THE EFFECT OF LOCAL WISDOM-BASED ECOPEDAGOGY LEARNING MODEL ON SCIENCE LEARNING IN ELEMENTARY SCHOOLS

Abstract

This study examines the effect of a local wisdom-based ecopedagogy learning model on elementary school students’ science conceptual understanding and environmental awareness. Using a quantitative quasi-experimental design with a non-equivalent control group, the study involved 42 fifth-grade students of SDN 3 Samirejo, divided into an experimental group (21 students) and a control group (21 students). Data were collected through a science conceptual understanding test and an environmental awareness questionnaire, both of which were validated and proven reliable. The results revealed a significant difference between the two groups, with a calculated t-value of 4.23 exceeding the critical value of 2.02 (α = 0.05). The experimental group also showed a higher increase in environmental awareness (18.7%) compared to the control group (6.5%). These findings indicate that local wisdom-based ecopedagogy effectively improves students’ science understanding while fostering environmental awareness, making it a relevant approach for sustainable education in elementary schools.

Keywords: Ecopedagogy, Local Wisdom, Science Learning, Environmental Awareness, Elementary School