Cultivating Eco-Literacy: A Project-Based Approach to

Environmental Education in Urban Schools

Nuansa Bayu Segara

, Wardah Aqilah Mumtazah Thohiroh

, Sukma Perdana Prasetya

Hendri Prastiono

and Wiwik Sri Utami

Social Science Education, Universitas Negeri Surabaya, Surabaya, Indonesia

Keywords: Eco-literacy, Project-Based IPS Learning, SMP Muhammadiyah 2 Taman.

Abstract: Eco-literacy among younger generations is essential to support sustainable development. Social studies

education in schools plays a crucial role in developing this competency. This article aims to analyze how

project-based learning can enhance eco-literacy. The research design employed is a one-group pretest-posttest

experimental approach involving 26 students as research subjects. The study was conducted in a private school

located on the border between Surabaya and Sidoarjo. It was chosen for its densely populated residential area,

where eco-literacy skills are particularly necessary for students. The instruments used to assess eco-literacy

consist of three types: an essay test to evaluate knowledge, observation sheets to determine attitudes, and a

rubric to measure skills through student-produced work, along with a worksheet to track learning process

outcomes. The findings demonstrate that project-based learning in social studies significantly improves

students' eco-literacy. Additionally, it fosters increased student engagement, critical thinking, and creativity

in responding to environmental issues in their surrounding.

1 INTRODUCTION

21st-century education must place more emphasis on

learning innovation. According to Information and

Communication Technologies (ICT), learning

innovation is included in the 4C content:

communication, collaboration, critical thinking,

problem-solving, and creativity. Framework adds

21st-century interdisciplinary topics to traditional

subjects relevant to several important issues. Which

includes a global understanding of environmental

awareness, citizenship, health, politics, finance,

multiculturalism, and economics (Trilling & Fadel,

2009). The framework for 21st-century learning

enriches conventional interdisciplinary subject areas

by integrating crucial contemporary issues. These

include awareness of global challenges,

comprehension of environmental and ecological

systems, financial literacy, health education, and civic

responsibility. (Penca, Barbanti, & Cvitanovic et al.,

2024). In this era of globalization, students are not

only emphasized in the cognitive dimension but other

dimensions must also be emphasized in the learning

https://orcid.org/0000-0002-3334-4083

process (Alazmi, H.S. 2022;

Zajda, 2021

The

importance of environmental education, how to care

for the environment, how students are aware of the

surrounding environment, and how students can face

problems. Problems in the surrounding environment

(Dillon & Herman, 2023). Education that instils in

students a sense of concern for the surrounding

environment is still very minimal (Rachmawati,

2021).

The environmental crisis is the main issue in

world community debate today. Every individual

sympathizing with the continuity of life will continue

looking for solutions to the ecological crisis (Afifah

& Rofiah, 2020). According to IPBES 2018, every

year, 680,000 hectares of forest are lost in the largest

region of Southeast Asia (walhi.or.id, 2021).

Indonesia's natural conditions are in a phase that

requires special attention. Companies are

increasingly exploiting forests in Kalimantan and

Papua, engaging in deforestation to convert these

regions into zones for extractive industries, leading to

ongoing environmental degradation and misuse.

Research conducted by Walhi (the Indonesian

Environmental Forum) obtained data showing that an

Segara, N. B., Thohiroh, W. A. M., Prasetya, S. P., Prastiyono, H. and Utami, W. S.

Cultivating Eco-Literacy: A Project-Based Approach to Environmental Education in Urban Schools.

DOI: 10.5220/0013407300004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 421-430

ISBN: 978-989-758-752-8

421

area of 159,000,000 hectares was included in

extractive industry investment permits. Corporations

currently hold control over 82.91% of the land area

and 29.75% of the sea area. The rapid development in

this era has led to escalating environmental

degradation. Environmental damage refers to the

continuous process of deterioration or decline of

natural ecosystems. (Tahir, 2017). With the

decreasing condition and level of the natural

environment, sustainable development education is

necessary to improve and create a generation that

cares about protecting the environment

(Setyaningrum & Gunansyah, 2020). Eco-literacy

aims to enhance and modernize public awareness

regarding the significance of global ecological

knowledge (Kurniasri, 2019). It defines eco-literacy

as creating environmental education and prosperity

by minimizing natural damage and preserving nature.

Efforts to solve problems in social studies

learning can be carried out with several learning

models to attract students to be able to find solutions

to problems, one of which is using project-based

learning techniques, with learning techniques that can

be described when the teacher presents a problem in

which there is a problem (Almulla, 2020). Social

issues that are often encountered in everyday life

(Mohajan, 2020). Besides that, the teacher asks

questions to stimulate students' thinking about

solving problems. This project-based learning can be

supported by utilizing technology. The project-based

learning model is an educational pattern carried out in

two directions. Effective learning patterns can be seen

in interactions between teachers and students (de la

Torre-Neches, Rubia-Avi, Aparicio-Herguedas, &

Rodríguez-Medina, 2020). This learning process uses

a student-centred model; the teacher as a facilitator

makes it easier for students to actively solve problems

and build their knowledge collaboratively (Jusita,

2019). The project-based learning model emphasizes

problem analysis within the school environment. In

social studies education, this approach fosters

environmental awareness and character development.

By integrating various social sciences, social studies

provides essential knowledge and skills that are

directly applicable to students' everyday lives (Sund,

& Gericke, 2020). Social studies learning has

problematic issues that can increase awareness of

environmental care. One of the focuses of social

studies learning in ecological matters is ecology

material, the relationship between humans and nature

(Uralovich, Toshmamatovich, & Kubayevich, et al.,

2023). Social studies learning creates learning that

can provide understanding, knowledge, and concern

for the social environment. Solving environmental

problems is carried out complexly through project-

based learning by presenting daily life problems and

questions to stimulate student creativity (Kurniawan,

2022).

Implementing project-based social studies

learning is highly urgent to provide an understanding

of environmental awareness. Students face rapid

developments in this era of globalization, and

ecological literacy can guide them in dealing with

environmental problems. Based on the pre-survey

results, "students at Muhammadiyah 2 Taman Middle

School also have quite low levels of eco-literacy; not

a few students are less sensitive regarding

environmental awareness. The second result states

that Muhammadiyah 2 Taman Middle School is also

a technology-literate school" (Bachtiar, personal

communication, August 7, 2023). Based on this,

technological developments in this research are also

used to complement project-based learning.

Technological developments can significantly

produce many innovations and variations to change

learning (Judge, 2023). It is a tool that develops

environmental literacy skills for solving problems,

materials, and oneself as an individual and part of

society. From the problems above, the researcher

aims to find out that project-based social studies

learning has a significant influence on increasing the

eco-literacy of Muhammadiyah 2 Taman Middle

School students.

2 RESEARCH METHODS

This study employs a one-group pre-test and post-test

design, where a pre-test is administered prior to the

intervention, followed by a post-test after the

intervention. The research took place between

February 15 and February 22, 2024. The population

consisted of all 174 seventh-grade students enrolled

at SMP Muhammadiyah 2 Taman during the 2023–

2024 academic year. A purposive sampling technique

was applied to select 26 students from Class VII-B as

the research sample

Researcher data was collected twice: 1) At the

beginning, the Class that was the research sample was

given a test with five essay questions regarding the

material of getting to know the surrounding

environment to determine the student's initial

knowledge. Furthermore, in the end, after being given

treatment or treatment to discover differences in

students' knowledge abilities, the questions given

were tested in classes that were not given treatment.

2) Documentation is carried out to determine the

research's activities.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

422

The data analysis was conducted descriptively,

assessing the feasibility of the instrument through

validity, reliability, difficulty level, and

discriminative power tests. The five essay questions

underwent validation, with results confirming all

items as valid, having an r-value greater than 0.42,

and demonstrating reliability with a Cronbach's alpha

coefficient of 0.74. A paired-sample T-test, preceded

by a normality test, was conducted to assess the

differences in student outcomes before and after the

treatment. Additionally, an N-Gain test was

performed to quantify the extent of the treatment's

impact.

3 RESULTS AND DISCUSSION

This research is part of pre-experimental research

conducted at SMP Muhammadiyah 2 Taman. Data

obtained that researchers can take includes e-literacy in

the knowledge and attitude aspects, which are measured

using essay tests, as well as the skills aspect, which the

products produced by students’ measure. The learning

process was carried out over five meetings: an initial

test, three treatment sessions, and the final test. This

project-based social studies learning process aligns with

Vygotsky's learning theory, which is closely related,

especially to developing students' understanding and

skills. This learning process refers to constructivism

(Zone of Proximal Development), which means the

distance between a person's ability to complete a task

independently and the ability that can be achieved

with the help of more skilled people. In this learning

project, the teacher becomes a facilitator and a

"scaffolder." Besides the teacher, several students are

also "scaffolders," namely students who are group

leaders. They assist students or friends when needed

to help them achieve project goals (Rohmah, 2021).

Learning Process

Implementation of the project-based social studies

learning process begins with determining the topic by

asking students basic questions related to

environmental problems. Students gather according to

their respective groups that have been formed to make

a project plan and prepare a schedule for making the

project. Next, students prepare a project schedule with

an agreement made by the teacher and students. Next,

in the project implementation process, the teacher

supervises each group.

The next step after the project has been completed

and a product has been produced is for each group to

make a presentation with the project evaluation step.

They explain the results of the project that has been

carried out, namely the project to reprocess used

goods around their environment using the 3R concept.

They also describe the stages of making the product,

the product description, the product advantages and

disadvantages, and the benefits of the resulting

product. In this activity, the teacher assists students by

checking activity sheets, checking records of

difficulties produced by students, and providing input

and examples of follow-up plans for students.

Checking notes on problems is carried out, starting

with students preparing the project plan and the project

schedule. Project assessment is carried out by the

teacher, who makes observations.

In contrast, students carry out the project, from the

initial syntax to the presentation process and the

product results for each group. This assessment is

carried out using the measuring tool created, namely

the project assessment rubric. It evaluates implementing

the project-based social studies learning model, carried

out by students actively with direction and guidance,

with the teacher being the student facilitator.

Social studies learning using a project model

involving students' knowledge, which is formed

through students' independent personal experiences and

can increase their sense of empathy towards the

surrounding environment, must be carried out

continuously. Students can understand what they do,

whether it is good or bad. Project-based social studies

learning in groups can create experiences and positively

affect the learning process so that students can get to

know the surrounding environment better and be

aware that they have a responsibility to protect the

environment. A good project work process will also

positively impact student activities and vice versa.

Project-based social studies learning can positively

affect students' learning processes. Project-based

social studies learning can also significantly affect

students' knowledge, attitudes, and skills before and

after the teaching.

Providing material packaged in worksheets by

teachers through project-based social studies learning

in the material of getting to know the surrounding

environment is done by offering problems regarding

environmental damage by carrying out project-making

activities using used goods, which is an effort in

contextual learning that links the material to everyday

life. They resulted in student interest and fostered

students' knowledge, attitudes, and skills to protect

the surrounding environment. Project learning shows

that this model can encourage students to engage in

meaningful learning activities. Students can construct

their knowledge to overcome the problems they

experience (Tinenti, 2018). With this, the project-

based social studies learning model is based on

Cultivating Eco-Literacy: A Project-Based Approach to Environmental Education in Urban Schools

423

AVERAGE

NON-EXCESSIVE

Vygotsky's constructivist approach. This learning

theory uses a scientific approach, one of which uses a

project-based learning model that emphasizes

learning in the field and involves the active role of

students. Project-based social studies learning for

improving students' eco-literacy is based on

Vygotsky's theory, where students are grouped to

solve a problem while working on a project by finding

various ideas from each student to produce something

new in the form of a product. The constructivist

approach used in this research focuses on the concept of

constructivism (Zone of Proximal Development).

Students can learn concepts well if they are in the ZPD.

Students work in ZPD; if individuals cannot solve the

problem, they can use the help of adults or peers. Teachers

are advised to use scaffolding in learning (Rohmah,

2021).

Constructivist learning emphasizes student

activity through freedom so that students can explore

their understanding widely and understand what they are

learning by applying the concepts that students know,

which will later be used in everyday life. Each

individual's knowledge is not simply transferred; they

will be understood by themselves. The advantage of

this theory is that learning focuses on students

(student-centred learning), and the teacher only acts

as a facilitator. In this theory, learning is not only

obtained from lessons but can also be obtained through

discussions, experiences, and lessons from the

surrounding environment. Apart from that, knowledge

is formed from a person's interactions with other people.

Learning activities become active and creative due to

previous knowledge. Knowledge obtained by students

outside of school can also be linked to the new

knowledge they acquire to create connections between

old and new knowledge.

The learning process includes an analysis of aspects

of students' knowledge, attitudes, and skills in eco-

literacy. This aspect analysis is carried out by looking

at the student assessment process. Assessment of

student learning processes is obtained by eco-literacy

indicators, namely aspects of knowledge, attitudes,

and skills. In the knowledge aspect, the evaluation is

taken from the pre-test and post-test in the form of

essay questions; the attitude aspect is taken from the

student's worksheet, which has been adjusted to the

indicators; and the skills aspect is taken from the

assessment of products that have been made by the

students in the form of handicraft products and posters,

in addition to There is also the value of each

individual's presentation skills.

Students’ Eco-literation

The results of the learning process scores for

Class VII-B students will be presented in a bar

chart as follows:

Figure 1. Equal Aspect of Eco-literation

Based on the group learning process scores that have

been given during the learning process, it can be seen

that student achievement in the learning process has

two achievements: students with an average pass score

have a percentage of 96,15%, while students with an

average incomplete score have a rate of 3,85%, and

there are no students who have low scores. The five

questions that will be tested have been processed

using the normality test assisted by SPSS version 21,

as seen from the Shapiro-Wilk test at a significance

level of >0,05, namely 0,064 for the pre-test and 0,060

for the post-test.

Table 1: Normality Test

Class Amount Test

Type

Significance

Value

Information

VII-B 26 Pre-

test

0,064

Normally

distributed

Post-

test

0,060

Normally

distributed

The results of student research can be seen at what

level of student achievement. The following is an

analysis of the eco-literacy aspect: 1) Eco-literacy

ability in the knowledge aspect. The results processed

by researchers in the knowledge aspect were obtained

from the results of the pretest-posttest knowledge test

questions. Knowledge aspect data was obtained at the

beginning of the meeting when students had not yet

received treatment to determine the student's initial

abilities. The final data regarding the eco-literacy variable

was obtained after a treatment or learning process. The

pre-test and post-test knowledge aspects results were

produced from a test with five essay questions. These

96.15%

3.85%

OUTPUT AVERAGE

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

424

five essay questions represent five indicators of

knowledge aspects: having basic knowledge of

ecological principles, the ability to analyze

environmental problems, providing solutions to and

having concern for fellow humans and the

environment. Mean pretest-posttest value (attached).

The average knowledge aspect of students' eco-literacy

is shown in the following table:

Table 2. Average Eco-literacy Knowledge Aspects of Students

Cate

Mar

1. Highes

Pre-tes

2. Lowes

Pre-tes

3. Pre-tes

Average 69.38462

4. Highes

Pos

-tes

5. Lowes

Pos

-tes

6. Posttes

Average 89.53846

Figure 2. Students' Eco-literacy Achievement in the Attitude

Aspect

The data table held by the researchers shows that the

social studies learning model based on project-based

learning in the material of getting to know the

surrounding environment to increase the eco-literacy

of junior high school students has increased. The

average pre-test score was 69.39, while the post-test

score was 89.54. 2) Eco-literacy ability: attitude

aspect. In the research data, the attitude aspect is taken

from the worksheets scores, which are students'

reflections on the learning process. Worksheets is given

at the second meeting of student treatment in project-

based learning in social studies. In this attitude aspect,

there are five essay questions with four indicators,

namely: there is a sense of empathy, instilling an attitude

of respect for the environment, not taking away other

people's rights, and upholding the principles of fairness.

The student's achievement in eco-literacy in the

attitude aspect can be seen in the picture below.

Based on the picture above, the data held by

researchers shows that the social studies learning model

based on project-based learning in the material of

getting to know the surrounding environment to

increase the eco-literacy of junior high school students

has increased. The student achievement score in the

attitude aspect of the empathy indicator was 25.43%,

respect for others (the environment) was 24.37%, the

fairness indicator was 25.28%, and the non-

exploitation indicator was 24.92%. By the attitude

aspect chart, it can be seen that the empathy indicator

has a high significance value. Before providing project-

based social studies learning to improve eco-literacy,

students had low empathy for the surrounding

environment. The Class was proven by observations

that many students still threw trash carelessly.

However, after being given treatment, students'

attitudes towards the environment experienced

positive changes. 3) Eco-literacy ability, skill aspect. In

the research data, the skill aspect is taken from the

value of craft products prepared by students. The

products produced are handicrafts and posters as

output from project-based social studies learning. There

are two indicators in this aspect of skills: utilizing

existing resources by paying attention to ecological

principles and making the best use of existing energy.

Students' achievement in e-literacy skills can be seen in

the diagram below.

Figure 3. Students' Achievement in the Eco-literacy Skills

Aspect

Based on the diagram above 4.4, the data held by

researchers shows that the social studies learning

model based on project-based learning in the material

of getting to know the surrounding environment to

increase the eco-literacy of junior high school students

has increased. The student achievement score in the

skills aspect, which has a complete category, is at a

percentage of 381%, while the attitude of students

OUTPUT

AVERAGE

NON-

UNTOUCHABLETACTILE

ath

Res

ect others

Responsibility

24.37%

24.92%

25.28%

25.43%

Cultivating Eco-Literacy: A Project-Based Approach to Environmental Education in Urban Schools

425

who have an incomplete category is only at a rate of

338%. The completeness value in the skills aspect here

is seen in the products they have made and in how they

present the products they have made. Again and again,

the completeness value refers to the standard

reference. Students who score below the standard are

in the incomplete category, and vice versa. Students

who score above the standard are in the complete

category. The increase in eco-literacy aspects is

measured using the N-Gain test, where each element

has indicators that have increased in both aspects of

knowledge, attitudes, and skills. The following is a

description of how to improve each component of

eco-literacy for Muhammadiyah 2 Taman Middle

School students:

Table 3. N-Gain score test

The output results of the N-Gain score from the test

above show a score of 0.51, which shows that the

magnitude of the effectiveness of this research

according to the N-Gain score criteria is that it has a

medium effect.

First, students are measured using pre-test and post-

test tests in the eco-literacy knowledge aspect. The

knowledge aspect of eco-literacy here has five

indicators, namely: (a) have basic knowledge of

ecological principles; (b) can analyze environmental

problems; (c) can provide solutions to environmental

problems; and (d) have concern for fellow humans and

the environment. (e) Utilize existing resources by

paying attention to ecological principles. These five

indicators are included in the pre-test and post-test

questions. The increase in the students' eco-literacy

knowledge aspect can be seen in giving tests after

treatment or a post-test, with an increase in the post-

test average of 89.53, with the highest score being 95

and the lowest score being 80.

The increase in knowledge has experienced

significant changes from the existing indicators, which

can be proven from each indicator before and after

being given treatment. The result is confirmed by

previous research (Aripin & Putri, 2021). Increasing

student eco-literacy in the first and second stages

shows that students can be motivated by project

learning, foster cooperation between students, be able

to manage existing resources, improve

communication skills among students, be able to

provide experience and be able to coordinate a joint

project and involve students in learning by taking in

information. The learning atmosphere becomes

enjoyable.

Second, in the attitude aspect, the students' eco-

literacy attitudes are measured using tests. The tests

used are on the worksheets that each group already has.

Worksheet questions include how students have

empathy and a sense of caring for fellow humans and

the surrounding environment, respect for others,

fairness, and responsibility. The student achievement

score in the attitude aspect of the empathy indicator was

25,43%, respect for others (the environment) was

24,37%, the fairness indicator was 25,28%, and the

non-exploitation indicator was 24,92%. Improvement

in this aspect can also be seen from test results and

observations of students' attitudes towards their

environment.

Students who were previously indifferent to the

environment were very serious, but after being treated

with project-based social studies learning, students

gradually experienced a change in their attitudes; this

was confirmed by previous research on Tyas (2022),

who explained that the attitude or heart aspect contains

the concept of eco-literacy, which shows a person's

empathetic attitude towards the living creatures

around them. This attitude aspect is measured using

interview results that align with the attitude aspect

indicators. Based on the research results, most students

are in a good category, which means that habituation

activities at school and home can help students have an

empathetic attitude and care about the environment.

Meanwhile, some students are still confused about

determining a fair attitude and not taking other

people's rights for personal gain. These two points are

related to the knowledge of eco-literacy, where

students should understand their rights and the rights

of living creatures around them.

Third, Improvement of skill aspects. The results of

student products measure students' eco-literacy skills.

The products here have a 3R concept: reduce, reuse,

and recycle. Each group makes a mandatory project,

namely a handicraft, and a choice project between a

video or a poster. Each student takes this assessment,

including how they behave in working with the team

and their seriousness in completing the project. It is

also seen in the work assessment rubric, which includes

accuracy content, knowledge gained, and product

attractiveness. The increase in this skill aspect can be

seen from the skill aspect diagram, namely that the

highest score in this student's skill is 99, while the

lowest score in this student's skill is 88.

Meanwhile, the average completion score for

students, when presented, is at a percentage of 38,1%,

while the average incomplete percentage is 33,8%. It

can be seen that the average student completion score is

Class

Average Information

VII-B 26 0,51 Currently

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

426

in a good range here. Therefore, project-based social

studies learning for improving eco-literacy is based

on Vygotsky's constructivism. This learning theory uses

a scientific approach, one of which uses a project-based

learning model that emphasizes learning in the field

and involves the active role of students.

The influence of project-based social studies

learning in increasing the eco-literacy of

Muhammadiyah 2 Taman Middle School students

experienced significant changes. Hypothesis testing at

the significance level α = 0,05; the significance value

was smaller than 0,05, so H0 was rejected, and Ha was

accepted. This means that in H0, there is no significant

difference in the eco-literacy competence of

Muhammadiyah 2 Taman Middle School students

before and after participating in project-based social

studies learning. Meanwhile, in Ha, there is a significant

difference in the eco-literacy competence of

Muhammadiyah 2 Taman Middle School students

after implementing project-based social studies

learning.

Table 4. Hypothesis Results

Data

Paired Sample T Tes

T test sig. (2-tailed)

Information

Pretest-

osttes

0,000 Different

(Source: Data processed by researchers, 2024)

Based on Table 4, it can be seen that the hypothesis

results using the paired sample T-test shows a

significance value of 0.000<0.05, so it can be

interpreted that this means that at H0, There is no

significant difference in the eco-literacy competence

of Muhammadiyah 2 Taman Middle School students

before and after participating in project-based social

studies learning. Meanwhile, in Ha, there is a significant

difference in the eco-literacy competence of

Muhammadiyah 2 Taman Middle School students after

implementing project-based social studies learning.

Project-based social studies learning for improving

students' eco-literacy is based on Vygotsky's theory,

where students are grouped to solve a problem while

working on a project by finding various ideas from each

student to produce something new in the form of a

product. The constructivist approach used in this

research focuses on the concept of constructivism

(Zone of Proximal Development). Students can learn

concepts well if they are in the ZPD (Margolis, 2020).

Each individual's knowledge is not simply transferred;

each they are understood by themselves. The advantage

of this theory is that learning focuses on student-centred

learning; student-centred only acts as a facilitator

In this theory, learning is not only obtained from

lessons but can also be obtained through discussions,

experiences, and lessons from the surrounding

environment. Apart from that, knowledge is formed

from a person's interactions with other people.

Learning activities become active and creative due to

previous knowledge. Vygotsky's theory emphasizes

the importance of interaction and scaffolding (learning

assistance), which is the basis for designing learning

activities that involve collaboration and real projects

related to the environment. At the start of the research,

many students had a limited understanding of the

relationship between social and ecological aspects of

everyday life. However, after participating in project-

based learning, their eco-literacy was significantly

increased. Here are some key findings from this

research:

Theoretical and Practical Understanding: project-

based social studies learning allows students to connect

theory with practice. For example, when learning about

ecosystems and sustainability, students are involved in

a project to plant trees in the school environment.

Through this activity, they understand the concept of

ecosystems and see the positive impacts of their

actions. Ecological theory and application test scores

increased from an average of 69,39 to 89,54 after

project implementation.

2) Collaboration and social interaction: based on

Vygotsky's theory, social interaction is the key to the

learning process. Students work in groups to plan and

implement environmental projects, such as plastic

waste reduction campaigns or composting. This

interaction allows them to share knowledge and skills

and get support from peers and teachers. Observation

results show increased student involvement and active

participation in group discussions.

3) Scaffolding and Teacher Guidance: The teacher

acts as a facilitator who provides scaffolding to

students. In project-based learning, teachers help

students design projects, provide guidance, and provide

constructive feedback. The scaffolding approach aids

students in cultivating critical thinking and problem-

solving abilities necessary for addressing environmental

challenges. Student feedback indicates that teacher

support significantly facilitates their success in

completing project tasks.

4.) Environmental Awareness and Attitude: project-

based learning combined with Vygotsky's approach

promotes positive attitudes and environmental

awareness changes. Through reflection and

discussion after the project, students demonstrated

increased awareness of the importance of individual

action in protecting the environment. The concluding

survey indicated that 80% of students acknowledged

Cultivating Eco-Literacy: A Project-Based Approach to Environmental Education in Urban Schools

427

the significance of minimizing carbon footprints and

expressed a commitment to incorporating eco-

friendly practices into their everyday routines

5) Enhancing Eco-literacy Skills: Eco-literacy

encompasses knowledge and skills for applying

ecological principles. Student-led projects, like creating

a school garden or managing a recycling program, offer

practical experience in sustainable resource use. These

skills include planning, managing, and evaluating

environmental projects, all of which improve

significantly based on the results of the final project

assessment. Overall, this research shows that project-

based social studies learning using Vygotsky's theory

effectively increases students' eco-literacy (Ninsiana,

Septiyanan, Suprihatin, 2024; Setyowati, Purwanto,

& Sarifah, 2024). This approach increases theoretical

knowledge of environmental issues and develops

practical skills and a positive attitude towards

environmental conservation. Therefore, this research

confirms the importance of integrating project-based

learning and Vygotsky's theory in environmental

education (Piotrowska, Cichoń, Sypniewski, &

Abramowicz, 2022; Siregar, Luali, & Vinalistyosari,

et al. 2024; Williamson, 2023). This approach

provides a comprehensive and meaningful learning

experience, encouraging students to become active

and responsible agents of change in preserving the

environment.

The effectiveness of the results of project-based

social studies products in increasing the eco-literacy

of students at Muhammadiyah 2 Taman Middle School

is also no less important because this is the head of the

project-based social studies learning process. Project-

based social studies learning at Muhammadiyah 2

Taman Middle School produces creative products that

reflect students' understanding of concepts. Eco-literacy

skills, and in the process, students experienced

confusion about what products they would make, even

though they had been given the option to make

products with the 3R concept, namely recycle, reduce,

and reuse, and create digital posters. The students were

confused, so they made just two products: goods with

the 3R concept and digital posters.

The following is a description and analysis of several

products produced by students: environmental digital

posters. Students are asked to create posters that raise

ecological issues around them and provide warnings

about protecting the environment. This product is

designed to raise awareness about environmental

problems such as pollution, deforestation, and

pollution. The poster shows students' creativity in

combining factual information with interesting visual

elements. Critically analyze ecological challenges and

propose actionable solutions tailored to the specific

environmental context. This demonstrates a heightened

awareness of the significance of preserving ecological

equilibrium (Faeni, 2024). 3R Concept Craft Products:

Students are asked to make crafts with the 3R theme

(reduce, reuse, and recycle).

Students are asked to make waste items around their

homes into useful items. It is also an effort to protect

the environment by reducing waste. This product is

designed to increase awareness about littering,

appropriate use of goods, and environmental issues.

Analysis of these projects shows that students

understand the concept of eco-literacy and are

motivated to take concrete actions that contribute to

ecological sustainability (Setyowati, Purwanto, &

Sarifah, 2024). This craft-making project shows that

students are committed to protecting the environment

and can find innovative ways to overcome

environmental problems. Project-based social studies

learning products produced by Muhammadiyah 2

Taman Middle School students reflect a significant

increase in their understanding of eco-literacy. Digital

posters about the environment and craft products with

the 3R concept show that students cannot only

understand ecological concepts but can also apply

them to real projects that positively impact their

environment. Analysis of these products reveals that

project-based learning effectively increases students'

eco-literacy and allows them to learn actively,

critically, and creatively.

It is recommended to undertake a longitudinal

study to evaluate the enduring impact of project-based

learning (PBL) on students' eco-literacy. While

existing research demonstrates notable short-term

advancements in eco-literacy, future investigations

could focus on the persistence of these outcomes over

time. This would involve examining whether students

maintain pro-environmental attitudes, critical thinking

abilities, and ecological comprehension after the PBL

intervention concludes, as well as tracking their

application of these skills in higher education or within

their communities.

Longitudinal data could offer deeper insights into

the retention and practical use of eco-literacy

knowledge across various settings. Additionally,

exploring how PBL shapes long-term environmental

awareness and behavior could enhance understanding

of its broader educational impact. Assessing the

adaptability and scalability of PBL in diverse school

environments would further support its

implementation and effectiveness on a wider scale.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

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4 CONCLUSIONS

Research at SMP Muhammadiyah 2 Taman shows

that implementing the project-based social studies

learning process is going well and smoothly. The

influence of project-based social studies learning

shows significant changes in increasing students' eco-

literacy. Observations revealed active engagement,

increased creativity, and effective teamwork. The

pre-test and post-test results show increased students'

understanding of ecology and environmental issues.

Project-based learning effectively increases students'

eco-literacy by deepening conceptual understanding

and developing critical thinking skills and practical

application abilities. Relevant real-life projects help

students internalize ecological concepts and be

motivated for pro-environmental action. The results

of project-based social studies learning products

effectively increase the eco-literacy of

Muhammadiyah 2 Taman Middle School students.

This method encourages students to be active, critical,

creative, and responsible for the environment.

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