Urban Heat Island Literacy Among Geography Education Students of Universitas Muhammadiyah Surakarta

Article


INTRODUCTION
The urban heat island phenomenon is one of the effects caused by climate change in a metropolitan area.The impact of global warming in urban areas is the rising urban temperature, known as the Urban Heat Island (UHI) phenomenon; UHI is a phenomenon that occurs when urban temperatures are higher than those in suburban areas (Masumoto, 2015).UHI is part of climate change that needs a portion to be concerned.The phenomenon shows that cities are almost warmer than their surroundings, as evidenced by inadvertent climate modification due to human activities (Oke et al., 2017).The effect can be seen in less dense fog and an increased smog rate in the central city.The study of urban heat island hazards also used university campuses' research location as a smaller city, which showed the same pattern as an actual city with the built-up area as the highest temperature field (Wibowo et al., 2017).
Formal education systems for climate change education can be significant and effective methods of developing capacities for addressing the climate crisis.Still, more time and adequate development of curriculum opportunities in the classroom indicate the need to use co-curricular and community efforts for students (Stevenson et al., 2017).Previous studies show American teens have a better understanding of climate change than adults on a few crucial measures; however, a graduate student in the USA indicates even if they find that there are several climate courses, most students feel not obtaining depth and a vast breadth of climate change education (Kuster & Fox, 2017).Other studies have captured misconceptions, misunderstandings, and confusion regarding complex information and knowledge, which continues to be widespread due to the complexity of the climate change topic (Leiserowitz et al., 2011).Mitigating climate change through education is progressively acknowledged, but the education sector continues to be underutilising as a crucial and strategic asset.
Teachers must encourage students to think about climate change mitigation and adaptation to develop their capacity to respond with meaningful actions and play a critical role in promoting scientific literacy (Plutzer & Hannah, 2018;Valdez et al., 2017).The climate change literacy trend aims to help the public understand global climate change information, causes, effects, and responsible actions in response to climate change impacts.For example, the Pacific community is raising improved climate literacy to respond to the environment by integrating all aspects across the school curriculum to apply climate change education.Integrating climate science in some courses proves that it can increase the knowledge of climate change in the student field (Khoirunisa & Susilawati, 2019;Versprille et al., 2017).with the student as central learning and positive relationships among students, as well as between teachers and students, along with developing and strengthening classroom rules (Mukminan, 2018).
The investigation regarding climate change literacy has become the main topic in recent years; however, the same studyrelated urban heat island still needs to be found, making this study urgent.University students do not realise they are already victims of urban heat island phenomena around their environment.As a future teacher in the geography education field, which is the primary source of urban heat island and climate change knowledge in Indonesia's education system, the obligation to have literacy about the topic is essential.

Urban Heat Island (UHI)
The urban heat island phenomenon is one of the impacts caused by climate change in urban areas.The effects of global warming in urban areas are the increase in urban temperatures, known as the urban heat island phenomenon.The urban heat island phenomenon is a phenomenon that happens when urban temperatures are higher than in suburban areas Field (Masumoto, 2015).Figure 1 illustrates the urban heat island phenomenon: a high temperature in a metropolitan area and a gradual decrease in a rural area.
It is imperative to address UHI as they significantly impact the environment, including rising air temperatures, changes in precipitation patterns, and other meteorological conditions.UHI exacerbate air quality because, in conjunction with the escalation of fossil fuel consumption, they contribute to the release of greenhouse gases (CO2) and other pollutants, including nitrogen oxides (NOx) and Sulphur dioxide (SO2).The contaminants contribute to the greenhouse effect's existence.The urban heat island phenomenon in Indonesia has been identified in several major cities in Indonesia.Urban heat island threats occur in big cities on Java Island, namely Jakarta, Bandung, Semarang, Surakarta, Yogyakarta, and Surabaya, published by 27 papers between 2012 and 2019 (Table 1).The literature review is derived from accredited international and national journals in Indonesia, and research has been published at conferences.Putra et al., 2018;Wulandari & Sudibyakto, 2017) Based on the literature review, UHI research with the theme UHI measurement is 81.5%,UHI effects and impacts are 11.1%.Influence factors and mitigation of UHI is 14.8%, while based on research location it shows that UHI has occurred in cities as follows: Jakarta, Depok, and Tangerang (Jabodetabek), Bandung, Semarang, Yogyakarta, Surabaya, and Surakarta (Figure 3).The literature review above shows that research on the theme of UHI has been carried out in big cities in Indonesia, with various issues, but no UHI knowledge has been found in the field of education.Knowledge of UHI is needed for geography education students because UHI is one of the geosphere phenomena that occur around students.In light of Sustainable Development Goals (SDGs) objectives by 2030, education is an essential foundation for accomplishing these goals, including Goal 13 in climate action.
Education for Sustainable Development (ESD) is education that transforms knowledge, aptitudes, attitudes, and qualities to arrive at supportable among society.The Sustainable Development Goals is a secure platform for a broad curricular methodology that has been built up.Sustainable.Development Goals (SDGs) require four skills beyond literacy and numeracy-including readiness for primary education, specialized and professional abilities, and abilities expected to advance global citizenship and sustainable development.
Mainstreaming climate change education through formal education systems can be one of the most critical and successful methods of developing capacities concerning tending to the climate crisis.It is because of multiplier impacts, where families and communities advantage when people share what they have learned, especially about adaptation and mitigation (MoChizuki & Bryan, 2015).As an urban climate phenomenon, UHI has been extensively investigated in temperate regions (Lazzarini et al., 2015).
Principles of CCE in the ESD context, or Climate Change Education for Sustainable Development (CCESD), requires an upgrade of students' understanding of climate change's causes and impacts and readiness to address it.The principles of CCESD are sorting out information knowledge, skills, attitudes, dispositions, and competencies to be fostered through it (Trajber & Mochizuki, 2015).Therefore, Climate Change Education for Sustainable Development (CCESD) has a central role in helping the general public and especially the next generations, understand and relate to the issues, make lifestyle changes to reduce greenhouse gas emissions and adapt to the changing local conditions.The urban heat island (UHI) phenomenon is one of the effects caused by climate change in a metropolitan area.The impact of global warming in urban areas is the rising urban temperature, known as the Urban Heat Island (UHI) phenomenon; UHI is a phenomenon that occurs when urban temperatures are higher than those in suburban areas (Masumoto, 2015).The Climate Change Education for Sustainable Development involves improving students' understanding of a range of pedagogical theories and approaches about the causes and impact of climate change and a variety of attitudes, competencies, and skills that can be fostered.

RESEARCH METHODS
This study aims to determine the urban heat island literacy of students of the Geography Education, Teaching and Education Faculty at Muhammadiyah University of Surakarta (UMS).This research was conducted in Surakarta, especially in the Geography Education Department of the Muhammadiyah University of Surakarta.This investigation involved a population of 80 students, namely 7th-semester students.The sample was taken by purposive random sampling 54 students where these students are students who have taken Meteorology and Climatology courses as a basic science in Urban Heat Island.This study uses the primary quantitative descriptive method, where quantitative data is converted into qualitative information based on criteria and finally interpreted.
In  5.In the feasibility phase, a questionnaire of urban heat island literacy was conducted through two statistic tests to finalize the instrument and its validation against students who have taken climatology meteorology courses in Geography Education.The instrument feasibility was tested by using the Product Moment Method for the validity test and reliability test using the Alpha Cronbach Method (Flora et al., 2014;Valdez et al., 2017).Data were obtained through the documents as well as questionnaires.The instruments were analyzed using the IBM SPSS computer programs for a validity and reliability test.The results were shown in percentages taken from the respondents' answers and transform into qualitative information.

RESULT AND DISCUSSION
The fact that UHI has happened around the world means this phenomenon is known by the general public.This research refers to the PISA 2015 scientific literacy definition.PISA define scientific literacy as the capacity to engage with science-related issues and with the ideas of science as a reflective citizen.A scientifically literate person is eager to take part in a reasoned talk about science and technology, which requires the competencies to (1) explain phenomena scientifically-perceive, offer and evaluate explanations for a range of natural and technological phenomena; (2) evaluate and design scientific enquiry-depict and appraise scientific investigations and propose methods of addressing questions scientifically; and (3) interpret data and evidence scientifically-analyses and evaluate data, cases and arguments in a various of representations and draw appropriate scientific conclusions.
Geography education students are responsible for being more literate about the phenomena that occur around them compared to other study programs, as well as geography education students of Universitas Muhammadiyah Surakarta (UMS).UMS is located in Surakarta city, the second biggest city in Central Java.Based on the literature review above, nowadays, Surakarta has indicated the UHI phenomena.Disaster knowledge and disaster literacy of geography education students should be possessed because it is by the vision and mission of Geography education of UMS.The vision and mission of Geography Education UMS are described below.hydrosphere, lithosphere, pedosphere, and human activities.

Mastering the concepts and techniques
of environmental and territorial analysis in a spatial context.3. Mastering factual knowledge about the impact of development on the environment and disaster.Based on explanation above, there was a reason why research on UHI literacy is needed among Geography Education students of UMS.The research sample is students who have taken meteorology and climatology course and the 7th semester level students, while students as samples for validation of instruments were students of all semester levels who have taken metrology and climatology course.

Validation of Instruments
The results of validation instrument of UHI literacy showed in Table 3. which revealed that all 12 items were valid.The table shows that the corrected-item total correlation is the correlation value of each item, which were all correlation values, are greater than rtable.The rtable value at the 0.05 significance with the number n=50 was 0.279.Based on the table shows that 12 items as a whole are counted >rtable so that overall valid items are used as research instruments.

Reliability of Instruments
Research instruments to measure the level of urban heat island literacy will be declared reliable if the calculation results of the reliability instrument are the same when used to measure aspects several times or relatively the same.The above table shows the number of N = 50 with all the answers filled in, the meaning was 100% valid, while Table 4., shows that the' questionnaire was 12 items with Cronbach's alpha value of 0.882, where this value means 0.882 > 0.279, this indicates that overall reliable or consistent items' questionnaire.

Urban Heat Island Literacy of Geography Education Students
This research showed that the level of student's UHI literacy in Geography Education UMS tended to be high, even though it was spread in every indicator.
Linkert's scale analysis shows that 90.7 % of students have a high UHI literacy.In comparison, about 9.3 % have a medium level of UHI literacy, even if no one person has a low UHI literacy (Figure 4).   5. which reveals that the UHI literacy variable has a high trend based on distribution frequency.The high level of UHI literacy of Geography Students at UMS can be seen from the mean score, which showed most of it more than 3.5 points.The majority of variables were on a high level.UHI's concepts were the lower type indicator among UHI literacy of students, followed the UHI's process, and then the highest was the UHI's situation.UHI impacts on daily life was more knew by students.Students argued that teachinglearning media is needed to mitigate UHI phenomena.Furthermore, the highest score on UHI's process indicator was on understanding the temperature effect of UHI's area, followed by the effect of land use change on UHI phenomena.
Data analysis showed that many important factors affected UHI literacy among geography educators.Based on (Eryansyah et al., 2020), three group factors are involved in university students' literacy: the students themselves, the lecturer, and the campus.The campus or university provides facilities for college students to access literacy, of course, with easy and free access.Lecturer knowledge, interest, ability, and skills are also crucial factors in encouraging students to learn more about UHI.Department of Geography Education, Universitas Muhammadiyah Surakarta, trying to fill the knowledge gap by facilitating and seriously as stated in the curriculum.
The level of UHI literacy can be interpreted as college students having an initial provision in their efforts to adapt to climate change that occurs.Sources of information related to issues and phenomena that happen on this earth about global warming and climate change are currently elementary to obtain, especially from social media and the internet, also very much in line with the millennial generation and Generation Z.The role of college students is not only to increase their capacity but as geography educators can become agents in spreading UHI literacy to the community and next generation.

CONCLUSION
UHI phenomena have occurred around the world, including in Indonesia.As one of the impacts of climate change, the UHI phenomenon occurs in the urban area.The results showed that the UHI literacy of prospective geography educators (geography education students of UMS) was high.The high level of UHI among geography education students of UMS is suspected to have an influence on the vision and mission and the geography education curriculum, one of which is about disaster mitigation.However, this research must be continued by examining the variables that affect the level of UHI literacy of UMS geography education students.Hopefully, UHI literacy is one of the non-structural mitigation activities that can mitigate UHI phenomena and maintain a sustainable environment.

Figure 3 .
Figure 3. UHI researches in Indonesia based on the research location and UHI theme it became a leading institution that upholds Islamic values in the administration of education, research, and community service in the field of geographic education with a view of Geographic Information Systems (GIS) and disaster mitigation and is able to provide direction for change.Mission:a.Organizing education to produce quality GIS-based geography educators and disaster mitigation that is of quality and in accordance with Islamic law b.Carry out research for the development of science and technology in the fields of education, GIS, and disaster mitigation c.Carry out community service activities that are able to give direction to change

Figure 4 .
Figure 4. Percentage of UHI Literacy among Geography Education Student of UMS

Figure 5 .
Figure 5. Urban Heat Island Literacy among Geography Students of UMS

Table 3 .
Statistics of Validation Research Instrument

Table 4 .
Results of Reliability Test of the Instrument

Table 5 .
Statistic Descriptive of UHI Literacy among Students