Strengthening Water Cycle Literacy among Senior High School Students in East Java Province, Indonesia through the Application of the ConservationBased Learning Model

Water cycle literacy attracts great attention to the observers of climate change. Local
and global impacts of the water cycle threaten human life and damage the Earth. Education is
expected to be able to provide a way out of this problem. A Conservation-Based Learning (CBL)
model was employed to understand the water cycle literacy among students in three cities in East
Java province, Indonesia. There were 6 (six) Senior High Schools with a total number of 396
students serving as the sample. Each school consisted of common classes and CBL classes.
Water cycle literacy aspects included knowledge, values, cognitive behavior, and acting
behavior. The data were analyzed using a descriptive quantitative, and qualitative approach. The
data were analyzed using a descriptive quantitative, and qualitative approach. The literacy
aspect of values, attitudes, thinking, and acting skills in the water cycle in the CDL class is
higher than that of the common class. Learning the water cycle using the CBL model gave
significant effects on the students’ strengthening of water cycle literacy (sig. 0.5).