FOSTERING ELEMENTARY SCHOOL STUDENTS' ECOLITERACY THROUGH PROJECT-BASED LEARNING MODEL

Abstract

Environmental degradation is a global challenge that requires educational efforts to foster environmental awareness and responsibility in students. This study aims to examine the implementation of Project-Based Learning (PjBL) in cultivating the ecoliteracy of elementary school students. This study uses a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation.  The results indicate that PjBL effectively improves students' ecological knowledge, awareness, attitude, and eco-friendly behavior through waste management activities, eco-brick making, composting, and planting within the school environment. The successful implementation of PjBL is supported by the teacher's role as a facilitator, students' active participation, and school support, while time constraints and facilities serve as hindering factors. Thus, Project-Based Learning is an effective learning approach to foster ecoliteracy and support sustainable environmental education in elementary schools.