International Electronic Journal of Elementary Education

December 2024, Volume 17, Issue 1

Strategies to Enhance Eco-Friendly

Culture and Environmental Awareness
by Green Curriculum Integration
in Indonesian Elementary Science
Classroom
Arga Triyandanaa, Ibrahim Ibrohimb,*, Bagyo Yanuwiyadic, Mohamad Amind,
Maya Umi Hajare
Received : 13 August 2024 Abstract
Revised : 4 December 2024
Accepted : 26 December 2024
This study aimed to develop and assess strategies for
DOI : 10.26822/iejee.2024.374
integrating a green curriculum into Indonesian elementary
a
Arga Triyandana, Universitas Negeri Malang, science education to improve environmental awareness
Malang, State, Indonesia. and eco-friendly culture among students. Utilizing research
E-mail: [email protected] development design, the research began with a needs
ORCID: https://orcid.org/0009-0000-9352-3350 analysis from five elementary schools, followed by a
quasi-experiment in one selected school. Environmental
b
Corresponding Author: Ibrahim Ibrohim, Universitas
Negeri Malang, Malang, State, Indonesia. awareness and eco-friendly culture were measured at the
E-mail: [email protected] end of the learning period in both control and experimental
ORCID: https://orcid.org/0000-0002-9946-001X groups, with a t-test revealing significant differences.
The experimental group showed higher environmental
c
Bagyo Yanuwiyadi, Universitas Brawjiaya, Malang,
awareness and eco-friendly culture scores than the
Indonesia.
E-mail: [email protected] control group than the control group (p < .05). These results
ORCID: https://orcid.org/0000-0001-6508-6712 confirmed that integrating environmental responsibility into
student activities in science education, such as caring for
d
Mohamad Amin, Universitas Negeri Malang, plants or animals, significantly enhances their environmental
Malang, State, Indonesia.
stewardship. This study provides practical and theoretical
E-mail: [email protected]
ORCID: https://orcid.org/0000-0002-7900-4017 insights into green curriculum integration, especially in
developing countries, and highlights the importance of
e
Maya Umi Hajar, Universitas Negeri Malang, Malang, incorporating ecological responsibility projects in education
State, Indonesia to promote sustainable behaviors. The findings can inform
E-mail: [email protected]
educational practices, curriculum development, and
ORCID: https://orcid.org/0000-0003-4126-6422
policymaking in sustainable education.

Keywords:
Eco-Friendly Culture, Environmental Awareness, Green
Curriculum, Integration Model, Science Education

Introduction

Copyright ©
E nvironmental awareness and an eco-friendly culture
ensure our planet's sustainability and future generations'
wellbeing (Bhandari & Abe, 2000; Kudlas, 1984; Parker
www.iejee.com
& Prabawa-Sear, 2019a). In Indonesia, environmental
ISSN: 1307-9298
awareness and eco-friendly is still relatively low, as evidenced
by various environmental issues such as deforestation,
© 2024 Published by KURA Education & Publish-
ing. This is an open access article under the CC
air and water pollution, and plastic waste accumulation
BY- NC- ND license. (https://creativecommons. (Nurkaidah et al., 2024; Viteri & Pazmiño, 2023). Instilling
org/licenses/by/4.0/) environmental awareness and an eco-friendly culture early
is crucial, especially among elementary school students
(Bootrach et al., 2015). Instilling these values helps to shape

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a generation that is conscientious and responsible for schools (Syahrial et al., 2020). This condition highlights
environmental preservation (Lowan-Trudeau, 2023). the need for structured and practical development of
environmental education within the learning process
Research on environmental awareness among (Gavilan Tatin et al., 2024; Gunansyah et al., 2021;
elementary school students has become a key focus in Parker & Prabawa-Sear, 2019a). A green curriculum
environmental education studies globally, particularly serves as a framework for integrated environmental
in (Husamah et al., 2022; Komariah & Sa’ud, 2024). This education through various learning practices to foster
concern is supported by evidence of the low levels of environmental awareness and promote sustainable
environmental awareness and eco-friendly practices practices (Corpuz, 2022; Louw, 2013; Ni et al., 2024).
among elementary school students (Ardoin & Bowers,
2020; Masalimova et al., 2023). A study conducted by The green curriculum refers to an educational
Sadikin et al., (2024), which measured environmental approach that integrates environmental issues
awareness among fifth-grade students in an into learning, effectively promoting sustainable
Indonesian elementary school, revealed that only actions among students (Louw, 2013; Ni et al., 2024).
37.38% of students could distinguish between organic Its implementation aims to equip students with
and inorganic waste, and 45.27% were familiar with the skills to analyze and address environmental
the 3R concept (Reduce, Reuse, Recycle). Similarly, challenges caused by human activities, reflecting
Rindawati et al., (2020) assessed the environmental the reciprocal relationship between humans and
knowledge of 10-year-old elementary students in an nature (Ni et al., 2024). However, its implementation
Indonesian urban area and found that merely 10% of often encountered challenges in adapting to local
students understood solid, liquid, and industrial waste. contexts, necessitating strategies that were tailored to
These findings highlight the urgent need for curriculum the specific educational and cultural needs of each
development and more structured environmental community to ensure effective integration and impact
education strategies at the elementary school level (Fekih Zguir et al., 2021; Olsen et al., 2024; Sterling, 2024;
(Rindawati et al., 2020; Sadikin et al., 2024). Wals, 2015). Integrating environmental education into
elementary science curricula enhances its potential
Elementary school is a critical period during which by aligning with science's focus on understanding
values and habits can be firmly established through nature, the environment, and human-ecosystem
systematic learning approaches (Aningsih et al., 2022; interactions (Nation & Feldman, 2021). Although the
Fekih Zguir et al., 2021). This aligns with research by Errica urgency of environmental education has been widely
& Mulyadi (2022), which compared environmental acknowledged, the systematic implementation of a
education curricula in Indonesia and Japan. Their green curriculum within formal education, particularly
findings revealed that Japan’s practical approach in science subjects at the elementary level in
at the elementary school level promoted greater Indonesia, remains unrealized (Parker et al., 2018; Parker
environmental awareness and pro-environmental & Prabawa-Sear, 2019b). Presently, environmental
behavior compared to Indonesia’s predominantly education efforts in Indonesia are largely confined to
theoretical methods. Therefore, research focusing on extracurricular activities or project-based initiatives
structured and practical environmental education outside the classroom, highlighting a substantial gap
is urgently needed to bridge the gaps in sustainable in its integration into the core curriculum (Syahrial et
practices among elementary school students in al., 2020; Tompodung et al., 2018). This study aimed
Indonesia (Gavilan Tatin et al., 2024; Gunansyah et al., to address this gap by developing strategies for
2021; Parker & Prabawa-Sear, 2019a). implementing a green curriculum integrated into
science education, with the goal of fostering an
In Indonesia, since 2006, environmental education environmentally friendly culture and enhancing
has been integrated into school environmental students' in-depth awareness of environmental issues.
management through the Adiwiyata program
(The Ministry of Environment and Forestry Republic Theoretical Framework
Indonesian, 2006). This program encourages students
to participate in maintaining the school environment Green Curriculum
beyond regular class hours (Parker, 2018; Parker &
Prabawa-Sear, 2019a). However, studies indicate The green curriculum refers to an educational
that the implementation of the Adiwiyata program framework that incorporates environmental topics
has not fully succeeded in fostering environmentally into the learning process, fostering sustainable
friendly behavior among students (Tompodung et behaviors among students (Louw, 2013; Ni et al., 2024).
al., 2018). Despite its significant potential, research Its goal is to develop students' abilities to analyze
findings reveal that a lack of active participation and and tackle environmental problems resulting from
deep understanding of environmental issues among human activities, highlighting the interdependent
students often hinders its effectiveness (Desfandi M. et relationship between humans and the natural world
al., 2019), and it is also context-dependent on individual (Ni et al., 2024). The green curriculum incorporates
several key components to foster environmental

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awareness and sustainable behaviors among students which involves actions to address environmental
effectively (Louw, 2013; Ni et al., 2024; Şahin, 2008). problems; valuing, which reflects the belief that
First, the green curriculum integrates environmental actions to protect the environment can minimize
issues such as pollution and climate change into damage; organization, which entails encouraging
core subjects like science, fostering awareness others to take collective action in preserving the
and sustainable practices. Second, it emphasizes environment; and characterization, which represents
project-based learning through activities like waste a consistent disposition to maintain cleanliness and
management and energy audits, linking theory with avoid environmentally destructive behaviors (Yu, T.-Y.,
practical applications to enhance critical thinking & Yu, 2017).
and eco-friendly habits (Parker et al., 2018; Parker &
Prabawa-Sear, 2019b). Finally, it focuses on character Eco-friendly culture refers to a set of integrated
development by encouraging responsibility and practices, behaviors, and values that minimize
ethical attitudes through activities such as plant care environmental harm and promote sustainability
and community clean-ups, promoting environmental (Gobena & Kant, 2022; Ullman et al., 2008). Key
stewardship (Aningsih et al., 2022). components include green planning and design,
which focuses on creating sustainable infrastructures;
Integrating environmental education into science green energy, emphasizing renewable energy sources
classes provides students with practical experiences to reduce carbon emissions; and waste management,
that enhance their understanding of sustainability targeting waste reduction, recycling, and composting
and environmental issues (Kumar,et al., 2023; Shulla to prevent environmental degradation (Bradley,
et al., 2020). Cultivating a garden during lessons on 2009; Wals, 2015). Additionally, water conservation
plant biology allows students to observe plant growth, and green transportation are central, ensuring the
understand photosynthesis, and recognize the efficient use of natural resources and reducing
environmental conditions necessary for sustainable pollution through eco-friendly mobility solutions. These
ecosystems (Aningsih et al., 2022; Louw, 2013). The interconnected elements aim to foster a society that
integration of the green curriculum into science prioritizes sustainable development and ecological
education bridges theoretical concepts with practical balance (Jorgenson et al., 2019; Parker, 2018; Shulla et
applications, enhancing students' understanding al., 2020). By integrating these principles, eco-friendly
of ecological systems and fostering sustainable culture serves as a foundation for addressing global
practices (Ni et al., 2024; Tuncer et al., 2007; Viteri & environmental challenges while supporting long-term
Pazmiño, 2023). Outdoor experiential activities, such sustainability (Fekih Zguir et al., 2021; Prabawani &
as observing local ecosystems or participating in Hanika, 2017).
community cleanup initiatives, provide students
with a deeper appreciation for biodiversity and the Method
interconnectedness of life, fostering environmental
responsibility and eco-friendly behaviors (Aurélio et This study employed a research and development
al., 2022; Dillon & Scott, 2002). By embedding these (R&D) model adapted from the ADDIE model, which
activities into the science curriculum, students develop stands for Analyze, Design, Develop, Implement,
skills needed to address real-world environmental and Evaluate (Branch, 2009). The research process
challenges effectively (Olsen et al., 2024; Viteri & conducted using this development model is described
Pazmiño, 2023). in Figure 1 below.

Student's Environmental Awareness And Eco-Friendly Figure 1.

Culture Research Flowchart of The Development Model.

Student environmental awareness refers to the

understanding, attitudes, and behaviors that students
develop toward environmental issues and the
necessity for sustainable practices (Ni et al., 2024;
Özden, 2008). Cultivating environmental awareness
among students is essential for shaping a generation
capable of addressing ecological challenges
(Moody-Marshall, 2023). Individuals need to possess
environmental care attitudes before recognizing
their social and environmental responsibilities, which
ultimately enhance their intention to adopt eco-
friendly practices (Ha et al., 2023). These attitudes
encompass five aspects are receiving, which refers
to sensitivity to environmental issues; responding,

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Problem Analyze Phase character. The evaluation focused on the frequency

and quality of environmental programs, student
In the first stage, the problems in the environmental participation, and the alignment of educational
education process were identified through implementation across the five schools involved in this
observations and questionnaires distributed to five needs analysis.
elementary schools in East Java Province. The schools
participants in this study were selected from five Design and Develop Phase
elementary schools in East Java through purposive
sampling based on several criteria, including the The green curriculum integration model for science
availability of environmentally focused programs, education was designed and developed in this phase
diversity in school types encompassing public, based on the issues identified during the problem
private, and faith-based institutions, the presence of analysis phase. The primary objective of this phase
supporting infrastructure, and fifth-grade students was to create a comprehensive model that effectively
aged 10–11 years who are at the concrete operational integrates environmental education into the science
cognitive development stage, making them suitable curriculum, promoting environmental awareness and
for project-based learning and understanding eco-friendly culture among students.
environmental issues. This selection ensured a
comprehensive understanding of the environmental Content Validity was assessed using expert reviews.
education challenges across various school settings A panel of five environmental education specialists,
(see Table 1 for a description of participants). curriculum developers, and experienced teachers
evaluated the curriculum to confirm that it addressed
The problem analysis was conducted through all necessary environmental topics and adhered
direct field observations and a review of supporting to best practices in sustainability education. The
curriculum documents, including semester-long content validity of the curriculum was determined by
lesson plans, school teaching schedules, and school calculating the Content Validity Index (CVI) for each
supervision records. This comprehensive approach item and the overall model. The formula for content
aimed to evaluate both the on-ground implementation validity index (CVI):
and the structural alignment of the environmentally- CVI = N
based curriculum for fifth-grade students across five A​
schools. The indicators for assessing the achievement Where:
level of the environmentally-based curriculum were A = the number of experts who rated the item as
adapted from Şahin, (2008), as detailed in Table 2. relevant.
N = the total number of experts.
The needs analysis data from the identification process A CVI score of 0.8 or higher was considered acceptable,
were analyzed using descriptive statistics to evaluate indicating strong content validity.
the environmental-based curriculum implementation
level in the five participating schools. This analysis The expert review results are summarized in Table
aimed to measure the extent to which environmental 4, showing the CVI scores for each curriculum
programs have been implemented to support component. The experts rated the curriculum's
the development of students' environmental care alignment with environmental education standards,

Table 1.
Description of Participants.
No. Origin School Total Number of students Grades Male Female Age (Yo)
1. Public Elementary School Malang 102 5th 46 56 10-11
2. Islamic Elementary School Malang 113 5th 48 65 10-11
3. Islamic Elementary School Pasuruan 98 5th 48 60 10-11
4. Public Elementary School Pasuruan 80 5th 32 48 10-11
5. Privat Elementary School Sidoarjo 88 5th 47 41 10-11

Table 2.
Indicators for the Achievement Level of the Environmentally-Based Curriculum
No. Indicator
1. The school's vision reflects the development of students' environmental awareness character.
2. The mission provides direction for the goals of the green school program.
3. Environmental programs are evident in the school's vision and mission.
4. There are specific routine activities for environmental management.
5. Additional learning time is provided to support environmental management activities and the development of students' environ-
mental awareness character.
6. Promotion criteria include achievements in environmental programs.
7. Environmental management activities and campaigns involve parents.
8. Activities are conducted to develop students' environmental awareness character.
9. There is a dedicated supervision program for environmental initiatives.
Adapted from Şahin, (2008).

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content relevance, and comprehensiveness using an experimental class) in an elementary school in

a Likert scale (1 = Strongly Disagree, 2 = Disagree, 3 = BAIPAS Islamic Elementary School Malang, East Java.
Agree, 4 = Strongly Agree). The mean CVI score for The selection of students for this stage was different
each component was calculated to ensure that all from those who participated in the analysis phase. The
critical aspects of the curriculum met the required selection was based on purposive sampling, where
validity threshold. The result of the expert review for participants were specifically chosen to ensure they
content validity is in Table 3. Below. met the criteria for the study's objectives. The school
was selected based on its willingness to participate
Multiple methods were employed to assess the in the research and its suitability for implementing
reliability of the green curriculum integration in science both traditional and integrated green curriculum
learning. First, Cronbach’s alpha was calculated methods within its existing science curriculum.
for the environmental awareness and eco-friendly Additionally, the school was located in an area with
culture questionnaires used to measure students’ varied socio-economic backgrounds, providing a
attitudes and behaviors. The internal consistency more comprehensive context for testing the green
of the instruments yielded high Cronbach’s alpha curriculum's impact on students' environmental
coefficients of 0.85 for the environmental awareness attitudes and behaviors. The participants in this stage
scale and 0.87 for the eco-friendly culture scale, consisted of 80 students from five grades, aged 10-11
indicating strong reliability of the instruments. Next, years (Description of quasi-experiment participants in
inter-rater reliability was assessed by having six Table 4).
trained teachers independently assess students'
environmental projects using a common rubric. In this quasi-experimental study, the control group
Cohen’s Kappa coefficient was calculated to measure received Problem-Based Learning (PBL) in science
the level of agreement among the raters, resulting in instruction. In this approach, students worked
a coefficient of 0.82, indicating substantial agreement. collaboratively to address and find solutions to
Finally, test-retest reliability was evaluated by various environmental problems presented by the
administering the same questionnaires to a subset of teacher. The goal was to engage students in active
50 students at two different time points, with a 4-week problem-solving related to real-world environmental
interval. The Pearson correlation coefficient for the issues, fostering critical thinking, teamwork, and a
test-retest reliability was 0.91, confirming the stability deeper understanding of environmental challenges.
of the instruments over time. The iterative design, In contrast, the experimental group received science
development, and validation process ensured that the instruction integrated with a green curriculum, where
green curriculum integration model was theoretically environmental issues were embedded within the
sound and practically applicable. Feedback from the science content. The green curriculum aimed to raise
pilot phase provided critical insights incorporated into environmental awareness and promote sustainable
the final version. practices among students, incorporating hands-on
activities and projects aligned with sustainability
Implementation Phase principles and ecological responsibility.

in the final stage, a quasi-experiment testing process At this stage, environmental awareness and eco-
was carried out with two classes (a control class and friendly culture values were measured using a paper-
Table 3.
Results of Expert Review for Content Validity
No. Component Expert Rating (1-4) Number of expert ratings (agree/all) CVI Score Mean CVI Score

1. Environmental Topics 3.9 4/5 0.8 0.88

2. Pedagogical Approach 4.0 5/5 1.0 1.00
3. Assessment Tools 3.8 4/5 0.8 0.85

Table 4.
Description of Quasi Experiment Participant.
No. Class Grades Male Female Age (Yo)
1. Control 17 23
5th 10-11
2. Experiment 15 25

Figure 2.
Quasi-experimental model in this study.

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based self-assessment Likert scale questionnaire, questionnaire based on indicators Table 5 and 6 in
distributed in paper form and filled out directly Appendix 1 and 2).
by the students after the science lessons in their
classrooms. The questionnaires were designed to The data were analyzed using independent samples
align with the study's objectives by measuring specific t-tests in SPSS 26. The t-test compared the mean scores
aspects, ensuring the data collected supported the of the experimental group (students taught using the
evaluation of the green curriculum's effectiveness. The green curriculum) and the control group (students
environmental awareness indicators were adapted taught using the conventional curriculum). This
from Yu, T.-Y., & Yu, (2017), as shown in Table 2, and the analysis determined whether the green curriculum
eco-friendly culture indicators were adapted from significantly improved students' environmental
Wals, (2015), as presented in Table 3 below. attitudes and behaviors. A significance level of (p
≤0.05) was used to interpret the results.
Cronbach’s alpha was calculated to determine the
internal consistency of the environmental awareness Result
and eco-friendly culture questionnaires to assess
the reliability of the instruments used to measure This study aimed to explore and assess strategies
students' environmental awareness and eco-friendly integrated into a green curriculum in Indonesian
behavior. The Cronbach’s alpha coefficient for the elementary science education to improve students'
environmental awareness scale was 0.85. For the eco- environmental awareness and eco-friendly culture.
friendly culture scale, it was 0.87, indicating a high A green curriculum integration model for science
internal consistency and reliability of the instruments education was developed, and the results were
for measuring these constructs (self-assessment described through a series of ADDIE phases.

Table 5.
Indicators of Environmental Awareness
No. Indicators Description
1. Receiving External stimuli include problems and symptoms in the students' environment.
2. Responding Actions that students must take to address the problems in their environment.
3. Valuing A belief that actions taken to address ecosystem or environmental issues can minimize envi-
ronmental damage.
4. Organization Effort to encourage others to take action to preserve and maintain the surrounding environ-
ment for the common good.
5. Characterization Having an attitude and traits that are sensitive to environmental maintenance.

Adapted from Yu, T.-Y., & Yu, (2017)

Table 6.
Indicators of Eco-Friendly Culture.
Assessment indicators of an environ- Description
No.
mentally friendly culture
1 Habituation in Mapping the Potential Students' habits in mapping local environmental conditions, including iden-
and Condition of the Environment tifying natural resources, environmental issues, and conservation efforts.
2 Habituation in Waste Management Students' habits in managing waste effectively, including reduction, separa-
tion, recycling, and environmentally friendly disposal.
3 Habituation in Energy Use Students' habits in using energy efficiently, including reducing energy con-
sumption, switching to renewable energy, and optimizing electricity use in
schools.
4 Habituation in Water Conservation Students' habits in conserving water include reducing water wastage, utiliz-
and Management ing rainwater, and using water-saving technologies.
5 Habituation in Soil Management and Students' habits in understanding and applying proper soil management
Prevention of Chemical Contamina- and preventing chemical contamination
tion
6 Habituation in Being Sensitive to Students' awareness of and care for environmentally friendly school facili-
School Facilities and Infrastructure ties and infrastructure, including cleanliness and long-term sustainability.
7 Habituation in Orderliness and Envi- Students' habits include maintaining orderliness and cleanliness around the
ronmental Sustainability Around the school environment.
School
8 Habituation in Campaigning for Students' involvement in supporting and promoting environmental sustaina-
Environmental Sustainability bility campaigns.

Adapted from Wals, (2015).

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Problem Analysis Phase programs reflected in the school’s vision and

mission revealed gaps between school policies and
In this problem analysis phase, the achievement level of the practical implementation of environmental
the Environmentally-Based Curriculum was identified education. These results highlighted the need for a
for fifth-grade students across five elementary more structured, environmentally based curriculum
schools. The results of this analysis will serve as the directly connected to classroom learning to foster
foundation for the subsequent development stages. students' environmental awareness and eco-friendly
The findings regarding the curriculum achievements behavior more effectively.
in environmental education across the five schools are
presented in Figure 2 below. Design and Developing Phase

The graph in Figure 2. illustrates variations in the The design and developing phase focused on creating
achievement levels of the environmentally based a green curriculum integration model that embedded
curriculum indicators across five elementary schools. environmental issues and responsibilities into science
Indicators with high achievement percentages, learning to enhance students' environmental
such as students' activities in building environmental awareness and foster eco-friendly behaviors. The
awareness and environmental activities, indicated core structure of this model is visually represented
that these schools had integrated environmental in Figure 3, illustrating how the curriculum components
values into certain aspects of education. Furthermore, and learning activities align to achieve the intended
indicators like promotion criteria and environmental educational goals.
Figure 2.
Graph of the Achievement Levels of the Environmentally-Based Curriculum

Figure 3.
Illustration of The Integration Green Curriculum in Science Learning.

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The most appropriate integrated model is inserting Figure 4.

green curriculum aspects in the form of environmental Documentation of Students Engaging in Outdoor
problems and responsibilities in science learning Experiences During Science Lessons with The
in the classroom. Students solved environmental Integration of The Green Curriculum
issues through science learning projects. Meanwhile,
the habit of environmental responsibility is formed
at the beginning of the learning process, such as
responsibility for plants or animals that need to be
cared for. Integrating responsibility and projects
to resolve environmental problems with repeated
reinforcement learning fostered awareness of the
environment and eco-friendly culture. This can be
explained in the learning syntax in Table 7.

Integrating a green curriculum into science education Through these initiatives, students learn about
significantly transforms the learning experience by ecosystems theoretically and develop a profound
fostering a deeper connection between students and appreciation for the complexity and fragility of the
their natural surroundings. These outdoor experiences natural world. They are taught the importance of
are carefully designed to align with and reinforce biodiversity and the interdependence of different
the science concepts covered in the classroom. species, including humans. This holistic educational
For example, while learning about photosynthesis, approach instils in them a sense of stewardship and a
students might cultivate a garden, observing commitment to environmental sustainability that they
firsthand how plants grow and respond to different carry into adulthood. Ultimately, integrating a green
environmental conditions (see Figure 4). In addition curriculum into science education in elementary
to these immediate educational benefits, students schools will produce environmentally conscious
are assigned projects focusing on environmental individuals with the knowledge, skills, and values
preservation. These projects require them to devise necessary to contribute positively to preserving and
and implement strategies for conserving local enhancing their local and global environments.
ecosystems, including planting trees, creating
habitats for pollinators, or organising clean-up drives. Results of The Quasi-Experimental Study
To amplify the impact of their work, students also
engage in environmental campaigns, using various A more in-depth evaluation was subsequently
media to raise awareness about ecological issues and conducted as part of a quasi-experimental test during
promote sustainable practices within their community. the implementation phase following the development

Table 7.
Learning Activity Process of Integration Green Curriculum and Science Education.
Learning Activity Student activities Teacher activity

Teachers help students get into the habit of managing the

Animal or plant care activities Students manage plants and animals, which
plants and animals they are responsible for, from seed to
is their responsibility, from seedlings to harvest.
harvest

Explore environmental Students observe environmental problems The teacher facilitates students in finding questions about
problems with questions they encounter by asking questions environmental problems.

Product design by watching Students watch videos on YouTube uploaded

The teacher demonstrates the steps for working on the
video. by the teacher regarding the steps for
project directly or uploads a video via YouTube
working on the project
Create a schedule. Students determine the project The teacher facilitates students in preparing project
implementation schedule as a group implementation schedules in groups
The teacher facilitates student activities in the project
Implement the plan with
Students work on projects in groups stages and ensures that all group members are involved in
group
project implementation activities
Implement plate Students implement the project stages in
Teachers support students in activities independently
independently. groups
Students observe the progress of the project
The teacher facilitates students in project activities and
Monitor of the project implementation from the potential to the
provides direction to resolve the obstacles encountered
obstacles encountered
The teacher facilitates students with several questions
Integrating materials with Students relate the projects they are working
related to the relevance of learning material to
project activities with on to the environmental problems that they
environmental problems and the projects that they are
presentations have encountered
working on
Campaign to friends about Students campaign for activities related to Teachers encourage students to tell or teach their learning
being environmentally friendly environmental management experiences to friends or family.

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of the green curriculum integration in science The graph indicates that the environmental
learning. This step analyzed environmental awareness awareness scores of students in the experimental
and eco-friendly aspects based on specific indicators. class are significantly higher than those in the control
Based on the measurements of environmental class despite the average score differences for each
awareness and eco-friendly behavior conducted indicator ranging from 10 to 20 points. This trend is also
after implementing the green curriculum integration evident in the environmental concern scores assessed
in the experimental science class and problem-based through observer evaluations. As depicted in Figure 6.
learning without green curriculum integration in the below, the results further substantiate these findings.
control class, it was found that the experimental class
had a higher average score compared to the control The results of the quasi-experimental test showed that
class. The descriptive analysis of these two variables is environmental awareness and eco-friendly cultural
presented in Figures 5 and 6. value increased in the control and experimental

Figure 5.
Graphic Result of Environmental Awareness Value.

Figure 6.
Graphic of Eco-Friendly Culture Value.

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classes. The average difference in the eco-friendly process. After the lesson, students consistently
culture score was 12.3-23.6 points higher than in ensure that the classroom is in optimal condition.
the control class (see Figures 5 & 6). Upon analyzing This includes turning off unnecessary lights when the
the overall averages of both the environmental room is adequately lit, opening windows for proper
awareness and eco-friendly culture values, the results ventilation, unplugging unused electrical outlets,
are comprehensively summarised in Table 8 below. and maintaining a clean and comfortable learning
These findings provide a clear comparison between environment. Integrating environmental awareness
the experimental and control groups, highlighting and consciousness into the science curriculum fosters
the effectiveness of the implemented intervention in these good habits, encouraging students to take
fostering environmental awareness and promoting an responsibility for the sustainability of their environment.
eco-friendly culture among students. Through the green curriculum, this approach instills in
students a lasting sense of stewardship and proactive
Table 8. behavior toward environmental conservation.
Average Scores of Environmental Awareness and
Eco-Friendly Culture Discussions
Class Scores with Green Scores with Non-Green
Curriculum Curriculum This study has developed the integration of a green
(Experimental Class) (Control Class) curriculum model in science learning, addressing key
EA EFC EA EFC challenges identified during the problem analysis
87,69 88,45 77.93 79.15 phase. The integration of this curriculum supports
EA (environmental awareness), EFC (Eco-Friendly culture)
the simultaneous development of environmental
These results were then tested for inferential statistics awareness and an eco-friendly culture among
using the different t-tests to analyze the differences students. By emphasizing direct, experiential learning,
in the values of
​​ the two aspects in the control and the model allowed students to develop competencies
experimental classes. (see Table 9). in exploring and understanding environmental
concepts through hands-on activities (Komariah &
Table 9. Sa’ud, 2024; Ni et al., 2024). The integration process
T-test Result of Environmental Awareness and Eco- included clear objectives, tailored content and
Friendly Culture. learning materials, and structured learning activities
Mean aligned with sustainable education goals (Aurélio et
No. Aspect Sign. (2-tailed)
different. al., 2022; Dillon & Scott, 2002).
1. Environmental awareness 0.000 9.3
2. Eco-friendly culture 0.000 8.7 This study demonstrated that cultivating environmental
awareness is most effectively achieved by assigning
The hypothesis test results confirm that there is students responsibility for caring for animals or plants
an effect on increasing students' environmental as part of their learning projects. This approach
awareness and environmentally friendly culture after deepened students' connection with the environment
the learning process. Based on the data analysis, it was and fostered attitudes of care and accountability,
found that the significance was p = 0.000 ≤ α (0.05). confirming findings from previous studies (Sadikin et
Learning success can be seen from the corrected al., 2024; Torre Gibney et al., 2017). While elementary
mean difference between the experimental and students may possess foundational knowledge of
control classes. The corrected mean value for environmental issues, the study underscored the
the experimental class is greater than that of the need to translate such theoretical knowledge into
control class. The growth and development of an actionable behaviors through direct, practical actions,
environmentally friendly culture are due to integrating a critical aspect of environmental education (Viteri &
the green curriculum in science learning with repeated Pazmiño, 2023).
reinforcement. These results prove that integrating the
green curriculum model in science learning effectively Furthermore, an eco-friendly culture emerged from
implements environmental education. environmental projects and campaigns embedded
within the curriculum. These activities promoted
The results of these quantitative measurements are collaboration, inquiry, and reflective practices,
consistent and supported by evidence based on fostering environmental responsibility and ecological
observations of an environmentally friendly culture. It sensitivity (Daher, 2022; Shulla et al., 2020). Students also
was found that children understand science concepts engaged in using environmentally friendly products,
inductively. They know how the ecosystem concepts such as reusable water bottles and food containers,
around them are formed from specific observations or cultivating habits that foster sustainable practices into
experiences in their surrounding environment during adulthood (Komariah & Sa’ud, 2024; Parker, 2018).
learning. This is evidenced by the findings of students'
questions about science concepts during vegetable The findings that integrating a green curriculum in
cultivation activities at the beginning of the learning science education enhances students' environmental

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 Strategies to Enhance Eco-Friendly Culture... / Triyandana, Ibrohim, Yanuwiyadi, Amin & Hajar

awareness and eco-friendly culture align with studies students' environmental awareness and eco-friendly
by Torre Gibney et al., (2017) and Tuncer et al., (2007), behavior.
which emphasises the importance of responsibility
in shaping students' environmental attitudes. Gibney The implications of these findings for environmental
et al. found that a deep project-based learning education policy in Indonesia are significant. The
approach encourages students to be more actively government and education stakeholders must
involved in environmental activities. At the same time, consider a more comprehensive integration of the
highlighted the importance of theoretical knowledge green curriculum within the educational system. More
in building a solid understanding of environmental incredible support is needed by providing resources,
issues. Although both approaches are practical, they teacher training, and establishing policies that
show differences in teaching methods and outcomes encourage using environmentally friendly products.
(Li et al., 2021). Moreover, environmental education programs must
be tailored to local conditions, considering existing
Additionally, challenges such as economic constraints economic and social challenges. Community-based
and resource limitations in Indonesia highlighted the approaches involving students and the community
need for community-based approaches and cost- may offer practical solutions to overcome resource
effective strategies, as suggested by Parker et al., limitations and achieve better environmental
(2018; 2019a) tailored strategies, including culturally education goals. Thus, environmental education
relevant and context-specific methods, were found policy in Indonesia can become more adaptive and
to be essential for addressing these challenges and sustainable and positively impact the enhancement of
achieving sustainable outcomes (Bhandari & Abe, environmental awareness and eco-friendly behavior
2000; Lowan-Trudeau, 2023). These results provide a among students.
robust framework for integrating green curricula into
science education, offering practical and theoretical Limitation Of Study
insights for advancing environmental education
in diverse socio-economic and cultural contexts. This study identified several limitations that need further
Moreover, limited institutional support can significantly discussion. A key limitation is the lack of specialized
hinder the success of such programs, particularly teacher training, which may have impacted the
in developing countries like Indonesia (Parker & quality of instruction and students' comprehension
Prabawa-Sear, 2019a). Using environmentally friendly of the green curriculum. Additionally, demographic
products in developing countries like Indonesia is factors such as socio-economic status, culture, and
very expensive. Buying some environmentally friendly geographic location created variability in student
products is more costly than regular products (Parker participation. Economic barriers limited resource
et al., 2018; Parker & Prabawa-Sear, 2019a). This causes access for disadvantaged students, while geographic
environmental education to not only be invested in and cultural differences affected engagement with
one or two specific periods, such as workshops or project-based activities.
non-learning programs (Knamiller, 1983; Nomura et
al., 2003). Modern industrial technology, the capitalist To address these issues, the study proposed strategies
economic system, economic growth, and an affluent such as cost-effective projects utilizing local resources,
consumer society are determining aspects of the level adaptable activities for diverse settings, and culturally
of environmental awareness of citizens (Stevenson, relevant content. Engaging parents and communities
2007). This means that environmental education tends and offering targeted support for underserved students
to have different effects in different countries. were also emphasized to enhance participation.
Future research should explore these approaches
The differences in implementing the green curriculum further, focusing on teacher training, community
may be due to variations in access to learning materials, involvement, and longitudinal studies to evaluate the
teacher training, and community participation curriculum's long-term impact across varied contexts.
(Bhandari & Abe, 2000; Parker & Prabawa-Sear, 2019a).
Discussing these differences can provide further Conclusions
insights into how environmental education programs
can be tailored to local needs. For example, more The integration of a green curriculum into elementary
straightforward and community-based approaches science education demonstrated its effectiveness
may be more effective in countries with limited in enhancing students’ environmental awareness
resources than methods requiring extensive resources. and fostering an eco-friendly culture. This study
By understanding the specific contexts and challenges employed the ADDIE model to systematically design,
in each location, educators and policymakers can develop, and implement a green curriculum that
design more adaptive and responsive environmental incorporated environmental issues and responsibilities
education programs that better meet local needs, into science learning. The findings from the quasi-
thereby achieving better outcomes in enhancing experimental test revealed a significant improvement
in environmental awareness and eco-friendly cultural

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values among students in the experimental group Corpuz, A. M. (2022). Integration of Environmental
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Appendix 1
Self-Assessment Quisioner of Environmental Awareness.
No. Statements for self-assessment of environmental awareness Indicators
1 I will follow the rules about maintaining the school environment. Receiving
2 I am happy to come to school early because I can see the clean and green school. Receiving
3 I wouldn't say I like participating in school cleaning activities because it is tiring to follow the Responding
exercises.
4 I enjoy studying at this school because of the green school program, which makes the Valuing
school beautiful and comfortable.
5 I do not need to conserve water because there is plenty of it. Characterization
6 Wastewater from the school bathrooms needs to be treated with clean water. Receiving
7 I will turn on the lights during the day even though the classroom is well-lit because it is a Characterization
school facility.
8 If there are many leaves scattered around the house, I will make compost to clean the yard. Responding
9 I enjoy seeing the plants at school. Receiving
10 I will burn the scattered trash so it doesn't dirty the school environment. Characterization
11 I will ignore friends who litter. Characterization
12 I will invite my brother, mother, and father at home to make hand sanitizer and soap from Valuing
plants.
13 I enjoy participating in communal work with my siblings, father, and mother to clean the Responding
village.
14 If I become a class leader, I will invite my friends to play rather than invite them to clean Organization
and take care of the school environment.
15 I don't care if my friends brush their teeth after lunch because it's not my teeth that will Characterization
decay.
16 I will use bombs to catch fish to get more fish. Characterization
17 I prefer using air conditioning over utilizing natural ventilation. Characterization
18 I feel sad when I see people littering. Receiving
19 I will continue to plant vegetables and raise animals to prevent extinction. Valuing
20 I enjoy sorting trash by separating paper, plastic, hazardous waste, organic, and residue. Responding

Appendix 2
Self-Assessment Quisioner of Eco-friendly Culture.
No. Statements for self-assessment of eco-friendly culture Indicators
1 I am used to identifying natural resources in the school environment.
Habituation in Mapping the Poten-
2 I can recognize environmental issues around me.
tial and Condition of the Environ-
I participate in mapping environmental potentials to support conservation ment
3
efforts.
4 I separate waste based on its type (organic, plastic, residual).
5 I take part in recycling activities at school or home. Habituation in Waste Management
6 I reduce the use of disposable items to minimize waste.
7 I always turn off lights and electronic devices when not in use.
8 I support the use of renewable energy at school (e.g., solar panels). Habituation in Energy Use
9 I prefer using natural ventilation over air conditioning.
10 I save water by turning off the tap when not in use.
Habituation in Water Conservation
11 I utilize rainwater for certain activities, such as watering plants.
and Management
12 I support the use of water-saving technologies in school.
13 I avoid excessive use of chemical fertilizers in farming or gardening activities. Habituation in Soil Management
14 I use organic waste to create compost. and Prevention of Chemical Con-
15 I support reforestation efforts to prevent soil erosion. tamination
16 I keep school facilities such as classrooms, toilets, and gardens clean.
Habituation in Being Sensitive to
17 I report any damage to school facilities so they can be fixed promptly.
School Facilities and Infrastructure
18 I support the provision of environmentally friendly facilities in schools
19 I regularly clean the school surroundings to maintain tidiness. Habituation in Orderliness and
20 I always dispose of trash in the designated bins. Environmental Sustainability Around
21 I support school programs focused on environmental preservation. the School
22 I actively participate in campaigns to raise environmental awareness.
23 I encourage my friends to keep the school environment clean and beautiful. Habituation in Campaigning for
I help spread information about the importance of environmental preserva- Environmental Sustainability
24
tion through social media or posters.

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