Students' Ecoliteracy Attitudes in IPAS Learning: A Narrative Inquiry Study in an Islamic Value Based Elementary School
Sikap Ecoliterasi Siswa dalam Pembelajaran IPAS: Studi Narrative Inquiry di Sekolah Dasar Berbasis Nilai Keislaman
DOI:
https://doi.org/10.36526/santhet.v10i5.9238Keywords:
Ecoliteracy, IPAS learning, narrative inquiry, Islamic-based education, environmental characterAbstract
Environmental degradation and low ecological awareness among young learners remain pressing concerns in Indonesian primary education, particularly within IPAS learning under the Merdeka Curriculum. This study describes students' ecoliteracy attitudes in IPAS learning and analyzes the supporting and inhibiting factors at SD Unggulan Muslimat NU Kudus, an Islamic-based elementary school. Ecoliteracy comprises three dimensions: head (ecological knowledge), heart (attitudes and empathy), and hands (eco-friendly actions). A qualitative narrative inquiry design was employed to capture how ecoliteracy attitudes form in everyday learning contexts. Participants comprised 29 fifth-grade students as observation subjects, 8 selected student informants, an IPAS teacher, and the school principal. Data were collected through observation, interviews, and document analysis, analyzed using Miles and Huberman's model. Results show students' ecoliteracy falls into the "developing well" category, with the head dimension most advanced and the heart dimension still developing; a positive correlation was found between IPAS academic achievement and ecoliteracy levels. Supporting factors include an eco-friendly school culture, contextual teaching strategies, integration of NU Islamic values, and structured habituation, while inhibiting factors include low intrinsic awareness, limited waste management facilities, and inconsistent family support. These findings offer novel insight into how religious values can reinforce environmental character education in primary schools.
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