<![CDATA[Conventional teacher-centered learning is increasingly considered less relevant to the demands of 21st-century education, particularly in fostering elementary school students’ environmental awareness. This study examines the effect of the EcoSains inquiry learning model on elementary school students’ environmental awareness using a mixed methods approach with an explanatory sequential design. The quantitative phase employed a nonequivalent control group design involving 151 elementary school students. Data were analyzed using paired-samples t-tests, independent-samples t-tests, and effect size (Cohen’s d) calculations to determine the magnitude of the intervention effect. The qualitative phase involved interviews and classroom observations, and the data were analyzed using thematic analysis to explain and enrich the quantitative findings. The results indicated a significant difference between pretest and posttest scores in the experimental group (Sig. = 0.000 < 0.05), with mean scores increasing from 67.50 to 89.72. Furthermore, the independent-samples t-test revealed a significant difference in environmental awareness between students in the experimental and control groups (Sig. = 0.000 < 0.05), with a high effect size (d = 1.56). Qualitative findings showed that EcoSains inquiry learning encouraged students to be more attentive to environmental issues, actively engaged them in learning activities, and strengthened their understanding of the relationship between science concepts and real environmental contexts. Teachers also perceived this learning model as practical and effective in promoting students’ participation and environmental awareness. These findings suggest that EcoSains inquiry learning has strong potential to support environmental education in elementary schools.]]>
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