Implementation of Project-Based Curriculum (PjBL) on Waste Issues as an Effort to Improve Students' Environmental Literacy

Abstract

This study aims to analyze the effectiveness of implementing Project-Based Learning (PjBL) on the issue of waste as an effort to improve environmental literacy among elementary school students. Environmental literacy includes students' knowledge, attitudes, and behaviors in understanding, appreciating, and acting responsibly towards the environment. PjBL was chosen as the method because it places students in an active role through real projects that are relevant to their daily lives, thereby increasing their involvement, collaboration, and practical understanding of concepts. The study used a quantitative and qualitative approach with a quasi-experimental design. The research participants consisted of 40 fifth and sixth grade elementary school students who participated in project-based learning on the issue of waste. Data were collected through pre-test and post-test environmental literacy, observation of project activities, project documentation, and interviews with teachers and students. Quantitative data were analyzed using descriptive statistics and paired t-tests, while qualitative data were analyzed using thematic techniques to identify patterns of student engagement and understanding. The results showed a significant increase in all aspects of environmental literacy. The average pre-test score of 61.4 increased to 82.3 on the post-test, with the largest increase in the knowledge aspect at 37.1%. Observations showed that 92.5% of students were actively involved in all stages of the project, including waste collection, sorting, processing, and the creation of educational posters. Analysis of interviews showed an increase in awareness, caring attitudes, and collaborative skills among students in the context of waste management. These findings confirm that PjBL is effective in comprehensively improving environmental literacy and can be applied in elementary school curricula.