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Chairan Zibar L.Parisu
Universitas Negeri Yogyakarta
Education

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Reconstructing the Philosophy of Science in the Project-Based Eco-Citizenship Learning Model for Elementary Education: A Systematic Literature Review Chairan Zibar L.Parisu; Insih Wilujeng; Woro Sri Hastuti; Arna Juwairiyah
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.318

Abstract

This study aims to examine the reconstruction of the philosophy of science in the Project-Based Eco-Citizenship learning model in elementary education through a Systematic Literature Review (SLR) approach. This study examines 30 selected articles from the Google Scholar, Scopus, and SINTA databases published in 2015–2025. The analysis was conducted using the PRISMA stages and thematic analysis examined from the perspective of the philosophy of science, namely ontological, epistemological, and axiological dimensions. The results of the study indicate that ontologically, students are positioned as active subjects who learn through direct interaction with the environment as the real reality of learning. Epistemologically, knowledge is built through experience, collaboration, and reflection in contextual project activities so that learning becomes more meaningful and applicable. Meanwhile, axiologically, this model plays a role in instilling the values of environmental concern, social responsibility, and sustainability that shape the character of eco-citizens in students. The integration of these three dimensions shows that Project-Based Eco-Citizenship is not only oriented towards cognitive achievement, but also character development and ecological awareness. Thus, this model is relevant to the demands of the Independent Curriculum and the strengthening of 21st-century skills in forming a generation that is critical, collaborative, creative, and cares about the environment.
Innovation in Science Learning Based on Eco Disaster Literacy through a Design Based Research Approach to Improve Environmental Care Attitudes and Problem Solving Skills of Elementary School Students Arna Juwairiyah; Insih Wilujeng; Woro Sri Hastuti; Chairan Zibar L.Parisu
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.319

Abstract

This study aimed to develop and evaluate an eco-disaster literacy–based science learning model using a Design-Based Research (DBR) approach to improve environmental awareness and problem-solving skills of elementary school students. The research was conducted at SD Negeri 1 Laousu, Konawe Regency, Southeast Sulawesi, involving 40 fifth-grade students. The DBR process included four stages: analysis, design, implementation, and evaluation. Data were collected through questionnaires, problem-solving tests, observations, and interviews. The findings showed that the learning model was highly valid, with Aiken’s V values ranging from 0.85 to 0.89, and highly practical, indicated by 92% implementation and 90% positive student responses. The model was also effective in improving student learning outcomes. Environmental awareness increased in the moderate category (N-Gain = 0.57), while problem-solving ability improved in the high category (N-Gain = 0.70). The t-test results showed significant differences between pretest and posttest scores (p < 0.05), indicating the effectiveness of the developed learning model.
Co-Authors Arna Juwairiyah Insih Wilujeng Woro Sri Hastuti