Establishing the value-psychological-educational dimensions for “learning to action” model for pro-environmental behaviour

Figures & data

Table 1. List of experts and expertise field

Position	Expertise	Number
HLI Lecturers	Environmental Education, STEM Education, Science Education, Informal Education, Ethnic Studies	9
Education Officers	Science and Mathematics Curriculum Development, Environmental Education Curriculum Development, Values Education	5
Teachers	Teaching lower secondary Science for more than 10 years	11
TOTAL		25

Table 2. The fuzzy scale for the 7-point Likert scale variables

7-point Likert Scale Variables	Fuzzy Scale
1 (Totally disagree)	(0.0, 0.0, 0.1)
2 (Strongly disagree)	(0.0, 0.1, 0.3)
3 (Disagree)	(0.1, 0.3, 0.5)
4 (Moderately agree)	(0.3, 0.5, 0.7)
5 (Agree)	(0.5, 0.7,0.9)
6 (Strongly agree)	(0.7, 0.9, 1.0)
7 (Totally agree)	(0.9, 1.0, 1.0)

Figure 1. The graph of mean triangle against the triangular value.

Table 3. The average response and alpha-cut value of the expert consensus

Dimension	Construct	Subconstruct	Average response			Alpha-cut
Education environment	Formal education	Teaching and learning in science class	0.790	0.926	0.965	0.894
		Science textbook/ practical book	0.792	0.925	0.970	0.896
		Assessment during science class	0.754	0.902	0.971	0.876
	Non-formal education	Co-curricular activities	0.763	0.902	0.960	0.875
		School facilities	0.823	0.981	0.986	0.920
	Informal education		0.762	0.903	0.957	0.876
Cognitive competence	Knowledge	The causes of climate change	0.779	0.914	0.970	0.888
		The signs of climate change	0.809	0.940	0.986	0.912
		The effects of climate change	0.745	0.895	0.958	0.888
		Mitigation of climate change	0.766	0.902	0.954	0.874
	Critical thinking		0.791	0.923	0.973	0.896
Affective competence	Attitude		0.773	0.919	0.978	0.890
	Subjective norm	Family	0.737	0.889	0.965	0.864
		Local community	0.727	0.875	0.952	0.851
	Perceived behavioural control		0.772	0.917	0.979	0.886
	Values	Empathy	0.777	0.920	0.979	0.892
		Respect	0.788	0.929	0.972	0.899
		Co-operation	0.801	0.940	0.988	0.910
		Responsible	0.831	0.960	0.995	0.929
		Justice	0.775	0.92	0.979	0.891
		Equity	0.796	0.931	0.976	0.901
		Integrity	0.823	0.952	0.988	0.921
		Altruistic	0.766	0.911	0.969	0.882
Intention to behave pro-environmentally	Pro-environmental behaviour	Passive	0.798	0.822	0.965	0.862
		Participative	0.799	0.935	0.966	0.897
		Socially Responsible	0.798	0.926	0.968	0.897

Table 4. The threshold value and expert agreement of items on environmental factors

Construct/Subconstruct	Item	Conditions of Triangular Fuzzy Numbers		Expert Agreement
		Threshold Value, d	Expert Agreement Percentage
Teachers’ teaching and learning in class	A1	0.097	92%	ACCEPTED
	A2	0.070	96%	ACCEPTED
	A3	0.160	76%	ACCEPTED
	A4	0.075	96%	ACCEPTED
	A5	0.140	72%	REJECTED
Content of textbook/practical book	B1	0.114	96%	ACCEPTED
	B2	0.140	92%	ACCEPTED
	B3	0.123	92%	ACCEPTED
	B4	0.097	72%	REJECTED
	B5	0.093	92%	ACCEPTED
Evaluation during science class	C1	0.133	76%	ACCEPTED
	C2	0.143	76%	ACCEPTED
	C3	0.119	84%	ACCEPTED
	C4	0.159	80%	ACCEPTED
	C5	0.123	68%	REJECTED

Table 5. Description and reasons for rejecting items in formal education

Item	Description	Reason for rejecting the item
A5	Sharing information about environmental issues.	Not clear how the information is shared in the textbook or the science practical book.
B4	Contain interesting additional information about the environment.	‘The “additional information” being referred to is misleading.
C5	Presenting about environmental issues.	The form of the presentation is unclear, and the learning period is limited.

Table 6. The threshold value and expert agreement of items in non-formal education

Construct/Subconstruct	Item	Conditions of Triangular Fuzzy Numbers		Expert Agreement
		Threshold Value, d	Expert Agreement Percentage
Cocurricular	D1	0.151	84%	ACCEPTED
	D2	0.234	72%	REJECTED
	D3	0.171	76%	ACCEPTED
	D4	0.173	88%	ACCEPTED
	D5	0.115	96%	ACCEPTED
	D6	0.070	96%	ACCEPTED
	D7	0.079	92%	ACCEPTED
	D8	0.099	88%	ACCEPTED
	D9	0.152	84%	ACCEPTED
	D10	0.106	88%	ACCEPTED

Table 7. Description and reason for rejecting item in non- formal education

Item	Description	Reason for rejecting the item
D2	Organise activities related to the environment as a recycling programme together with friends.	The activity could not be carried out during the pandemic.

Table 8. The threshold value and expert agreement of items on environmental factors

Construct/Subconstruct	Item	Conditions of Triangular Fuzzy Numbers		Expert Agreement
		Threshold Value, d	Expert Agreement Percentage
Informal education	E1	0.108	92%	ACCEPTED
	E2	0.231	36%	REJECTED
	E3	0.212	72%	REJECTED
	E4	0.238	36%	REJECTED
	E5	0.152	76%	ACCEPTED
	E6	0.192	76%	ACCEPTED
	E7	0.174	76%	ACCEPTED
	E8	0.085	92%	ACCEPTED
	E9	0.110	92%	ACCEPTED
	E10	0.079	92%	ACCEPTED
	E11	0.136	88%	ACCEPTED

Table 9. Description and the reason for rejecting items on informal education

Item	Description	Reason for rejecting the item
E2	Radio	Students do not listen to the radio.
E3	Newspaper	Students do not read the newspaper.
E4	Magazines	Not many magazines write about the environment

Table 10. The threshold value and expert agreement of items on cognitive factors

Construct/Subconstruct	Item	Conditions of Triangular Fuzzy Numbers		Expert Agreement
		Threshold Value, d	Expert Agreement Percentage
Knowledge (Causes of climate change)	F1	0.057	96%	ACCEPTED
	F2	0.085	92%	ACCEPTED
	F3	0.120	84%	ACCEPTED
	F4	0.219	52%	REJECTED
	F5	0.199	76%	ACCEPTED
	F6	0.120	84%	ACCEPTED
Knowledge (Signs of climate change)	G1	0.116	84%	ACCEPTED
	G2	0.105	88%	ACCEPTED
	G3	0.155	88%	ACCEPTED
	G4	0.064	96%	ACCEPTED
	G5	0.075	96%	ACCEPTED
Knowledge (Effects of climate change)	H1	0.098	96%	ACCEPTED
	H2	0.173	80%	ACCEPTED
	H3	0.209	76%	REJECTED
	H4	0.236	36%	REJECTED
	H5	0.135	84%	ACCEPTED
Knowledge (Mitigation measures)	J1	0.154	88%	ACCEPTED
	J2	0.138	88%	ACCEPTED
	J3	0.202	84%	REJECTED
	J4	0.188	84%	ACCEPTED
	J5	0.219	76%	REJECTED

Table 11. Description and reason for rejecting items in knowledge construct

Item	Description	Reason for rejecting the item
F4	Water treatment process	Students are not able to relate water treatment as a source of greenhouse gas emissions.
H3	The tourist sector is affected because of the occurrence of natural disasters that destroy the beautiful environment.	Has the same meaning as the items on signs of climate change happening.
H4	Human health is affected because of the increase in aedes mosquito breeding grounds which causes dengue.	The item is not suitable because the problem of dengue fever is related to other factors.
J3	Practising water conservation in daily life.	The sentence on water conservation practices is unclear. The item requires sentence reconstruction.
J5	Using recycled paper	Item needs to provide a broader picture according to the hierarchy of importance in mitigating climate change.

Table 12. The threshold value and expert agreement of items on affective factors

Construct/Subconstruct	Item	Conditions of Triangular Fuzzy Numbers		Expert Agreement
		Threshold Value, d	Expert Agreement Percentage
Attitude	K1	0.105	88%	ACCEPTED
	K2	0.181	84%	ACCEPTED
	K3	0.086	96%	ACCEPTED
	K4	0.097	92%	ACCEPTED
	K5	0.096	92%	ACCEPTED
	K6	0.236	84%	REJECTED
	K7	0.095	92%	ACCEPTED
	K8	0.132	84%	ACCEPTED
	K9	0.108	88%	ACCEPTED

Table 13. Description and reason for rejecting items of construct of attitude

Item	Description	Reason for rejecting the item
K6	I need to practice water conservation to reduce global warming.	Unclear and confusing with the use of the word “global warming”.

Table 14. The threshold value and expert agreement of items on construct of subjective norm

Construct/Subconstruct	Item	Conditions of Triangular Fuzzy Numbers		Expert Agreement
		Threshold Value, d	Expert Agreement Percentage
Subjective norm	L1	0.137	80%	ACCEPTED
	L2	0.152	76%	ACCEPTED
	L3	0.182	72%	REJECTED
	L4	0.170	68%	REJECTED
	L5	0.227	36%	REJECTED
	L6	0.165	80%	ACCEPTED

Table 15. Description and reason for rejecting items in construct of subjective norm

Item	Description	Reason for rejecting the item
L3	The school is of the opinion that each student should be involved in environmental conservation activities.	Opinions alone are not enough to influence students to conserve the environment.
L4	My family often talks about the issue of climate change or global warming.	Discussions are not enough to influence children to conserve the environment.
L5	My parents are of the opinion that I should practice water conservation and electricity saving at home as an environmental conservation measure.	The factor of water and electricity saving at home is more geared towards saving the water or electricity bills than for reasons of conserving the environment.

Table 16. The threshold value and expert agreement of items on construct of perceived behavioural control

Construct/Sub-construct	Item	Conditions of Triangular Fuzzy Number		Expert Agreement
		Threshold Value, d	Expert Agreement Percentage
Perceived behavioural control	M1	0.132	80%	ACCEPTED
	M2	0.129	80%	ACCEPTED
	M3	0.142	84%	ACCEPTED
	M4	0.120	84%	ACCEPTED
	M5	0.120	84%	ACCEPTED

Table 17. The threshold value and expert agreement of items on value construct

Construct/Subconstruct	Item	Conditions of Triangular Fuzzy Numbers		Expert Agreement
		Threshold Value, d	Expert Agreement Percentage
Value of Empathy	N1	0.097	92%	ACCEPTED
	N2	0.158	76%	ACCEPTED
	N3	0.135	84%	ACCEPTED
Value of Respect	P1	0.157	80%	ACCEPTED
	P2	0.209	80%	REJECTED
	P3	0.083	96%	ACCEPTED
	P4	0.127	92%	ACCEPTED
Value of Cooperation	Q1	0.111	92%	ACCEPTED
	Q2	0.093	92%	ACCEPTED
	Q3	0.108	88%	ACCEPTED
Value of Responsibility	R1	0.083	96%	ACCEPTED
	R2	0.064	96%	ACCEPTED
	R3	0.093	92%	ACCEPTED
Value of Justice	S1	0.134	84%	ACCEPTED
	S2	0.145	84%	ACCEPTED
	S3	0.097	92%	ACCEPTED
Value of Equality	T1	0.108	88%	ACCEPTED
	T2	0.083	96%	ACCEPTED
	T3	0.155	88%	ACCEPTED
Value of Integrity	U1	0.143	92%	ACCEPTED
	U2	0.079	96%	ACCEPTED
	U3	0.070	96%	ACCEPTED
Altruistic Value	V1	0.139	88%	ACCEPTED
	V2	0.178	84%	ACCEPTED
	V3	0.093	92%	ACCEPTED
	V4	0.097	92%	ACCEPTED

Table 18. Description and reason for rejecting items in value construct

Item	Description	Reason for rejecting the item
P2	Respect the environment because of compliance towards and respect for the rules stipulated by the government.	The sentence which contains “because” and “and” confuses the students in understanding the meaning of the sentence.

Table 19. The threshold value and expert agreement of items on pro-environmental behaviour

Construct/ subconstruct	Item	Conditions of Triangular Fuzzy Numbers		Expert Agreement
		Threshold value, d	Expert Agreement Percentage
Passive members	W1	0.154	88%	ACCEPTED
	W2	0.138	92%	ACCEPTED
	W3	0.142	92%	ACCEPTED
	W4	0.153	88%	ACCEPTED
	W5	0.172	88%	ACCEPTED
	W6	0.142	92%	ACCEPTED
	W7	0.142	92%	ACCEPTED
	W8	0.142	92%	ACCEPTED
	W9	0.155	88%	ACCEPTED
Active members	X1	0.154	88%	ACCEPTED
	X2	0.169	84%	ACCEPTED
	X3	0.140	92%	ACCEPTED
	X4	0.155	88%	ACCEPTED
	X5	0.140	92%	ACCEPTED
	X6	0.140	92%	ACCEPTED
	X7	0.142	92%	ACCEPTED
	X8	0.155	88%	ACCEPTED
	X9	0.138	92%	ACCEPTED
Socially responsible members	Y1	0.142	92%	ACCEPTED
	Y2	0.155	88%	ACCEPTED
	Y3	0.138	92%	ACCEPTED
	Y4	0.140	92%	ACCEPTED
	Y5	0.143	92%	ACCEPTED
	Y6	0.140	92%	ACCEPTED
	Y7	0.142	92%	ACCEPTED
	Y8	0.172	88%	ACCEPTED
	Y9	0.142	92%	ACCEPTED