Research Article

The role of contextually-based IPAS learning in enhancing elementary school students’ environmental awareness

Laksmi Evasufi Widi Fajari 1 * , Asep Yudianto 1 , Ripdaeti 1 , Annisa Dwiyanti 1 , Lulu Luthfiyah 1
More Detail
1 Universitas Sultan Ageng Tirtayasa, Serang City, Banten Province, INDONESIA* Corresponding Author
Eurasian Journal of Science and Environmental Education, 6(2), 2026, 123-137, https://doi.org/10.30935/ejsee/19569
Submitted: 15 December 2025, Published: 11 October 2026
OPEN ACCESS   7 Views   4 Downloads
Download Full Text (PDF)

ABSTRACT

The increasing environmental damage underscores the importance of environmental education from the elementary school level. This research aims to understand how contextual-based IPAS learning can increase students’ environmental awareness through two main components: constructivism and modeling. A descriptive qualitative approach was used with data collection techniques including in-depth interviews with fifth-grade teachers and the school principal, as well as direct observation of student behavior in the school environment, focusing on four environmental care indicators according to the curriculum. The research findings indicate that real-life learning experiences, such as cleaning toilets, sorting trash, maintaining yard cleanliness, and caring for plants, help students develop a deeper ecological understanding. Teacher role modeling plays a significant part in shaping student behavior, as evidenced by students’ tendency to imitate teachers’ actions in maintaining the cleanliness of the school environment. This contextual learning practice not only helps students understand IPAS material more meaningfully but also gradually fosters an attitude of environmental care. Although some students still need encouragement and the facilities are not fully adequate, the development of environmentally conscious behavior shows a positive direction. This finding confirms that a combination of direct experience and teacher role modeling is effective in shaping ecological habits in elementary school students.
Keywords: constructivism, contextual learning, environmental awareness, elementary school, modeling

CITATION (APA)

Fajari, L. E. W., Yudianto, A., Ripdaeti, Dwiyanti, A., & Luthfiyah, L. (2026). The role of contextually-based IPAS learning in enhancing elementary school students’ environmental awareness. Eurasian Journal of Science and Environmental Education, 6(2), 123-137. https://doi.org/10.30935/ejsee/19569

REFERENCES

  1. Adzani, I. A., Azizah, K. N., Adiwinata, N. J., & Marthania, W. (2024). Implementasi ekopedagogi dalam pembelajaran ekolah dasar: Meningkatkan kesadaran lingkungan dan keterlibatan siswa [Implementation of ecopedagogy in primary school learning: Enhancing environmental awareness and student engagement]. JPBB: Jurnal Pendidikan, Bahasa dan Budaya, 3(1), 106-115. https://doi.org/10.55606/jpbb.v3i1.2730
  2. Ahmad, M. (2010). Pendidikan lingkungan hidup dan masa depan ekologi manusia [Environmental education and the future of human ecology]. Forum Tarbiyah, 8(1), 57-71.
  3. Aisyah, A., Putri, K. A. J. A., & Firjanah, L. (2024). Pentingnya membangun kesadaran lingkungan melalui pembelajaran PKN di sekolah dasar guna membentuk karakter peduli lingkungan pada siswa [The importance of fostering environmental awareness through Civics Education in elementary schools to shape an environmentally conscious character in students]. Jurnal Pendidikan Guru Sekolah Dasar, 1(3), Article 11. https://doi.org/10.47134/pgsd.v1i3.529
  4. Apriyanti, I. D. Y., Yuniar, & Prihatin, N. Y. (2025). Penerapan model contextual teaching and learning untuk meningkatkan kemampuan berpikir kritis siswa [The implementation of the contextual teaching and learning model to enhance students' critical thinking skills]. Jurnal Al-Abshor: Jurnal Pendidikan Agama Islam, 2(4), 355-369. https://doi.org/10.71242/wbb89t73
  5. Aragón, L., & Manzano, B. E. (2025). Can school gardens contribute to resilient communities from a scientific and eco-social perspective in early childhood education? Journal of Outdoor and Environmental Education, 29, 227-249. https://doi.org/10.1007/s42322-024-00185-1
  6. Arik, S., & Yilmaz, M. (2020). The effect of constructivist learning approach and active learning on environmental education: A meta-analysis study. International Electronic Journal of Environmental Education, 10(1), 44-84.
  7. Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139-160. https://doi.org/10.1007/s11133-019-9413-7
  8. Bandura, A. (1971). Social learning theory. General Learning Press.
  9. Cañón-Vargas, A. M., Melo-Mora, S. P., & Sosa, E. (2025). School gardens as a research setting for early childhood children to strengthen their environmental awareness and scientific skills. Discover Education, 4, Article 320. https://doi.org/10.1007/s44217-025-00785-z
  10. Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (4th ed.). SAGE.
  11. Duda, E. (2022). Building the learning environment for sustainable development: A co-creation approach. In J. Koskinen, K. K. Kimppa, O. Heimo, J. Naskali, S. Ponkala, & M. M. Rantanen (Eds.), Effectiveness of ICT ethics - How do we help solve ethical problems in the field of ICT? (vol. 8, pp. 63-71). University of Turku.
  12. Erdoğan, M., & Uşak, M. (2009). Curricular and extra-curricular activities to develop the environmental awareness of young students: A case from Turkey. Odgojne Znanosti, 11(1), 73-86.
  13. Erdoğan, M., Coşkun, E., & Uşak, M. (2011). Developing children’s environmental literacy through literature: An analysis of 100 basic literary work. Eurasian Journal of Educational Research, 42, 45-62.
  14. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  15. Farihin, A. U. (2023). Meningkatkan kesadaran lingkungan melalui edukasi dan partisipasi masyarakat [Raising environmental awareness through education and community participation]. MUJAHADA: Jurnal Pengabdian Masyarakat, 1(1), 21-32. https://doi.org/10.54396/mjd.v1iI.967
  16. Fatmala, S. A., Sujana, A., & Maulana. (2017). Pembelajaran kontekstual untuk meningkatkan literasi sains siswa SD kelas v [Contextual learning to improve the scientific literacy of fifth grade elementary school students]. Jurnal Pena Ilmiah, 2(1), 211-220.
  17. Fryling, M. J., Johnston, C., & Hayes, L. J. (2011). Understanding observational learning: An interbehavioral approach. The Analysis of Verbal Behavior, 27(1), 191-203. https://doi.org/10.1007/bf03393102
  18. Gabriella, D. A., & Sugiarto, A. (2020). Kesadaran dan perilaku ramah lingkungan mahasiswa di kampus [Students' environmental awareness and eco-friendly behavior on campus]. Jurnal Ilmu Sosial dan Humaniora, 9(2), 260-275. https://doi.org/10.23887/jish-undiksha.v9i2.21061
  19. Iduard, Hasdin, & Idrus. (2025). Analisis dampak model pembelajaran kontekstual terhadap literasi lingkungan siswa sekolah dasar [Analysis of the impact of the contextual learning model on the environmental literacy of elementary school students]. Pedagogik Journal of Islamic Elementary School, 8(2), 543-554. https://doi.org/10.24256/pijies.v8i2.7567
  20. Jamanti, R. (2014). Pengaruh berita banjir di koran Kaltim terhadap kesadaran lingkungan masyarakat kelurahan Temindung Permai Samarinda [The influence of flood news in Kaltim newspapers on the environmental awareness of the community in Temindung Permai urban village, Samarinda]. EJournal Ilmu Komunikasi, 2(1), 17-33.
  21. Kelemen, E., Czett, K., & Szentendrey, R. (2025). School gardens as commons: Fostering relational values for biodiversity through participatory environmental education. International Journal of the Commons, 19(1), 431-443. https://doi.org/10.5334/ijc.1539
  22. Kementrian Pendidikan Nasiaonal Badan Penelitian dan Pengembangan Pusat Kurikulum. (2010). Pemgembangan pendidikan budaya dan karakter bangsa pedoman sekolah [Guidelines for schools on developing cultural education and national character]. Ministry of National Education, Agency for Research and Development, Center for Curriculum.
  23. Korstjens, I., & Moser, A. M. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120-124. https://doi.org/10.1080/13814788.2017.1375092
  24. Liang, M., Chen, Q., & Zhou, Y. (2022). The influence of various role models on children’s pro-environmental behaviours. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.873078
  25. Liu, J., & Green, R. J. (2024). Children’s pro-environmental behaviour: A systematic review of the literature. Resources, Conservation and Recycling, 205, Article 107524. https://doi.org/10.1016/j.resconrec.2024.107524
  26. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. In R. Holland (Ed.), CEUR workshop proceedings (2nd ed., vol. 1304). SAGE.
  27. Miterianifa, & Mawarni, M. F. (2024). Penerapan model pembelajaran literasi lingkungan dalam meningkatkan pengetahuan dan kesadaran lingkungan. Jurnal Sains dan Edukasi Sains, 7(1), 68-73. https://doi.org/10.24246/juses.v7i1p68-73
  28. Muniz, M. C., Vitoria, E., Pedro, J., Barrile, R., Porto, R. M., & de Souza, J. A. (2025). Estimulando o ensino de ciências através da compostagem [Promoting science education through composting]. REEC: Revista Electrónica de Enseñanza de las Ciencias, 25(1), 151-173.
  29. Mustikawati, W., Muharam, A., Rahma, A. R., Aghniyah, Alifia, I., & Trisnawati, P. (2023). Penggunaan pendekatan kontekstual dalam meningkatkan karakter peduli lingkungan siswa kelas 3 [The use of a contextual approach to enhance the environmental care character of third-grade students]. Jurnal Sinektik, 6(2), 163-170. https://doi.org/10.33061/js.v6i2.8190
  30. Nugroho, M. A. (2022). Konsep pendidikan lingkungan hidup: Upaya penanaman kesadaran lingkungan [Environmental education concept: Efforts to instill environmental awareness]. Ibtidaiyyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 1(2), 93-108. https://doi.org/10.18860/ijpgmi.v1i2.1691
  31. Nurbaeti, I., Supriatna, N., & Zulfikar, H. A. (2020). Improvement of student ecoliteracy through contextual teaching and learning based on outdoor study in elementary social studies learning. In Proceedings of the 2nd International Conference on Elementary Education (pp. 986-997). Garuda.
  32. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., Hoagwood, K., Angeles, L., & Northwest, K. P. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. HHS Public Access Author Manuscript, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
  33. Putri, S. (2025). Penerapan pembelajaran kontekstual berbasis limbah plastik dalam menanamkan nilai kebersihan lingkungan Islami di Madrasah Ibtidaiyah [The implementation of plastic waste-based contextual learning to instill Islamic values of environmental cleanliness in Madrasah Ibtidaiyah]. QuranicEdu: Journal of Islamic Education, 5(10), 249-272.
  34. Rahmawati, & Saputra, D. W. (2024). Meningkatkan kesadaran peserta didik dengan model pembelajaran contextual teaching and learning (CTL) dalam membentuk karakter peduli lingkungan sekitar di SDN Pondok Cabe Ilir 01 [Raising student awareness through the contextual teaching and learning (CTL) model to foster an attitude of care for the surrounding environment at SDN Pondok Cabe Ilir 01]. In Seminar nasional dan publikasi ilmiah 2024 FIP UMJ (pp. 363-372).
  35. Ramadhan, T., Simanjuntak, J. P., Naibaho, L., Ramadhani, N. K., Sitohang, A. T., Bangun, D. Y. B., Nainggolan, J. A., Aulia, N., Hutapea, N. M., & Lumbansiantar, R. A. (2024). Kerusakan lingkungan hidup pada ekosistem ditinjau berdasarkan hukum (studi kasus kerusakan lingkungan hidup oleh PT. DPM Dairi) [Environmental damage to ecosystems from a legal perspective (case study of environmental damage caused by PT. DPM Dairi)]. ALADALAH: Jurnal Politik, Sosial, Hukum dan Humaniora, 2(3), 1-10. https://doi.org/10.59246/aladalah.v2i3.842
  36. Riambodo, P., & Kurniawati, W. (2023). Penerapan pembiasaan Rabu bersih dalam meningkatkan kesadaran peserta didik untuk menjaga lingkungan Prasetyo [Implementation of the habit of clean Wednesday to increase students' awareness to protect the environment Prasetyo]. JURNAL BASICEDU, 7(6), 3387-3396. https://doi.org/10.31004/basicedu.v7i6.6314
  37. Rusdiyanto. (2015). Masalah lingkungan hidup Indonesia menghadapi era globalisasi [Indonesia's environmental issues in the face of globalization]. Jurnal Cakrawala Hukum, 6(2), 215-227.
  38. Safri, Z., Hasanah, S., Mahmudah, Soraya, F., & Siregar, T. S. (2024). Implementation of contextual teaching and learning model in nature-based learning to improve morals and concern for the school environment at SMP Salam Leuser. Jurnal Profesi Guru Indonesia, 1(4), 162-169. https://doi.org/10.62945/jpgi.v1i4.636
  39. Sajidan, S., Atmojo, I. R. W., Saputri, D. Y., & Ardiansyah, R. (2022). Keefektifan model pembelajaran outdoor learning melalui wisata edutainment untuk menumbuhkan sikap peduli lingkungan siswa sekolah dasar [The effectiveness of the outdoor learning model through edutainment excursions in fostering environmental awareness among elementary school students]. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 6(2), 175. https://doi.org/10.20961/jdc.v6i2.61541
  40. Sihono, T. (2004). Contextual teaching and learning (CTL) sebagai model pembelajaran ekonomi dalam KBK [Contextual teaching and learning (CTL) as an economics learning model in KBK]. Jurnal Ekonomi & Pendidikan, 1(1), 63-83. https://doi.org/10.21831/jep.v1i1.673
  41. Siskayanti, J., & Chastanti, I. (2022). Analisis karakter peduli lingkungan pada siswa sekolah dasar [Analysis of environmentally conscious character in elementary school students]. JURNAL BASICEDU, 6(2), 1508-1516. https://doi.org/10.31004/basicedu.v6i2.2151
  42. Syaifuddin, T., Nurlaela, L., & P, S. P. (2021). Contextual teaching and learning (CTL) model to students improve learning outcome at senior high school of model terpadu bojonegoro [Contextual teaching and learning (CTL) model to students improve learning outcome at senior high school of model terpadu bojonegoro]. IJORER: International Journal of Recent Educational Research, 2(5), 528-535. https://doi.org/10.46245/ijorer.v2i5.143
  43. Tsang, S. W. R., Sharp, E. L., & Egli, V. (2025). Children’s knowledge and experience of compost/ing. Journal of Geoscience Education, 74(2), 229-242. https://doi.org/10.1080/10899995.2025.2537996
  44. Turner-Hill, B., Ludwig, C., & Böttger, L. (2021). Teaching in the garden: School gardens as a space for environmental and English learning. Ecozon@: European Journal of Literature, Culture and Environment, 12(1), 83-106. https://doi.org/10.37536/ecozona.2021.12.1.4007
  45. Welerubun, R. C., Wambrauw, H. L., Jeni, J., Wolo, D., & Damopolii, I. (2022). Contextual teaching and learning in learning environmental pollution: The effect on student learning outcomes. Prima Magistra: Jurnal Ilmiah Kependidikan, 3(1), 106-115. https://doi.org/10.37478/jpm.v3i1.1487
  46. Widiawati, M., Barkah, R. F., & DS, Y. N. (2022). Analisis penerapan pendidikan lingkungan hidup di sekolah dasar [Analysis of the implementation of environmental education in primary schools]. PANCAR: Jurnal Pendidikan Anak Cerdas dan Pinta, 6(1), 181-186.
  47. Zhao, Y., Liu, X., & Han, X. (2024). Enhancing pro-environmental behavior through nature-contact environmental education: An empirical analysis based on randomized controlled experiment design. Frontiers in Environmental Science, 12. https://doi.org/10.3389/fenvs.2024.1491780
  48. Zharfana, A. N., & Nugroho, R. (2024). Upaya menanamkan kesadaran lingkungan melalui strategi pembelajaran contextual teaching and learning (CTL) pada program paket A di PKBM Budi Utama Surabaya [Efforts to instill environmental awareness through the contextual teaching and learning (CTL) strategy in the package A program at PKBM Budi Utama Surabaya.]. J + PLUS: Jurnal Mahasiswa Pendidikan Luar Sekolah, 13(1), 348-359.