<![CDATA[The global environmental crisis demands a shift towards sustainability through character education from an early age in elementary schools. However, current environmental education tends to be theoretical-cognitive and lacks practical habituation. This study aims to empirically examine the differences and the significance of the Eco-Art Value Learning model based on recycled art on the level of students' ecological citizenship. This study used a quantitative approach with a pre-experimental method using a one-group pretest-posttest design. The subjects consisted of 26 fifth-grade students at SDN Kalijaga Permai, selected through total sampling. Data were collected using an expert-validated ecological citizenship questionnaire, observation sheets, and an assessment rubric for WPAP collage artworks made from plastic waste. To ensure deep internalization of moral values and structured pedagogical steps, this learning model integrates the Living Values Activities approach and Ki Hadjar Dewantara's 3N principles (Niteni, Nirokke, Nambahi). Descriptive statistical analysis showed an increase in the students' average score from 58.69 in the pre-test to 70.23 in the post-test. Hypothesis testing using the Wilcoxon Signed-Rank Test yielded a significance value of 0.000, indicating a highly significant effect of the intervention. The effectiveness measurement using the N-Gain Score showed a value of 0.66 or 65.69%, which falls into the moderate category. In conclusion, the Eco-Art Value Learning model is effective and significant in bridging the theoretical gap into concrete actions, as well as fostering empathy and environmental care habits among elementary school students.]]>
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