Upcycled Science Learning Media for Elementary Students' Conceptual Understanding and Environmental Literacy: A Design and Development Study

Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi

doi:10.64421/jirpd.v1i3.127

Bramianto Setiawan Universitas Pelita Bangsa
Septian Mukhlis Universitas Pelita Bangsa
Ahmad Fauzi Universitas Pelita Bangsa

DOI:

https://doi.org/10.64421/jirpd.v1i3.127

Keywords:

Environmental Literacy, Learning Media, Recycling, Conceptual Understanding, Elementary School Science

Abstract

Many elementary schools in developing countries lack science apparatus, while their communities generate rising amounts of solid waste. This study developed upcycled science learning media (the EcoSci Kit: five media made from PET bottles, bottle caps, milk cartons, cans, and plastic, covering mixtures, circuits, light, sound, and the water cycle) and examined their validity, practicality, and effectiveness for grade 5 students. The design and development research followed the ADDIE model. Six experts validated the media, 32 students and four teachers joined a limited trial, and 122 students from four Indonesian public elementary schools took part in a six-week (twelve-lesson) quasi-experimental pretest–posttest control group design. The kit was rated valid and highly practical. The experimental group gained more than the control group in conceptual understanding (N-gain 0.53 vs 0.30; F(1, 119) = 58.47, p < .001, ηp2 = .33) and in environmental literacy (F(1, 119) = 47.12, p < .001, ηp2 = .28). with the largest descriptive gain in attitudes toward waste. The study is novel in testing cognitive and affective outcomes together under controlled conditions. Because intact classes from one district were used, the findings should be confirmed through cluster-randomised designs and observed behaviour.

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