Problem-based Writing with Peer Review (Pw-Pr) Learning Model in

Environmental Management: A Best Practice at Al-Lathifah Islamic

Boarding School

Imam Taqyuddin

and Kusmana

Syarif Hidayatullah State Islamic University Jakarta

Keywords: PW-PR, Management, Environment

Abstrak: This study discusses the effectiveness of Problem-based Writing with Peer Review (PW-PR) learning models

in dealing environmental problems. This theme has been neglected due to scarcity of the similar research.

There is one previous study but focuses on merely the understanding of student on environmental issues. The

present study goes further by identifying the awareness of pupil in solving the destruction of nature, and

maintenance of nature. Using descriptive-analytic method, this study discusses how Al-Lathifah Boarding

School effectively teaches Problem-based Writing with Peer Review (PW-PR) learning model in dealing

environmental problems. The study find that Environmental problems start from a crisis of human

understanding of nature, which makes people lose consciousness and even tends to be exploitative of nature.

The model is based on systematic problems direct students to solve it. The effectiveness of the PW-PR

learning model is proven by the results of the Hypothesis Test of differences in cognitive and affective

competence of the experimental class and control class students.

1 INTRODUCTION

Environmental damage that has occurred to date is

included in the problem which is very concerning

(Nasrudin, 2010). Human awareness of cleanliness

and environmental preservation, especially in

Indonesia, is still very far from the values in Islamic

teachings (Akhtaruddin, 1997). Insufficient human

awareness of environmental conservation is evident

from small examples of garbage that are seen scattered

on the streets, schools, and even in rivers. Air

pollution, floods, landslides, forest fires, water

pollution and other environmental damage are

evidence of erosion of human awareness of

environmental conservation The attitude of hedonism,

exploitation and loss of human awareness of

environmental preservation is a result of the paradigm

of positivism that has been attached to human beings

which judges nature as an object that can be exploited

as they want. This positivism paradigm of nature must

clearly be changed, because if it does not it will

continue to occur due to human damage.

Learning Model Problem Based Writing With

Peer Review comes as a learning model that is

thought to be effective in strengthening knowledge,

raising awareness of students in an effort to overcome

damage and preserve the environment, because this

learning model is a problem-based learning model

that systematically directs students to can solve a

problem. So that eventually students grow up to be

human beings who are able to preserve the

environment.

This article is divided into five points, the first

point is introduction, in the second part we will

present a little discussion and literature review, at this

point we will also present indicators and answer

research questions, we will present the research

methodology in the third point, then the results and

discussion on the fourth point, this article ends with

a conclusion on the fifth point.

2 LITERATURE REVIEW

2.1 The Importance of Environmental

Education

New education and the most important in the present

is environmental education. The education is related

to the knowledge of the environment around

2508

Taqyuddin, I. and Kusmana, .

Problem-based Writing with Peer Review (Pw-Pr) Learning Model in Environmental Management: A Best Practice at Al-Lathifah Islamic Boarding School.

DOI: 10.5220/0009945625082515

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2508-2515

ISBN: 978-989-758-458-9

humans and maintains various elements that can bring

the threat of destruction, pollution, or destruction

(David Orr, 1994) Environmental education was

taught by the Prophet Muhammad to his friends. Abu

Darda 'ra. explained that in the place of study raised

by the Prophet Muhammad, he had been taught about

the importance of farming and planting trees and the

importance of the effort to change barren land into a

fertile garden. This action will bring great rewards in

the sight of Allah SWT and working to prosper the

earth is including worship to Allah SWT (Al

Qaradlawi, 1997). From some figures' views, the

emergence of volunteer movements and various cases

of environmental problems that occur in various parts

of the country, it can be concluded that environmental

problems that occur stem from a crisis of

understanding of the environment itself lack of

understanding about the environment causes humans

to act arbitrarily exploiting nature (Ahmed, Abubakr

Bagader and others, 1994).

Therefore, theoretically and practically the world

of education is considered to be able to change the

understanding of the environment for the better. This

indicates how important environmental education is

in overcoming various environmental problems that

occur. Making individuals and

communities

understand the complex nature and the environment

through their physical, social, economic and cultural

interactions in acquiring knowledge, attitudes and

practical skills in managing and solving environmental

problems, this is a basic goal of environmental

education. This goal will be achieved if learning about

the environment is carried out continuously and

continuously (Ronald:1990)

2.2 Environmental Management in the

Biology Subject of Madrasah

Aliyah

The object of discussion on the environment is

formally discussed in Chapter 10 Biology subjects in

class X 2013 curriculum of Madrasah Aliyah with the

title Environmental / Climate Change.

Environment / Climate changes in this chapter

have some Basic Competencies as a benchmark for

the minimum ability of students in a lesson. In Basic

Competencies 1.3, it is stated that students must be

able to understand the concept, be sensitive and care

about the problems, have the motivation to maintain

and love the environment as the practice

manifestation of the teachings of their religion. If

Basic Competence 1.3 is associated with Bloom's

Taxonomy, it will be seen that Basic Competence 1.3

requires students to have two basic competencies

Bloom Taxonomy, they are Cognitive competence and

Affective competence. This is reinforced by the

indicators of the Basic Competencies, the students at

least have: (1) an understanding of the concepts (causes

and impacts) of environmental damage caused by

humans (water, soil and air pollution) and the concept of

environmental conservation efforts.

(2) attitude towards environmental damage and

determination or motivation to maintain and preserve

the environment (water, soil and air) (Puskur, 2007).

(3) Finally, it can be concluded that the selection of

an appropriate learning model in learning in the

classroom is very important to be considered, in

order to achieve Basic Competence or the minimum

ability of students who have been determined in the

study of Environmental Management.

2.3 Problem based Writing with Peer

Review (PW-PR) Learning Model

The PW-PR Learning Model was introduced by

Nancy J. Palaez from California University in 2002.

According to him, the PW-PR Learning Model is a

problem-based learning model by educators, the

problem solving is put into writing by students, then

followed by a response to the writing of students by

other students with the final activity of strengthening

the concept by educators, in addition to overcoming

misconceptions that occur among students

(Pelaez:2002). Steps or steps taken in the PW-PR

learning models:

1) Educators give some questions to students.

2) Students carry out theoretical studies from

various sources, from books, journals, the internet

and through interviews.

3) Students complete or solve problems in

writing with references from various references or

sources.

4) Students do calibrated peer review by

checking and responding to answers from their

friends that have been prepared by the teacher,

then the results of the students' responses are

equated with the educator's response to the

example of the answer.

5) Educators provide concept strengthening and

discuss some misconceptions that occur in the

results of the students' answers.

2.4 Relevant Research

Referring to the research conducted by David Orr, he

said that the environmental crisis that occurred

basically began with a crisis of understanding, and it

was the world of education that was able to change

that understanding for the better (David Orr:1994)

Problem-based Writing with Peer Review (Pw-Pr) Learning Model in Environmental Management: A Best Practice at Al-Lathifah Islamic

Boarding School

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Moreover, Islamic education which combines aspects

of divinity in environmental management, added

Azila Ahmad Sarkawi and Alias Abdullah

(Sarkawi:2015). Gregory S Keller and Julian D.

Avery also emphasized in their research that

educational institutions can help improve

conservation awareness through the learning process

carried out continuously (Keller:2006) Robert E.

Slavin specifically stated that the process of education

services is in a strategic position in the development

of human resources, because human excellence in

science is the proper management result of the

education system (Robert:1994) The results of

research conducted by Nancy J. Pelaez showed that

Learning using Problem-based Writing with Peer

Review (PW-PR) can improve student learning

outcomes in the concept of human physiology

compared to learning using traditional methods

(lectures) both tested using test questions in the form

of multiple choice or essay (Pelaez:2002).

3 RESEARCH METHOD

The research method used in this study is a mixed

research method (mixed method / combination that

combine qualitative and quantitative methods).

3.1 Research Sites and Objects

This research was held in Al-Lathifah Islamic

Boarding School Cibitung-West Cikarang Bekasi.

The object of the research is the students of class X

Madrasah Aliah Al-Lathifah.

3.2 Data Source

Data sources in this study are divided into two,

primary data sources and secondary data sources. The

primary data source in this study is the source of data

obtained from the results of multiple choice questions

and scale questionnaires. Secondary data sources in

this study are data sources obtained from observation,

interviews, and from various kinds of literature

relating to the discussion of research on the learning

of PW-PR in Environmental Management

Competencies.

3.3 Data Analysis Methods

Primary data collection techniques: (1) Test multiple

choice questions to determine students 'cognitive

competencies, (2) Scale questionnaires to determine

affective competencies and students' responses to the

application of PW-PR learning models. Primary data

collection techniques from multiple choice test results

(cognitive competence) and scaled questionnaires

(affective competence) were carried out through

True-Experimental (real experiment) research

methods [15]. The research design used was the

randomized pretest-posttest control class group

design. The research design can be seen in the

following table:

Table 1: Research design

Class Pretest

Application

posttest

Experiment T1

Control T1

Explanation:

T1 =

First Test

T2 = Final Test

X1 = Application by using PW-PR learning

X2 =

Application by using conventional learning

Secondary data collection techniques: (1)

Observation of the environment of Al-Lathifah

Islamic Boarding School to obtain data on the state of

the environment in schools, (2) Interview with

Principal of Al-Lathifah Islamic Boarding School and

tutors of Al-Lathifah Islamic Boarding School to find

out the history and school profile, (3) Various

literature studies on Islamic Concepts of the

Environment, Problem-based Writing Learning

Models with Peer Review (PW-PR), Learning

Evaluation, and Environmental Management

Competencies.

4 RESULT

4.1 Education Evaluation based on

Learning Model Problem based

Writing with Peer Review (PW-PR)

at Environmental Management

Competencies

Theoretically, the learning model of Problem Based

Writing with Peer Review (PW-PR) is assessed as an

appropriate learning model applied in environmental

management. To prove the effectiveness of this

learning model, it is conducted to prove the

evaluation of education or research quantitatively.

This research was conducted with the intention to

find out whether there is an influence of the Problem-

based Writing with Peer Review (PW-PR) learning

model on the achievement of instructional education

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goals in environmental management. The purpose of

instructional education is to mean how students'

abilities are measured through the cognitive and

affective domains. To find out whether or not there is

an influence, a comparison class or control class is

needed. In this study, the control class is a class taught

by conventional learning models.

PW-PR learning is assumed to be an effective

learning model that contributes to the increase of

knowledge and awareness of students in

environmental maintenance and management. This is

based on a systematic learning model that has

systematic stages that can improve students 'abilities

not only in increasing knowledge, but also in

improving students' attitudes towards damage and

maintenance of the environment in daily life that can

be proven through a study compared to conventional

learning model.

The proof of the effectiveness of the PW-PR

learning model in environmental management is done

through true-experimental research methods (real

research) (Sugiyono: 2013) with the research design

of the randomized pretest-posttest control class group

design (comparison of two randomly formed groups

with pretest and posttest). (Sukmadinata: 2008) The

instruments used in this study are written tests and

applicative tests as data collection tools.

The main data from this study is in the form of a

written test instrument in multiple choice forms with

a number of 20 questions that have been judged and

tested. This written test is conducted to determine the

cognitive abilities of students in environmental

management. In addition, two non-written test

instruments were used. First, non-questionnaire-

shaped tests were used to determine affective abilities

as well as student responses to the PW-PR learning

model. Secondly non-test which is in the form of

learning used to determine the response of students to

the PW-PR learning model.

Giving the test was done twice, namely at the

beginning of learning with the aim to find out the

students 'initial competencies about learning material

for environmental management, and at the end of

learning with the aim of knowing students' final

competencies after being given treatment. The test

questions used at the pretest and posttest are the same

problem. The use of the same questions is assumed

by using the same evaluation tool to find out changes

in the value of students after being given treatment.

Significant differences between the two final test

result, and between the initial test, and the final test in

the experimental group showed the effect of the

treatment given.

4.2 Effectiveness of PW-PR Learning

Models in Cognitive Competencies

of Students

Cognitive competence measured in this study is the

cognitive abilities of students in learning material for

environmental management. Based on the average

value of posttest testing of cognitive competence, it

shows that the experimental class is superior to the

control class. The experimental class has an average

grade of 57.3 at the pretest, and becomes 79.8 after

the posttest. While the control class achieved an

average of 57.5 at the pretest, and 63.3 at the posttest.

This indicates that the PW-PR learning model has a

significant influence on students' cognitive

competencies on environmental management

competencies.

The effectiveness of learning in both classes can

be known by calculating the percentage of students'

values. Effective learning is 75% of students get a

value greater than or equal to 65 [16]. Based on the

posttest results of the experimental class students and

successive control classes have an average grade of

79.8 and 63.3 with Minimum Completeness Criteria

(KKM) at a score of 65. In the experimental class, 30

students get more than or equal 65, or 100% of

students achieving KKM. This indicates that the

percentage level of cognitive competence of the

experimental class students exceeds the average

criteria of learning completeness that has been

established and is included in very effective learning.

Whereas in the control class, students who get a score

greater than or equal to 65 totaled 14 students, or only

46% of students who achieved KKM, this shows that

the percentage of cognitive competence of control

class students is still below the average completeness

learning criteria, that has been established and is

included in less effective learning. The results of this

study indicate that the learning model Problem Based

Writing with Peer Review (PW-PR) has a significant

effect on improving the cognitive abilities of students

in learning environmental management.

Before the teaching and learning process begins,

it is important to know the students' initial

competencies in the subject of environmental

management. Learning success depends not only on

the environment and learning conditions but also on

the students' initial competencies. The initial

competencies possessed by students become the

initial capital in the learning process that will be

carried out so that it affects the results after the

learning process is complete

Problem-based Writing with Peer Review (Pw-Pr) Learning Model in Environmental Management: A Best Practice at Al-Lathifah Islamic

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4.3 Effectiveness of PW-PR Learning

Models in Affective Competencies

of Students

The student affective ability in environmental

management can be known from the questionnaire

given to students at the last meeting, after students

have done the posttest. The answers of students in the

questionnaire were calculated on the average value

and then compared between the pretest and posttest

scores between the experimental class and the control

class.

The results of questionnaire processing indicate

that the average value of the experimental class

pretest is 57.1, and the posttest value is 80.8. While

the average value of the pretest of the control class is

57.6 and the average posttest value is 63.7. For more

details, the difference in the average value of the

experimental class and control class can be seen in the

graph below:

These results indicate that the affective

competencies percentage of experimental class

students exceeds the average criteria for learning

completeness that has been established and it is

included in very effective learning. The results of this

study indicate that the Problem Based Writing with

Peer Review (PW-PR) learning model has a

significant influence on improving the affective

competence of students in learning environmental

management. Increased affective competence occurs

when students conduct problem-based learning by

carrying out a direct observations review of the

phenomenon of environmental damage that occurred.

4.4 Response of Students to PW-PR

Learning

We can see from the questionnaire filled out by

students after attending PW-PR learning. From the

results of the questionnaire, 81.03% of students stated

that PW-PR learning on environmental management

material can improve the ability of students to find

solutions to problems, help improve writing skills,

train students in criticizing other people's writings,

and constitute fun learning models, can help students

learn more effectively and help increase awareness

and ability of students in environmental management.

This is confirmed from the acquisition of the average

value of the experimental class tested through the

response instrument for PW-PR learning to obtain a

class average value of 81.

The responses of students to the Problem Based

Writing With Peer Review (PW-PR) learning model

in this study were students who were in the

experimental class as the respondents showed, 24 of

the 30 students or 80% of the experimental class

responded very strongly that Problem Based Writing

with Peer Review (PW-PR) learning models can help

them in learning to solve a problem by thinking

systematically through PW-PR learning, starting

from exploring the causes of problems by conducting

direct reviews to the level of how students are able

solving problems by doing various kinds of literature

studies from various sources even asking experts

directly.

The second statement about the response of

students to learning Problem Based Writing with Peer

Review (PW-PR) showed that 23 out of 30 students

or 76.6% of the experimental class mostly responded

strongly agreeing that their writing skills had

increased because it is required to pour out an answer

to a problem in written form.

The third statement about the response of students

to learning Problem Based Writing With Peer Review

(PW-PR) shows, 24 out of 30 or 80% of experimental

class students mostly responded strongly agree that

PW-PR learning trains students to criticize the

writings of others, so that their critical thinking skills

grow and develop.

The fourth statement about the response of

students to learning Problem Based Writing with Peer

Review (PW-PR) shows, 25 out of 30 or 83.3% of

experimental class students generally responded

strongly agreeing that learning uses PW-PR in it.

Includes conducting literature studies, writing down

the resolution of a problem, reviewing the resolution

of problems made by friends helps facilitate them in

understanding the material being studied.

The fifth statement about the response of students

to learning Problem Based Writing With Peer Review

(PW-PR) shows, 25 out of 30 or 83.3% of

experimental class students generally responded

strongly agreeing that the way to learn using the PW-

PR model is fun learning methods and can help them

learn more effectively.

4.5 PW-PR Learning Model as

Effective Learning Model in

Environmental Management

Competencies

Sustainable environmental damage is occurring until

now, including a problem that is very concerned in

various parts of the country. Human awareness of

cleanliness and environmental preservation,

especially in Indonesia until now is still very far from

the values guided in Islamic teaching.

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Environmental damage is evident from a small

sample of garbage that is seen scattered on the streets,

schools, even in rivers. Air pollution, floods,

landslides, forest fires, water pollution and other

environmental damage are concrete evidence of the

erosion of human awareness of environmental

preservation. The attitude of hedonism, exploitation

and the loss of human awareness of environmental

preservation are the result of the positivism paradigm

that has been inherent in humans so far who views

nature as an object that can be exploited as desired

and is not sacred. Since the end of the 17th century,

scientists intensified the degradation of nature into a

mechanistic knowledge.

Nature is seen as a machine that has a regular

system, and its parts are intended as natural laws that

are deduced through rational thinking and verified

using experiments. At this time nature was no longer

regarded as a living organization, but was only seen

as an object that could be exploited and manipulated

then the findings of modern technology are

increasingly advanced as a result of this positivistic-

mechanistic view.

The development of this increasingly advanced

technology strengthens the position of man in his

position as the "ruler of nature" with the various

riches contained in it. In the next stage, it is man's

superior attitude towards nature that provides many

opportunities for human beings themselves to destroy

various kinds of environmental settings.

Dualistic arising between spiritual and material,

subject and object, is a serious consequence of the

dominance of the above view, which then results in

for example the arbitrary and excessive

objectification of nature and the exploitation of the

natural world at the limit. In the view of positivism,

nature is not seen as something sacred but is seen as

an object that can be exploited as desired. From here

then a phenomenon called the ecological crisis

occurs.

On the other hand, this view also tends to position

humans as objects, and engineered society functions

as a machine, causing human values to be lost, or

often referred to as inhuman humans. Furthermore,

this view of knowledge that is empirical, rational and

positive is the highest standard of truth, so that moral

and religious values are then ignored. The result arise

religious moral disorientation which ultimately leads

to mental depression, violence and destruction of the

environment.

The positivism paradigm for nature clearly must

be changed, because if not, then there will continue to

be environmental damage caused by human activities.

The positivism paradigm of nature can be

changed, one of which is by presenting the Islamic

concept of the environment and several cornerstones

of contemporary scholarly Muslim science

epistemology by applying the right learning model.

Because the environmental damage that occurs comes

from the crisis of human understanding that is wrong

with nature, and the world of education which is

considered as the right place to change that

understanding for the better with the right learning

model. In the technical order, the selection and use of

the right learning model determines success in

fostering knowledge, fostering awareness and

realizing the ability of students to preserve the

environment. Learning Model of Problem Based

Writing with Peer Review is present as a learning

model that is considered appropriate in achieving

successful learning in environmental management.

Finally grow students become human beings who are

able to preserve the environment.

If we see from various aspects, PW-PR learning

model has advantages and disadvantages, but in

general the PW-PR learning model is more able to

improve cognitive and affective competency of

students compared to conventional / traditional

learning. The characteristics of the PW-PR learning

model are unique, causing this learning model to be

categorized into an effective learning model in an

effort to overcome environmental damage even to the

level of environmental management and preservation

efforts. The characteristics of the unique PW-PR

learning model have a variety of distinctive

characteristics in each step of their learning. First,

PW-PR learning model can train students to solve

problems through systematic and scientific thinking.

Second, Problem-Based Writing trains students to

explain thoughts as well as express cognitive

structures that arise from their understanding into

written form. Third, peer review or peer review can

enrich students 'knowledge of the material being

studied and sharpen and require students to have more

knowledge because they are required to respond to

friends' answers.

Learning using PW-PR strongly demands the

active role of students, because educators only act as

facilitators when students solve problems and

conduct peer-reviews. Educators only provide

reinforcement of concepts and overcome

misconceptions at the end of learning. Conventional

learning models are more teacher-centered, so

conventional learning models do not provide

opportunities and facilities for students to develop

their own knowledge and there is no opportunity to

play an active role in the learning process.

Problem-based Writing with Peer Review (Pw-Pr) Learning Model in Environmental Management: A Best Practice at Al-Lathifah Islamic

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The effectiveness of the PW-PR learning model in

environmental management competencies in the Al-

Ahliyah Islamic Boarding School in Karawang is

shown by changes in the acquisition of class average

values. The significance of changes in students'

cognitive competencies can be seen from the change

in class average values from 57.3 to 79.8 in the

experimental class using the PW-PR learning model,

while in the control class using conventional learning

models the class scores only change from 57.5 to

63.3. The significance of changes in the affective

competence of students can be seen from the change

in the class average value from 57.1 to 80.8 in the

experimental class using the PW-PR learning model,

while in the control class using conventional learning

models the class scores only change from 57.6 to

63.7. Aside from the significant changes in class

average values, the effectiveness of the PW-PR

learning model was also strengthened from the results

of the questionnaire responses of students to the use

of the PW-PR learning model in environmental

management materials. 81% of students in the

experimental class stated that the learning model

using PW-PR can help students understand, master

and apply the subject matter.

Referring to the research that has been conducted,

PW-PR learning is proven to be an effective learning

model in environmental management competencies.

5 DISCUSSION

Imam Nasrudin (2010) states that a good environment

in the form of abundant natural resources that God

gives to humans will not last and recover without

human concern

Abdussalam Ibadi (2010) stated more specifically

that gratitude for God's favor by preserving nature

must be instilled early so that later the quality of

human education is in an order that can take care of

the earth with full responsibility

Referring to the research conducted by David Orr

(1994) who said that the environmental crisis that

occurs basically starts from a crisis of understanding,

and the world of education is able to change that

understanding for the better, especially Islamic

education that combines divine aspects in

environmental management, added Azila Ahmad

Sarkawi and Alias Abdullah (2015)

Gregory S Keller and Julian D. Avery (2006) also

emphasized in his research that educational

institutions can help increase conservation awareness

through continuous learning processes.

Robert E. Slavin (1994) specifically states on the

technical order that the process of education services

is in a strategic position in the development of human

resources, because superior human beings in science

are the result of proper management of the education

system.

The results of research conducted by Nancy J.

Pelaez (2002) show that Learning using Problem-

based Writing with Peer Review (PW-PR) can

improve student learning outcomes in the concept of

human physiology compared to learning using

traditional methods (lectures) both tested using test

questions in multiple choice and essay forms.

Meanwhile, research conducted by R.P. Dewi

(2008) shows that the PW-PR learning model affects

the improvement of critical thinking skills of high

school students in the concept of environmental

pollution

Francis Bacon's Paradigm of Positivism which

states that knowledge must be a force for humans to

master nature, where nature is an object that can be

exploited as desired. In the opinion of John Fischer

who doubted the concept of education as an important

instrument that can be used to deal with the natural

crisis. In contrast to the above opinion, David Orr

stated that the environmental crisis that occurs

basically starts from a crisis of understanding, and it

is the world of education that is able to change that

understanding to be better, especially Islamic

education that combines aspects of divinity in

environmental management. Gregory S Keller and

Julian D. Avery more specifically emphasized that

educational institutions can help improve

conservation awareness through the learning process

that is carried out continuously, and finally the

research conducted by R.P. Dewi, which shows that

the PW-PR learning model influences the critically

thinking ability of students in the concept of

environmental pollution.

6 CONCLUSION

The root of the damage and pollution of the

environment that occurs is sourced from western

science and technology based on the assumptions of

positivistic views. This Positivist view has been

inherent in humans and has developed to this day.

Positive paradigms assume that this nature must be

seen as an object that can be exploited in accordance

with the wishes and not a sacred thing. This positive

paradigm for nature must clearly be changed, because

if it does not, there will continue to be environmental

damage caused by human activities.

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This positive paradigm can be changed by

presenting the Islamic concept of the environment.

Environment in the concept of Islam is interpreted as

a unit consisting of biotic elements (humans, animals,

and plants) and abiotic elements (air, soil, water,

climate and others) as proof of God's power.

This view creates responsibility to God, because

insulting and doing damage to the environment means

insulting God. It is this divine aspect that does not

exist in the Western view.

Theoretically, in education the PW-PR method is

seen as the right method to change understanding and

foster human awareness of environmental

conservation for the better. To change understanding

and awareness of the environment to be better, in the

world of education technically requires the right

learning model.

This study proves the effectiveness of the

Problem-based Writing with Peer Review (PW-PR)

learning model in fostering the competence of

environmental management of students of Al-

Ahliyah Islamic Boarding School.

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Ahmed, Abubakr Bagader and others. Environmental

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Al- Qardawi, Yusuf. The Lawful and The Prohibited in

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