<![CDATA[The low level of ecosystem concept understanding and environmental awareness among elementary school students indicates that science learning remains predominantly theoretical and provides limited direct learning experiences. This condition results in students being unable to construct in-depth conceptual understanding and demonstrate optimal ecological awareness in their daily lives. This study aims to analyze the effectiveness of developing an outdoor learning–based science teaching module in improving ecosystem concept understanding and environmental care attitudes of fifth-grade elementary school students. The study employed a quantitative approach using a quasi-experimental design with a One Group Pretest-Posttest model. The research subjects consisted of 28 students selected through a total sampling technique. Data were collected using a validated ecosystem concept understanding test and an environmental care attitude questionnaire. The data were analyzed using descriptive and inferential statistics through prerequisite tests and a Paired Sample t-Test with the assistance of SPSS. The findings revealed a significant improvement in students’ ecosystem concept understanding as well as a strengthening of their environmental care attitudes after the implementation of the outdoor learning–based teaching module. Therefore, the development of the outdoor learning–based science module proved to be an effective instructional innovation in addressing students’ low conceptual understanding and ecological attitudes. The implications of this study suggest that integrating direct learning experiences into teaching modules can serve as an alternative strategy to enhance the cognitive and affective quality of science learning.]]>
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