then, students
learned about how to cultivate the plants. Students practiced hands-on experience after mastering the concept.
Students were given seeds based on the selected plants that they are interested, including: tomatoes, chilies,
spinach, watermelons, mustard greens, melons, ginger. They planted many kinds of plants in groups. The
students used the various planting media, including wall gardens, raised bed, pots, and verticulture that contain
soil, husks, organic fertilizer. Each group was responsible for each plant that they planted. During the course,
each group had different experiences depending on the type of plants and soil media used. Students were
asked to observe the plants’ growth whether plants are grown well or not. Students also learned to provide
organic compost using the vermicompos that has been provided. The students observed the plants and pests
that appear along the plants growth. They also observed the morphological characteristic of each pest. If the
students got problems or obstacles in the process of planting they might work together with their friends or ask
the teacher for help as a facilitator. All of the observation results were recorded in a module. Observations were

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carried out until the time the plants were ready to be harvested. At the end of the program students could
harvest garden products and process them for sale or for consumption.

Table 3. The mean score of the students scientific attitude based on each statement

The scientific
attitude elements

Number of item The statements Mean score

Curiosity 20. The researches we do in the innovative green garden-based
education course are boring for me

4.7

10. I am willing to do research on natural events 4.7
27. I have many questions in relation to the activities during the

innovative green garden-based education course
4.4

8 I want to know about the characteristic of plants and how to
growth the plants well

4.7

Rationality 15. I do not believe about a fact before I have the evidence 3.6
5. I always form my result reports based on observations and

experiments
4.2

17. Using scientific methods help me think correctly. 3.9
7. I can logically interpret my experiment results. 3.2
26. I use scientific processes to decide correctly. 3.5

Open mindedness 28. I think scientific and technologic inventions are
hazardous rather than beneficial.

3.9

25. I trust the results of the researches following scientific
processes.

4.1

4. I can use appropriate resources for the solution of the
problems I face during innovative green garden-based
education course.

3.9

13. The innovative green garden-based education courses help me
consider other’s thoughts during decision making

4.1

21. I accept the results written in books if they are different from my
experiment results.

3.6

Critical thinking 2. I can easily compose questions related to my research topic. 3.2
6. I can look at my experiment results with a critical eye. 3.2
16. What I learn in innovative green garden-based education

course helps me explain my opinions easily to the other
people.

4.1

11. I do not care about my research result 3.9
Cooperation 23. I do not care about my friends’ opinions in discussions during

the innovative green garden-based education course
4.4

18. I prefer working alone rather than working with my friends on
topics that I need to do research.

4.7

14. I always ask my friends to help me if I have a problem 4.7
Honesty 9. I always write exactly what I observe about the experiments

that I do.
4.4

19. I never cheat to my friend when I collect the data 3.4
24. Sometimes, I do not say the truth to my teacher or my friend

during the innovative green garden-based education course
3.8

Persistency 12. I can give up my work if it is too long and requirement much
effort

3.6

22. I think I cannot manage to do the tasks I am assigned to during
the innovative green garden-based education course.

3.6

3. I can easily handle the problems I face during my researches. 3.5
1. I always follow the methods during the course which are similar

to scientist’s works.
3.6

Source: adopted from Yasar and Anagun (2009) and Pitafi et.al (2012).

In general, school garden has common focus on growing plants in a few pots or in schoolyard. Gardening

programs are flexible in all shapes and sizes fit with the needs and resources of every school (Alderson et al.,
2015). The International Institute for Rural Reconstruction describe that it is needed some features to promote
school garden resilience: school garden must use organic fertilizer, must have at least 200‐m2 garden bed and
deep dug at least 1 ft, good water source, proper drainage system, and use mulch to protect soil (Angeles-
Agdeppa, Monville-Oro, Gonsalves, & Capanzana, 2019; De Vlieger, Riley, Miller, Collins, & Bucher, 2018).
Running a school garden requires some knowledge, people skills, and common sense that related with how to

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plan and manage, find resources, collaborate and motivate with those involved, and organize garden work and
lessons (FAO, 2009; Sherman, 2010).

The perception of teachers and students toward the implementation of green garden based-education
innovative green garden-based education

Learning science through innovative green garden-based education helps the student to work as scientist.

They can collect the data through scientific methods including observing, measuring, experimenting, analyzing,
and concluding. It gives experience for students to be able to apply concepts obtained in the classroom to the
real world. The activities in gardens can increase the scientific attitude of the student because gardens can be
used as living laboratories where students observe what they are learning and implement the knowledge
(Erdogan, 2017; Greer et al., 2019; Passy, 2012)

Consistently, the perceptions of teachers and students figured that there are many positive effects of the
innovative green garden-based education implementation. The activities lead to hands-on experience and
engage high order thinking skill. The teacher emphasizes that the innovative green garden-based education
can provide a hands-on learning. They can apply their knowledge to real world situations (Humberstone & Stan,
2011). Outdoor experiences engage high order thinking skill and the understanding about the concept. The
activities also help students improve their scientific attitude in relation to rationality, curiosity, critical thinking,
and persistency. According to Revati & Meera (2017) science teachers have to know the importance of making
connection between science and student’s life. The learning of science should emphasize on activities that
enhance student’s experiences in order to relate it to their daily life. The teacher should organize learning
environment which has positively effect for scientific attitudes (Balaji, 2017; Erdogan, 2017; Prince, 2019). By
doing this, students can realize that their knowledge are important and valued. They can improve their self-
concept in science. Teachers find the garden is a moderately to very effective tool for teaching science. 3
aspects of school gardens as opportunities to address time- and staff-related issues: strengthening of garden
committees, professional development, and community outreach (Burt, Luesse, Rakoff, Ventura, &
Burgermaster, 2018). But there are some limitations based on teacher perception of the innovative green
garden-based education implementation such as time consuming and requiring wide and large spaces.
Selected responses regarding the implementation of innovative green garden-based education by the teachers
and students can be seen in Table 4 and Table 5.

Table 4. Selected responses regarding the implementation of innovative green garden-based education by the teachers

Theme: The strength and the weakness of the implementation of innovative green garden-based education and the students
scientific attitude toward the implementation of innovative green garden-based education

Learning science in innovative green garden-based education can motivate the students to and give the real experience related to
the science concept (rationality).
Some activities are time consuming. The teacher must well prepared to manage activities based on innovative green garden-based
education module so that the activities is conducted effectively
There are many questions is asked by the student during the innovative green garden-based education activities (curiosity, critical
thinking)
The activities help students have responsibility for their tasks, promote their critical thinking and problem solving (persistency, critical
thinking)
It will be a benefit for school that has wide and large area, but it will difficult for school with the limited area.

Table 5. Selected responses regarding the implementation of innovative green garden-based education by the students

I feel that gardening is one of the way to learn about science in real way, we are not only sit and listen the explanation from our
teacher, but also we do many interesting activities
I like to cooperate with the other friend when I did my task in during innovative green garden-based education (cooperation)
Learning science through innovative green garden-based education is very interesting (curiosity)
Sometimes, I still feel shy to express my opinion in front of the others in class but this activity encourage me to ask and express my
opinion (curiosity and critical thinking)
I think worms is harmful for us, actually I just know that the worm has many benefit for environment (open mindedness)
I want to know why the plants has different growth in size although located in the same media (curiosity)
I listen carefully to our gardening teacher (persistency)

The students state that the activities during the innovative green garden-based education course develop
their scientific attitude including cooperation, curiosity, critical thinking, open mindedness, and persistency.
They feel more interested in outclass activities than classroom activities. They are encouraged to work in teams

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and explore the phenomenon that is happening. The students prefer learning with outdoor activity than just only
staying in the classroom (Maynard, Waters, & Clement, 2013b). Garden-based education can capture students’
interest and energize their learning. The learning outcome of students who joined in a hands-on school
gardening program was higher than the students who did not participate in gardening activities (Greer et al.,
2019; Maynard, Waters, & Clement, 2013a). Many aspects to consider when comparing outdoor educational
settings; the comparison of purposes, aims, pedagogy, outcomes, (Almers, Askerlund, & Kjellström, 2017).
Skinner (2015) states that the engagement in the garden is positively and significantly correlated with student
self- perceptions, competence, autonomy, intrinsic motivation, and school achievement. Similarly with the study
conducted by Hammarsten,et.al (2019) about the student’s perspectives on a forest garden, they have positive
feelings on a forest garden including the activities caring for the organism living there. It can develop the
ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and
ecological understanding.

The implementation of garden programs also significantly influences students’ environmental attitudes
(Malberg & Wistoft, 2018; Wolsey & Lapp, 2014; Verde & Valdés, 2013). The former research on school
gardens indicates a positive reaction toward nutrition habits when implemented into the curriculum (Hamulka,
Wadolowska, Hoffmann, Kowalkowska, & Gutkowska, 2018). The students have the ability to change their
attitudes through garden programs (Mccarty, 2013; Murakami, Su-russell, & Manfra, 2017; Wolsey & Lapp,
2014).

However, there are some limitations of the implementation of innovative green garden-based education
such as time consuming and in some case, it need a wide green area. The school that applies green garden-
based education must be well-prepared so that the course is conducted effectively. Kupolati, Macintyre,
Gericke, & Becker (2019) said that there is no universal model of green garden based-education that can be
implemented to every community. Each culture or community has to design a plan that addresses the needs of
its learners and educators (Greer et al., 2019). By applying the hands-on curriculum enhance students’ interest
in science with no loss of science content (Sheldrake, Mujtaba, & Reiss, 2017).The sustainability of the
implementation of green garden based-education should be a responsibility of multiple stakeholders across the
school (Duram & Williams, 2015). The conceptual model of potential effect of school garden program that
explain about short-term, long-term effect, and the interconnections between individual, family, school and
community-level effects can be considered (Clague, 2018; Davis, Spaniol, & Somerset, 2015; Ohly et al.,
2016).

CONCLUSION

The students have positive attitude toward the implementation of innovative green garden-based education
with highly positive attitude in curiosity and cooperation elements, and moderately positive in open-
mindedness, rationality, critical thinking, honesty and persistency. The teacher and students emphasize many
advantages during the implementation of innovative green garden-based education for learning science
especially in forming positive scientific attitude and giving hands-on experiential learning. Based on the findings
of this study, the science teacher should facilitate students for learning science not only in the classroom but in
the real environment. The green garden based-education curricula can be one alternative as an innovative
educational tool for learning science.

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