F1000ResearchF1000Research2046-1402F1000 Research LimitedLondon, UK10.12688/f1000research.181913.1Research ArticleArticlesEnvironmental Action-Based Learning for Sustainability Competencies: EMKONTAN Model on Environmental Literacy, Creative Thinking, and Collaboration among Pre-Service Biology Teachers
[version 1; peer review: 2 approved]
NurwidodoNurwidodoConceptualizationData CurationFormal AnalysisInvestigationMethodologyResourcesSoftwareValidationVisualizationWriting – Original Draft PreparationWriting – Review & Editinghttps://orcid.org/0000-0003-1078-2096a1HindunIinConceptualizationData CurationMethodologyResourcesValidationVisualizationWriting – Original Draft PreparationWriting – Review & Editing1HusamahHusamahConceptualizationData CurationFormal AnalysisInvestigationMethodologyWriting – Original Draft PreparationWriting – Review & Editing1
Biology Education, Universitas Muhammadiyah Malang, Malang, East Java, 65144, Indonesianurwidodo@umm.ac.id
Sustainability transitions require educators who can translate environmental knowledge into creative, collaborative, and action-oriented learning. This study examined the effectiveness of the Environmental Mapping, Conservation, Action, and Evaluation learning model (EMKONTAN) in strengthening environmental literacy, creative thinking, and collaboration skills among pre-service biology teachers.
Methods
A quasi-experimental pretest-posttest non-equivalent control group design was implemented in an environmental science course involving three learning conditions: EMKONTAN, problem-based learning, and regular instruction. Of 120 eligible students, 108 students with complete pretest and posttest data were included in the analysis. Environmental literacy was measured using an adapted environmental literacy instrument, creative thinking through essay-based tasks, and collaboration through an observation rubric. One-way analysis of covariance was used to compare adjusted posttest means after controlling for pretest scores, followed by least significant difference post hoc testing.
Results
The EMKONTAN group achieved the highest adjusted means for environmental literacy (76.30), creative thinking (96.18), and collaboration (78.89). The learning model had statistically significant effects on environmental literacy, F(2,104) = 126.54, p < .001, partial eta squared = .709; creative thinking, F(2,104) = 274.51, p < .001, partial eta squared = .841; and collaboration, F(2,104) = 161.33, p < .001, partial eta squared = .756.
Conclusions
These findings suggest that an environmental action-based learning cycle that integrates problem identification, field observation, action planning, implementation, monitoring, evaluation, and follow-up can support sustainability competencies in teacher education. The study contributes a contextual instructional model for preparing future biology teachers to design participatory environmental learning in developing-country higher education settings.
Action-based learningcollaboration skillscreative thinkingenvironmental literacypre-service biology teacherssustainability educationteacher educationThe author(s) declared that no grants were involved in supporting this work.Introduction
Environmental degradation, climate change, biodiversity decline, waste generation, and resource depletion increasingly demand educational responses that are not limited to knowledge transmission.
1–
6 Higher education institutions, especially teacher education programs, are expected to prepare graduates who can interpret environmental problems, design responsible actions, and guide learners toward sustainable practices.
7–
9 In biology teacher education, this expectation is especially important because future teachers will mediate scientific knowledge, environmental values, and pro-environmental behavior among school students.
10–
14
Sustainability education therefore requires the integration of environmental literacy, creative thinking, and collaboration. Environmental literacy enables learners to understand ecological systems, evaluate environmental issues, and make informed decisions.
15,
16Creative thinking supports the generation of alternative solutions when environmental problems are complex, contextual, and uncertain.
17,
18 Collaboration is equally essential because most sustainability challenges cannot be solved through isolated individual action.
19,
20 Together, these competencies align with the educational dimension of the Sustainable Development Goals and with the broader agenda of preparing citizens who can participate in sustainability transitions.
However, university environmental science courses are often still dominated by lectures, textbook-based tasks, and assessment formats that emphasize factual mastery. Such approaches may improve conceptual familiarity, but they are less likely to cultivate authentic inquiry, field-based sensitivity, collective responsibility, and action competence.
21–
25 Problem-based learning (PBL) has been widely used to situate learning around real problems, yet PBL is not always explicitly connected to environmental mapping, conservation-oriented action, monitoring, and follow-up programs.
26,
27This creates a pedagogical gap: sustainability-oriented teacher education needs a learning model that combines problem inquiry with concrete environmental action and reflective continuity.
The EMKONTAN model was developed to address this gap. In this study, EMKONTAN refers to an environmental action-based learning cycle consisting of socialization and problem identification, campus environmental observation and data collection, action planning with conservation integration, action implementation, monitoring and evaluation, and follow-up through student creativity programs. The model is designed to move students from awareness to evidence-based analysis, from analysis to collective action, and from action to reflection and continuation.
28–
32 This makes it suitable for sustainability education because it links scientific understanding with situated practice and social participation.
The present study aimed to test whether EMKONTAN is more effective than PBL and regular instruction in improving environmental literacy, creative thinking, and collaboration among pre-service biology teachers. The study tested three hypotheses: H1, students taught through EMKONTAN achieve higher environmental literacy than students taught through PBL and regular instruction after controlling for pretest scores; H2, students taught through EMKONTAN achieve higher creative thinking than students in the comparison groups; and H3, students taught through EMKONTAN achieve higher collaboration skills than students in the comparison groups. The study contributes empirical evidence on action-based sustainability learning in Indonesian higher education and provides an instructional model that can be adapted in biology teacher education programs.
MethodsResearch design
This study used a quasi-experimental pretest-posttest non-equivalent control group design (
Table 1). Three intact classes were assigned to different learning conditions: an experimental class taught using EMKONTAN, a positive control class taught using PBL, and a negative control class taught using regular instruction. Pretests were administered before the intervention and posttests were administered after the learning sequence using comparable instruments for each outcome. The design was selected because the study was conducted in authentic university classes where random assignment of individual students was not feasible.
Quasi-experimental research design.
Group
Pretest
Learning treatment
Posttest
Experimental group
O1
EMKONTAN environmental action-based learning
O2
Positive control group
O3
Problem-based learning
O4
Negative control group
O5
Regular instruction
O6
Participants and setting
The study was conducted in an environmental science course for pre-service biology teachers in East Java, Indonesia. The eligible population consisted of 120 students enrolled in the relevant course. Before data collection, all participants were informed about the purpose of the study, the learning activities involved, the type of data to be collected, the voluntary nature of participation, and their right to withdraw from the study at any stage without academic penalty. Written informed consent for participation in the research was obtained from all participants before the pretest was administered. No minors were involved in this study. After data screening, 108 students with complete pretest and posttest records across the measured variables were included in the final analysis. The use of complete-case analysis explains the difference between the number of eligible students and the statistical N reported in the results.
Learning treatments
The EMKONTAN class followed a six-stage environmental action cycle (
Table 2). Students first discussed the learning steps and identified environmental problems around the campus. They then conducted field observation and collected environmental data based on environmental maps. In the third stage, students prepared action plans and explored opportunities for conservation integration. The fourth stage required students to implement actions collaboratively, document the process, and produce project portfolios. The fifth stage involved monitoring, evaluation, presentation, and reflection. Finally, students designed follow-up activities that could be developed into student creativity programs related to environmental science topics.
Operational syntax of the EMKONTAN learning model.
No.
EMKONTAN phase
Lecturer role
Student activity
1
Socialization and environmental problem identification
Introduces the learning steps, facilitates the selection of relevant environmental issues, and poses essential questions.
Express ideas, identify campus environmental problems, and map possible solutions.
2
Observation and environmental data collection
Guides collaborative field observation and data collection based on environmental maps.
Conduct observation, collect data, and document environmental conditions.
3
Action planning and conservation integration
Facilitates action planning and links solutions to conservation values.
Select solution strategies, prepare schedules, and formulate conservation-oriented action plans.
4
Action implementation
Monitors student action, provides guidance, and records important learning activities.
Implement environmental actions collaboratively and prepare project portfolios.
5
Monitoring and evaluation
Assesses process and product achievement and evaluates sustainability potential.
Present group outputs, written reports, and project products.
6
Follow-up program
Guides students in planning continuity through student creativity programs.
Prepare follow-up programs based on environmental science topics.
The PBL class learned through problem scenarios, group discussion, information search, and solution presentation. The regular instruction class used conventional learning activities based on explanation, textbook use, and individual assignments. The comparison was intended to determine whether the added features of environmental mapping, action implementation, monitoring, and follow-up in EMKONTAN produced stronger outcomes than a general problem-oriented approach and regular instruction.
Instruments
The research instruments and measured indicators are summarized in
Table 3. Environmental literacy was measured using an adapted environmental literacy instrument based on dimensions of ecological knowledge, issue investigation and analysis, environmental sensitivity, and pro-environmental behavior. Creative thinking was measured through essay-based tasks assessed using indicators of curiosity, fluency, originality, flexibility, elaboration, and divergent thinking. Collaboration skills were evaluated using an observation rubric covering productive work, respect, compromise, and shared responsibility. The creative thinking and collaboration rubrics used a four-level scoring framework adapted from 21st-century skill assessment practices.
Data were analyzed using descriptive statistics and inferential analysis. Normality was examined using the Kolmogorov-Smirnov test, and homogeneity of variance was examined using Levene’s test. One-way analysis of covariance (ANCOVA) was used to compare posttest outcomes among the three learning models while controlling for pretest scores. Least significant difference post hoc testing was used to identify pairwise differences in adjusted means. Statistical testing used a significance level of 0.05. Because the normality test indicated non-normal distributions and the collaboration variable showed unequal variance, the results should be interpreted with attention to the robustness of ANCOVA and, in future analysis, may be complemented by rank-based or robust covariance procedures.
ResultsAssumption checks
The Kolmogorov-Smirnov test indicated that the pretest and posttest distributions for the measured variables were not normally distributed (p < .001) (
Table 4). Levene’s test showed that environmental literacy and creative thinking met the homogeneity assumption, whereas collaboration did not. These results suggest that the ANCOVA findings are informative but should be interpreted cautiously, particularly for collaboration. The complete-case sample used in the inferential analysis was N = 108.
Summary of homogeneity testing.
Variable
Levene F
df1
df2
p-value
Interpretation
Environmental literacy
2.521
2
105
.085
Homogeneous variance
Creative thinking
0.667
2
105
.516
Homogeneous variance
Collaboration
19.280
2
105
< .001
Variance heterogeneity
Environmental literacy
The learning model significantly affected environmental literacy after controlling for pretest scores, F(2,104) = 126.539, p < .001, partial eta squared = .709. The EMKONTAN group obtained the highest adjusted mean (76.301), followed by PBL (45.513) and regular instruction (42.852). The EMKONTAN group improved by 77.31%, whereas PBL showed a smaller increase of 9.54% and regular instruction showed a slight decline of 2.54%.
Creative thinking
The learning model also had a significant effect on creative thinking, F(2,104) = 274.512, p < .001, partial eta squared = .841. The EMKONTAN group achieved the highest adjusted mean (96.176), followed by PBL (81.939) and regular instruction (42.247). This pattern indicates that both problem-oriented learning and environmental action-based learning supported creative thinking, but the explicit action cycle in EMKONTAN produced the strongest result.
Collaboration skills
For collaboration skills, the learning model had a significant effect, F(2,104) = 161.325, p < .001, partial eta squared = .756. The adjusted mean for EMKONTAN was 78.89, compared with 46.19 for PBL and 16.12 for regular instruction (
Table 5). Although the homogeneity assumption was not met for this variable, the magnitude and consistency of the descriptive pattern suggest that EMKONTAN provided richer opportunities for shared responsibility, compromise, respectful interaction, and productive group work.
Descriptive and adjusted outcome scores by learning model.
Outcome
Group
Pretest mean
Posttest mean
Adjusted mean
Post hoc notation
Gain
Environmental literacy
EMKONTAN
43.08
76.39
76.30
a
77.31%
PBL
40.75
44.64
45.51
b
9.54%
Regular
44.78
43.64
42.85
b
−2.54%
Creative thinking
EMKONTAN
35.22
96.36
96.18
a
173.58%
PBL
45.50
81.75
81.94
b
79.67%
Regular
40.22
42.25
42.25
c
5.04%
Collaboration
EMKONTAN
11.31
78.94
78.89
a
598.28%
PBL
13.08
46.19
46.19
b
253.08%
Regular
15.53
16.06
16.12
c
3.40%
To provide a clearer overview of the comparative effectiveness of the three learning models, the ANCOVA results are summarized in
Table 6. The table presents the corrected model statistics, learning model effects, significance values, effect sizes, and explanatory power for each outcome variable. In addition,
Figure 1 visualizes the ANCOVA-adjusted mean scores across the EMKONTAN, PBL, and regular learning groups, while
Figure 2 displays the magnitude of the learning model effect based on partial eta squared values. Together, these three presentations provide complementary evidence regarding the statistical significance, practical strength, and comparative performance of the learning models in improving environmental literacy, creative thinking, and collaboration.
Summary of ANCOVA results.
Outcome
Corrected model F
Learning model F
p-value
Partial eta squared
R2
Adjusted R2
Environmental literacy
96.458
126.539
< .001
.709
.736
.728
Creative thinking
186.169
274.512
< .001
.841
.843
.838
Collaboration
127.249
161.325
< .001
.756
.786
.780
ANCOVA-adjusted posttest means across the three measured sustainability competencies.
Partial eta squared values for the effect of learning model on each outcome.
The ANCOVA results indicate that the learning model had a statistically significant effect on all three outcome variables: environmental literacy, creative thinking, and collaboration. As shown in
Table 6, the corrected model was significant for environmental literacy, F = 96.458, p < .001; creative thinking, F = 186.169, p < .001; and collaboration, F = 127.249, p < .001. These results confirm that, after controlling for pretest scores, the type of learning model contributed significantly to differences in students’ posttest performance across the three measured competencies.
More specifically, the learning model effect was significant for environmental literacy, F = 126.539, p < .001, with a partial eta squared value of .709. This indicates a very large effect, suggesting that 70.9% of the explainable variance in adjusted environmental literacy scores was associated with differences in the learning model. The model also explained a substantial proportion of variance, with R
2 = .736 and adjusted R
2 = .728. As illustrated in
Figure 1, the EMKONTAN group obtained the highest ANCOVA-adjusted mean score for environmental literacy (76.3), followed by the PBL group (45.5) and the regular learning group (42.9). This pattern indicates that EMKONTAN was more effective than both comparison models in strengthening students’ environmental literacy.
A similar pattern was found for creative thinking. The effect of the learning model was statistically significant, F = 274.512, p < .001, with the largest effect size among the three outcomes, partial eta squared = .841. This means that 84.1% of the explainable variance in adjusted creative thinking scores was related to the learning model used. The overall model also showed strong explanatory power, with R
2 = .843 and adjusted R
2 = .838. The adjusted mean scores show that EMKONTAN produced the highest creative thinking score (96.2), followed by PBL (81.9), while regular learning resulted in a much lower score (42.2). These findings suggest that EMKONTAN was particularly powerful in developing students’ creative thinking, especially when compared with regular instruction.
For collaboration skills, the ANCOVA also revealed a significant learning model effect, F = 161.325, p < .001, with a large effect size, partial eta squared = .756. The model explained 78.6% of the variance in collaboration outcomes, with an adjusted R
2 of.780. The adjusted mean scores further demonstrate that EMKONTAN led to the highest collaboration performance (78.9), followed by PBL (46.2), while regular learning showed the lowest adjusted mean score (16.1). This result indicates that the structured stages of EMKONTAN, especially observation, environmental problem analysis, action planning, project implementation, monitoring, and follow-up activities, provided stronger opportunities for students to practice productive teamwork, shared responsibility, and collaborative problem solving.
The findings consistently show that EMKONTAN outperformed both PBL and regular learning across all measured outcomes. The largest effect was observed in creative thinking, followed by collaboration and environmental literacy. The high partial eta squared values and adjusted R
2 values indicate that the learning model was not only statistically significant but also practically meaningful. These results support the conclusion that EMKONTAN is an effective sustainability-oriented learning model for improving environmental literacy, creative thinking, and collaboration among prospective biology teachers.
Discussion
The findings support all three hypotheses. EMKONTAN produced the strongest gains in environmental literacy, creative thinking, and collaboration compared with PBL and regular instruction. The pattern suggests that sustainability competencies are more effectively developed when students engage in a complete learning cycle that begins with real environmental problems and proceeds toward action, monitoring, reflection, and follow-up. This is consistent with the premise that sustainability education must connect knowledge with situated problem solving and collective participation.
33–
35
The strong effect on environmental literacy can be explained by the combination of observation, data collection, and action planning. Students did not only receive environmental concepts; they had to identify environmental problems in their surroundings, collect evidence, analyze possible causes, and formulate feasible solutions. Such activities likely strengthened the link between ecological knowledge, environmental sensitivity, and pro-environmental behavior. The EMKONTAN cycle therefore supported environmental literacy as an integrated competence rather than as isolated factual knowledge.
The effect on creative thinking was also substantial. Creativity in sustainability education is not merely the production of unusual ideas; it involves generating workable alternatives for complex and context-dependent problems.
17,
36,
37 EMKONTAN required students to develop action plans, adapt strategies to field conditions, explore conservation integration, and revise ideas during monitoring and evaluation. These activities are aligned with fluency, flexibility, originality, elaboration, and divergent thinking. The PBL group also improved, which confirms the value of problem-oriented learning, but EMKONTAN produced higher scores because students moved beyond discussion into concrete action and reflective continuation.
Collaboration showed the largest relative gain in the EMKONTAN class. This result is pedagogically meaningful because the model required students to divide roles, negotiate decisions, implement actions, document progress, present outputs, and respond to peer feedback. Collaboration was therefore embedded in the core task structure, not treated as an optional group arrangement. The contrast with regular instruction indicates that collaboration skills are difficult to develop when learning relies mainly on individual assignments and teacher-centered explanation.
The study also highlights the importance of aligning sustainability education with teacher preparation. Pre-service biology teachers need to experience environmental learning that they can later adapt for school contexts. By participating in environmental mapping, conservation-oriented action, and follow-up planning, students gained not only content knowledge but also an instructional repertoire for designing participatory environmental learning.
38–
40 In this sense, EMKONTAN contributes to sustainability transitions through a teacher education pathway: strengthening the competencies of future teachers who may later influence students, schools, and communities.
Despite these strengths, several methodological limitations should be acknowledged. First, the quasi-experimental design used intact classes, so unmeasured class-level differences may have influenced the results. Second, 108 complete cases were analyzed from 120 eligible students, and the reasons for incomplete data should be documented more explicitly in future reports. Third, the normality assumption was not met and the collaboration variable showed heterogeneous variance. Future studies should report complementary robust or non-parametric covariance analyses, confidence intervals, and additional validity evidence for the instruments. Fourth, the study measured immediate post-intervention outcomes; long-term retention and transfer into school-based teaching practice remain open for investigation
Conclusion
This study demonstrates that EMKONTAN, an environmental action-based learning model, significantly improved environmental literacy, creative thinking, and collaboration skills among pre-service biology teachers. Compared with PBL and regular instruction, EMKONTAN produced the highest adjusted posttest means and large effect sizes across all measured outcomes. The results indicate that sustainability competencies are strengthened when students are guided through a complete cycle of problem identification, environmental observation, action planning, action implementation, monitoring and evaluation, and follow-up program design. The model is therefore promising for biology teacher education and for higher education courses that aim to connect environmental science learning with sustainability-oriented practice.
Future research should replicate the study in different institutions, use randomized or matched designs where possible, apply robust statistical sensitivity tests, and examine whether EMKONTAN-trained pre-service teachers can transfer these competencies into teaching practice during field experience or school internships. Longitudinal studies are also needed to determine whether environmental literacy, creativity, and collaboration are sustained after the course ends.
Ethical considerations
The study involved human participants in an educational setting. Ethical approval was approved by Research Ethics Commission, Bureau of Research, Community Service, and Cooperation, University of Muhammadiyah Malang (approval number: E.5.b/119-RPK-UMM/IX/2025; date: 2 September 2025). Before data collection, all participants received information about the purpose of the study, the learning procedures, the data to be collected, confidentiality, voluntary participation, and the right to withdraw from the study at any time without academic consequences. Written informed consent was obtained from all participants prior to their involvement in the study. No minors were involved in this research.
Data availability
The underlying data supporting the findings of this study are openly available in Zenodo at
https://zenodo.org/records/20055341, with the DOI:
https://doi.org/10.5281/zenodo.20055341.
41 This dataset includes the anonymized pretest and posttest scores for environmental literacy, creative thinking, and collaboration skills; group allocation data for the EMKONTAN, problem-based learning, and regular instruction groups; the values used to calculate means, standard deviations, adjusted means, gain scores, ANCOVA results, and post hoc comparisons; and the data used to generate the figures and tables reported in this article. The extended data are openly available in Zenodo at
https://zenodo.org/records/20055341 with the DOI:
https://doi.org/10.5281/zenodo.20055341.
41 The extended data include the research instruments, scoring rubrics, learning treatment descriptions, and supporting materials required to understand and replicate the study procedures. Data are available under
Creative Commons Attribution 4.0 International (CC BY 4.0).
Reporting guidelines
Not applicable.
Acknowledgements
The authors gratefully acknowledge the Universitas Muhammadiyah Malang, Indonesia, for providing research facilities and technical assistance.
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Suplementary material for "Environmental action-based learning for sustainability competencies: EMKONTAN model on environmental literacy, creative thinking, and collaboration among pre-service biology teachers".Zenodo.2026.10.5256/f1000research.200807.r488172Reviewer response for version 1HakimNasrul1Referee
State Islamic Institute Metro, Metro, Indonesia
Competing interests: No competing interests were disclosed.
The PBL and regular instruction conditions should be described in enough detail to allow meaningful comparison.
Tables and figures are useful, but the text sometimes repeats the same numerical results. The authors could streamline the Results section.
The Discussion should include a more balanced consideration of alternative explanations for the large observed effects.
The limitations section is helpful but should be strengthened and linked more directly to the interpretation of the results.
Recommendation
I recommend that the article undergo minor revision before approval. The manuscript addresses an important and timely topic and has potential value for sustainability education and biology teacher preparation. However, several presentation and reporting issues should be addressed to improve clarity, consistency, and readability. In particular, the authors should describe the PBL and regular instruction conditions in greater detail, streamline repeated numerical reporting in the Results section, provide a more balanced discussion of possible alternative explanations for the large observed effects, and strengthen the limitations section by linking it more explicitly to the interpretation and generalizability of the findings.
Is the work clearly and accurately presented and does it cite the current literature?
Yes
If applicable, is the statistical analysis and its interpretation appropriate?
Yes
Are all the source data underlying the results available to ensure full reproducibility?
Partly
Is the study design appropriate and is the work technically sound?
Yes
Are the conclusions drawn adequately supported by the results?
Yes
Are sufficient details of methods and analysis provided to allow replication by others?
Partly
Reviewer Expertise:
biology, sustainability
I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.
NurwidodoNurwidodoBiology Education, Universitas Muhammadiyah Malang, Malang, East Java, Indonesia
Competing interests: The authors declare that there was no competing interest
562026
Dear Reviewer 2,
We sincerely thank the reviewer for the thoughtful and constructive comments on our manuscript. We appreciate the reviewer’s recognition that the study addresses an important and timely topic in sustainability education and biology teacher preparation. We have carefully revised the manuscript to improve clarity, consistency, and readability, particularly by expanding the description of the PBL and regular instruction conditions, streamlining repeated numerical reporting in the Results section, adding alternative explanations for the large observed effects, and strengthening the limitations section.
Comment 1
The PBL and regular instruction conditions should be described in enough detail to allow meaningful comparison.
Response:
Thank you for this important suggestion. We revised the Learning treatments section to provide a more detailed description of the PBL and regular instruction conditions. The PBL condition is now described as involving problem scenarios, group problem analysis, formulation of learning issues, independent information search, group discussion, solution development, presentation, and reflection. The regular instruction condition is now described as involving lecturer explanation, textbook-based learning, question-and-answer sessions, individual assignments, and conventional assessment. We also clarified that, unlike EMKONTAN, the PBL condition did not require structured environmental mapping, direct environmental action implementation, monitoring, or follow-up program design.
Revision made in the manuscript:
We expanded the description of the comparison groups to make the contrast among EMKONTAN, PBL, and regular instruction more transparent and replicable.
Comment 2
Tables and figures are useful, but the text sometimes repeats the same numerical results. The authors could streamline the Results section.
Response:
Thank you for this helpful comment. We revised the Results section to reduce unnecessary repetition of numerical information already presented in the tables and figures. The revised text now focuses more on the main patterns, comparative interpretation, and practical meaning of the results, while leaving detailed values in the tables and figures. We retained key statistical results necessary for interpretation but avoided repeating the same adjusted means, F values, and effect sizes multiple times.
Revision made in the manuscript:
We streamlined the Results section by shortening repetitive numerical descriptions and emphasizing the overall pattern that EMKONTAN consistently outperformed PBL and regular instruction across the three measured outcomes.
Comment 3
The Discussion should include a more balanced consideration of alternative explanations for the large observed effects.
Response:
Thank you for this important recommendation. We revised the Discussion to include a more balanced interpretation of the large observed effects. In addition to explaining the pedagogical strengths of EMKONTAN, we added possible alternative explanations, including differences in task structure, student motivation, novelty effects, intensity of group engagement, and the possibility that action-based activities created more opportunities for students to demonstrate the assessed competencies. We also acknowledged that the quasi-experimental design using intact classes prevents full exclusion of unmeasured class-level differences.
Revision made in the manuscript:
We added a paragraph in the Discussion stating that the large effects should not be attributed solely to the intrinsic superiority of EMKONTAN. They may also reflect the alignment between the learning activities and the assessment indicators, increased student engagement due to novelty and authentic tasks, and class-level differences that could not be fully controlled.
Comment 4
The limitations section is helpful but should be strengthened and linked more directly to the interpretation of the results.
Response:
Thank you. We strengthened the limitations section by linking each limitation more explicitly to how the findings should be interpreted. We clarified that the use of intact classes limits causal inference, the exclusion of incomplete cases may introduce attrition bias, assumption violations require cautious interpretation of ANCOVA results, and the immediate posttest design limits conclusions about long-term retention and transfer. We also added that the findings are promising but should be generalized carefully to other institutions, student populations, and course contexts.
Revision made in the manuscript:
We revised the limitations section to directly connect methodological limitations with interpretation, generalizability, and future research directions.
Comment 5
Are sufficient details of methods and analysis provided to allow replication by others? Partly.
Response:
Thank you for identifying this issue. To improve replicability, we expanded the Learning treatments section, especially the description of the PBL and regular instruction conditions. We also clarified that the research instruments, scoring rubrics, learning treatment descriptions, and supporting materials are available in the extended data. These revisions are intended to provide readers with sufficient methodological detail to understand and replicate the study procedures.
Comment 6
Are all the source data underlying the results available to ensure full reproducibility? Partly.
Response:
Thank you for this comment. We revised the Data availability section to make the availability of the underlying and extended data clearer. The dataset includes anonymized pretest and posttest scores, group allocation data, values used to calculate descriptive statistics, adjusted means, gain scores, ANCOVA results, post hoc comparisons, and figure/table data. The extended data include instruments, scoring rubrics, learning treatment descriptions, and supporting materials. This clarification was added to improve transparency and reproducibility.
Overall response to Reviewer 2
We are grateful for Reviewer 2’s constructive suggestions. In response, we expanded the description of the comparison conditions, streamlined the Results section, added a more balanced discussion of alternative explanations, strengthened the limitations section, and clarified the availability of underlying and extended data. These revisions have improved the clarity, replicability, and interpretive balance of the manuscript.
10.5256/f1000research.200807.r488173Reviewer response for version 1ShukriAhmad Adnan Mohd1Refereehttps://orcid.org/0000-0002-0703-5711
Universiti Sains Malaysia, Penang, Malaysia
Competing interests: No competing interests were disclosed.
1. The study directly addresses a pedagogical gap in sustainability education by introducing the EMKONTAN model, which is well-defined and systematically explained.
2. The quasi-experimental design with pretest–posttest control groups provides credible comparative evidence. The inclusion of three groups (EMKONTAN, PBL, and regular instruction) strengthens validity.
3. Environmental literacy, creative thinking, and collaboration were measured using adapted, rubric-based instruments with clear indicators.
4. Results show large effect sizes (partial eta squared values above 0.70) indicating strong practical significance.
5. The study offers a contextual instructional model that can be adapted in teacher education programs, especially in developing countries.
6.
TAKE NOTE: Only 108 of 120 students were analyzed. The reasons for missing data are not fully explained, which may raise questions about bias.
7.
TAKE NOTE: Normality was not met, and collaboration showed heterogeneity of variance. While ANCOVA was applied, results should be interpreted cautiously.
Suggestions: Justify why ANCOVA was still used (robustness in large samples, exploratory purpose). Highlight that despite assumption violations, the effect sizes were very large, which supports practical significance OR present sensitivity analyses (for example, compare ANCOVA with non-parametric results) to show consistency.
Is the work clearly and accurately presented and does it cite the current literature?
Yes
If applicable, is the statistical analysis and its interpretation appropriate?
Yes
Are all the source data underlying the results available to ensure full reproducibility?
Yes
Is the study design appropriate and is the work technically sound?
Yes
Are the conclusions drawn adequately supported by the results?
Yes
Are sufficient details of methods and analysis provided to allow replication by others?
Yes
Reviewer Expertise:
STEM education; biology education; design and development research; challenge-based learning; computational thinking skills; creative thinking skills and styles; critical thinking skills and dispositions
I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.
NurwidodoNurwidodoBiology Education, Universitas Muhammadiyah Malang, Malang, East Java, Indonesia
Competing interests: Authors declare that was no competing interest
562026
Dear Reviewer 1,
We sincerely thank the reviewer for the careful and constructive evaluation of our manuscript. We are grateful for the positive comments regarding the relevance of the EMKONTAN model, the quasi-experimental design, the use of three comparison groups, the rubric-based instruments, the large practical effects, and the contextual contribution of the study to sustainability-oriented teacher education. We have carefully revised the manuscript in response to the reviewer’s notes, especially regarding the explanation of missing data and the interpretation of ANCOVA under assumption violations.
Comment 1
The study directly addresses a pedagogical gap in sustainability education by introducing the EMKONTAN model, which is well-defined and systematically explained.
Response:
Thank you for this positive assessment. We are pleased that the reviewer recognized the pedagogical contribution of the EMKONTAN model. In the revised manuscript, we retained and strengthened the explanation of EMKONTAN as an environmental action-based learning cycle consisting of problem identification, environmental observation, action planning, implementation, monitoring and evaluation, and follow-up program design. This explanation is intended to clarify how the model addresses the gap between problem-oriented learning and concrete sustainability action.
Comment 2
The quasi-experimental design with pretest–posttest control groups provides credible comparative evidence. The inclusion of three groups (EMKONTAN, PBL, and regular instruction) strengthens validity.
Response:
Thank you for this supportive comment. We agree that the inclusion of EMKONTAN, PBL, and regular instruction provides a meaningful comparative structure. In the revised manuscript, we clarified the role of each group: EMKONTAN as the environmental action-based intervention, PBL as the positive control representing a problem-oriented approach, and regular instruction as the negative control representing conventional teaching. This revision was made to improve transparency and comparability across the three learning conditions.
Comment 3
Environmental literacy, creative thinking, and collaboration were measured using adapted, rubric-based instruments with clear indicators.
Response:
Thank you. We retained the description of the instruments and indicators in the revised manuscript and ensured that the measurement of environmental literacy, creative thinking, and collaboration remained clearly aligned with the intended sustainability competencies. We also clarified that the instruments and rubrics are available as extended data to support transparency and replication.
Comment 4
Results show large effect sizes, indicating strong practical significance.
Response:
Thank you for highlighting this point. In the revised manuscript, we retained the reporting of partial eta squared values and emphasized that the large effect sizes indicate practical significance. However, in response to the reviewer’s later statistical note, we also revised the interpretation to be more cautious by acknowledging that the large effect sizes should be interpreted alongside the quasi-experimental design and the assumption-test results.
Comment 5
The study offers a contextual instructional model that can be adapted in teacher education programs, especially in developing countries.
Response:
We appreciate this comment. In the revised Discussion and Conclusion, we strengthened the explanation of the contextual contribution of EMKONTAN for biology teacher education, particularly in developing-country higher education settings. We emphasized that the model provides pre-service teachers with an instructional repertoire for designing participatory, action-oriented environmental learning.
Comment 6
Only 108 of 120 students were analyzed. The reasons for missing data are not fully explained, which may raise questions about bias.
Response:
Thank you for this important observation. We revised the Participants and setting section to explain more clearly why only 108 of the 120 eligible students were included in the final analysis. We clarified that complete-case analysis was applied because 12 students had incomplete pretest or posttest records due to absence from one of the testing sessions or incomplete submission of one or more assessment components. We also added a statement acknowledging that excluding incomplete cases may introduce attrition-related bias and that this issue should be considered when interpreting the findings.
Revision made in the manuscript:
We added a clearer explanation that the final sample consisted of students with complete pretest and posttest data across all measured variables, while 12 students were excluded due to incomplete assessment records. We also acknowledged this as a limitation.
Comment 7
Normality was not met, and collaboration showed heterogeneity of variance. While ANCOVA was applied, results should be interpreted cautiously. Suggestions: Justify why ANCOVA was still used or present sensitivity analyses.
Response:
Thank you for this valuable statistical comment. We revised the Data analysis, Results, Discussion, Limitations, and Conclusion sections to provide a more cautious interpretation of the ANCOVA findings. We clarified that ANCOVA was retained because the study involved a balanced educational comparison with a complete-case sample of 108 students, ANCOVA is commonly used to control baseline differences in quasi-experimental pretest–posttest designs, and the analysis was intended to compare adjusted posttest means while controlling for pretest scores. At the same time, we explicitly acknowledged that the violation of normality and the heterogeneity of variance for collaboration require cautious interpretation. We also added that future studies should complement ANCOVA with robust or rank-based covariance procedures and sensitivity analyses.
Revision made in the manuscript:
We added a cautionary statement explaining that the results should be interpreted as statistically informative but not definitive, particularly for collaboration. We also emphasized that the very large effect sizes and consistent descriptive patterns support the practical significance of the findings, while future studies should test the robustness of the results using complementary non-parametric or robust methods.
Overall response to Reviewer 1
We thank Reviewer 1 for the encouraging evaluation and constructive suggestions. The manuscript has been revised to improve transparency regarding missing data, strengthen the justification and cautious interpretation of ANCOVA, and clarify the methodological limitations related to assumption violations and complete-case analysis.