The Influence of Environmental Sensitivity, Knowledge and Desire Issues (Intention To Act) with Students Behaviour as State Citizens Towards Environment

Environmental damage is inevitable, various policies and regulations continue to be promoted but environmental damage from time to time is quite large and broad impact. This problem needs to be studied more deeply because of the importance of health environment and natural function balance. Environmental problems in various cases both globally or nationally are largely based on human attitudes and behaviour. Cases of pollution and environmental damage sourced from irresponsible, indifferent and selfishness of human behaviour (Widiyanto et al, 2015). This ignorance can be seen by the large number of students who do not have any awareness to maintain cleanliness of the classroom and school environment (Pratama, 2013). The attitude and behavior in interacting with this environment are the results of individual decisions, how these individuals treat the environments well (Iskandar, 2009). Citizenship behaviour can be defined as voluntary activities carried out by a person who is not expected rewards that may not be appreciated, but can contribute in improving the quality of the environment (Colquit, Lepine and Wesson, 2011). According to Hungerford and Volk (2013), a person will behave as a citizen towards the environment is influenced by several variables. These variables include entry-level variables, ownership variables, and empowerment variables. Entry-level variables such as environmental sensitivity, ownership variables for example knowledge of environmental issues, and as empowerment variables are intentions to act. ARTICLE HISTORY


INTRODUCTION
Environmental damage is inevitable, various policies and regulations continue to be promoted but environmental damage from time to time is quite large and broad impact. This problem needs to be studied more deeply because of the importance of health environment and natural function balance. Environmental problems in various cases both globally or nationally are largely based on human attitudes and behaviour. Cases of pollution and environmental damage sourced from irresponsible, indifferent and selfishness of human behaviour (Widiyanto et al, 2015).
This ignorance can be seen by the large number of students who do not have any awareness to maintain cleanliness of the classroom and school environment (Pratama, 2013). The attitude and behavior in interacting with this environment are the results of individual decisions, how these individuals treat the environments well (Iskandar, 2009).
Citizenship behaviour can be defined as voluntary activities carried out by a person who is not expected rewards that may not be appreciated, but can contribute in improving the quality of the environment (Colquit, Lepine and Wesson, 2011). According to Hungerford and Volk (2013), a person will behave as a citizen towards the environment is influenced by several variables. These variables include entry-level variables, ownership variables, and empowerment variables. Entry-level variables such as environmental sensitivity, ownership variables for example knowledge of environmental issues, and as empowerment variables are intentions to act.

ARTICLE HISTORY
Received: 3 June 2020 Revised: 20 July 2020 Accepted: 27 July 2020 ABSTRACT Students' behaviour as citizens towards environment is an act of voluntary and free to conduct activities that benefit the environment. This study aims to analyse the influence environmental sensitivity, knowledge of environmental issues, and intention to act, with students' behaviour as citizens towards the environment. This research was conducted using a quantitative approach and using survey methods, and analysed using path analysis. The number of samples used as respondents was 188 students in grade XI of MIA SMAN 1 Tarumajaya Tambun Utara Kabupaten Bekasi school year of 2019/2020. Based on the results of hypothesis it can be concluded that there is a positive direct influence of environmental sensitivity towards knowledge of environmental issues. There is a direct positive influence of environmental sensitivity on the intention to act. There is a direct positive influence of environmental sensitivity on student behaviour as citizens towards environment. There is a direct positive influence of knowledge of environmental issues on the intention to act. There is a direct positive influence of knowledge of environmental issues on student behaviour as citizens towards environment. There is a direct positive influence of the intention to act on student behaviour as citizens towards environment with large path coefficients. There is an indirect positive influence of environmental sensitivity on the intention to act through the knowledge of environmental issues. There is an indirect positive influence of knowledge of environmental issues on student behaviour as citizens towards environment through the intention to act. There is an indirect positive influence of environmental sensitivity on student behaviour as citizens towards environment through the knowledge of environmental issues and the intention to act.  Priadi et all (2018) examined about the influence of environmental sensitivity, environmental knowledge, personal investment in environmental issues, with the locus of control of students as citizens of their environment. These five variables have a significant relationship. Citizenship behaviour will be formed if knowledge of environmental issues and the level of sensitivity of the environment are both high.
The environment has a role as one of the very important variables in a person to behave on the environment. Chawla (1998) in Pan (2018) defined environmental sensitivity as a tendency to study about environmental problems and issues, feeling concerned for it, and acting to preserve it, based on formative experience. Peterson (1982) in Cheng and Wu (2014) reported about claiming environmental sensitivity that a person with a higher level of knowledge of environmental issues will feel more respectful, caring, and show empathy for the environment. To minimize the problem, the knowledge of environmental issues needs to be developed and improved because a person is considered to be able to strengthen their sensitivity to the environment by how improved the knowledge of environmental issues is.
According to Cheng et all (2013), knowledge of environmental issues is a set of ecological knowledge possessed by individuals regarding the environment. Meanwhile according to Huang and Shih (2009), knowledge of environmental issues is related to understanding and caring about the natural environment both in preserving and taking advantages and its effects that are created, and will encourage a stronger individual responsibility to preserve the environment. Meanwhile according to Townsend (2000), knowledge of environmental issues and environmental observer help increasing environmental sensitivity and will be demonstrated by citizenship behaviour towards impacted environment on reducing the damage to the surrounding. The knowledge of environmental issues is expected to be able to change the perceptions, attitudes, and behaviour of people who care about the environment in a sustainable way, not only for now but also for the benefit of future generations. According to Azjen et all (2011), it cannot be denied that schools play an important role in providing knowledge of environmental issues. The school provides knowledge about this environmental issue directing and producing students who are able to be sensitive to environmental issues, willing to take action (intention to act) and produce good citizenship behaviour towards the environment.
Kanchanapibul, Lacka, Wang, and Chan (2014) found that the younger generations as consumers by owning knowledge of environmental issues will have a stronger will to act environmentally responsible. According to Wang, Liu, and Qi (2014) knowledge of environmental issues positively affect one's will to act and this willingness to act positively affects an environmentally responsible behaviour. Sensitivity, knowledge of environmental issues, and willingness to act will contribute student to behave as citizens of the environment. Therefore, this study will examine the influence of sensitivity environment, knowledge of environmental issues and the intention to act with student behaviour as citizens of the environment. The results of the study are expected to provide inputting to policy makers for the success of the Environmental Care and Cultured School program.

MATERIALS AND METHODS
This research used a quasi-experimental method to determine the effect of learning strategies and motivation levels on student learning outcomes s. The learning strategies in this study were divided into two, namely the JiRQA learning strategy for the experimental class and the RQA learning strategy for the control class. While the motivation in this research includes high and low motivation. So the design used is a 2x2 factorial experiment design.
This research was conducted at SMA Negeri 1 Tarumajaya and SMA Negeri 1 Tambun Utara, Bekasi, Jawa Barat, in 2020. The method used is descriptive research with a quantitative approach. Endogenous variables in this study is the behaviour of students and citizens of the environment and the exogenous variables in this study are knowledge of environmental issues and environmental sensitivity. The population in this study is all students in SMA grade X IPA in Kabupaten Bekasi, Provinsi Jawa Barat, the technique used is multi-stage sampling so there would be 188 samples from 387 respondents. The instrument used was in the form of questionnaire that was validated its validity.

RESULTS AND DISCUSSIONS
The results of the analysis are the correlation data and path analysis of the research path.   This can be concluded that the increased environmental sensitivity will influence a significant increase in students' intention to act. The higher the environmental sensitivity will affect the increasing students' intention to act.
Environmental sensitivity owned by student gives positive thoughts and eagers them to act on their environment. This supports the research that has been done by Hungerford and Volk (2013) that explained that environmental sensitivity is a perspective of empathy for the environment, which has been considered as one of the variables that contributes with the intention to act and behaving pro-environment. Environmental sensitivity is a prerequisite or at least the variables that will increase one in making decision and intention to act towards the environment. In the theory written by Hungerford and Volk (2013) the natural environment. This is proved from the results of the research that shows students who have a high score on environmental sensitivity will also get a high score on students' citizenship behaviour to the environment. The results of the study support the research conducted by Chawla (1998) in Pan (2018)   concluded that increased intention to act will significantly affect the increasing student behaviour as citizens to the environment. The higher the intention to act it will affect increasing student behaviour as citizens of the environment. Based on the results of the sixth hypothesis testing, it shows that the intention to act a student can be influential directly towards the behaviour of students as citizens of their environment. When student's intention to act high, it will affect the behaviour of students as citizens of their environment. Student who has a strong intention to act will have a reason to behave and to save the environment. This is proved from the results of the analysis obtained that students who have high scores on the intention to act also get a high score on student behaviour as citizens of their environment. The sixth hypothesis testing results show that a student's intention to act can directly influence the behaviour of students as citizens of its environment. When a student has a high intention to act, it will affect student behaviour as citizens of their environment. Students who have a strong intention to act will have a reason to behave and to save the environment. This is proved from the analysis results obtained by students who have high score on the intention to act also get a high score on the behaviour of students as Based on the results of data analysis, it can be concluded that environmental sensitivity has a significant influence with the intention to act followed by knowledge of environmental issues. Environmental sensitivity followed by a high level of knowledge of environmental issues is able to influence indirectly the intention to act students who will arise when interacting in their environment.
This can also be said that the intention of act expressed by a student begins with a sense of environmental sensitivity to the environment and based on the influence of the level of knowledge of environmental issues provides direction for choosing what actions will be taken by the students.
The testing on the seventh hypothesis the basic behaviour of the action that will be taken, the intention to act students from student sensitivity variables and mastery of knowledge of environmental issues. This is done to find out deviant behaviour and unwise actions taken on the environment. These behaviours which are later expected to be changed early, by increasing environmental sensitivity and knowledge of the environmental issues.
This research is important because it is able to detect a person's expressions or actions. This research supports the opinion of Hungerford and Volk (2013) about environmental sensitivity that is a prerequisite, or at least variables that will improve one in making decision and intention to act on the environment. Another proof of opinion from Chawla (1998) in Pan (2018) which concludes that environmental sensitivity as a tendency to study environmental problems, will later feel concerned for it, and willing to act to preserve it.

CONCLUSION
Based on the results of the hypothesis above, it can be concluded that: 1. The environmental sensitivity directly influences the knowledge of environmental issues.
2. The environmental sensitivity directly influences the intention to act.
3. The environmental sensitivity directly influences student behaviour as citizens to the environment.
4. The knowledge of environmental issues directly influences the intention to act.
5. The knowledge of environmental issues directly influences student behaviour as citizens to the environment.
6. The intention to act directly influences student behaviour as citizens to the environment.
7. The environmental sensitivity indirectly influences the intention to act through the knowledge of environmental issues.
8. The knowledge of environmental issues indirectly influences the student behaviour as citizens to the environment through the intention to act.
9. The environmental sensitivity to the student behaviour as citizens to the environment indirectly influences the knowledge of environmental issues and the intention to act.
The conclusion is that environmental sensitivity, knowledge of environmental issues, and the intention to act can directly or indirectly influence the student behaviour as citizens to the environment. Each variable is able to be a significant mediator for the other variables.