Integrating Environmental Education into Natural and Social Sciences (IPAS) Learning to Enhance Ecological Awareness among Fifth-Grade Students at SD Negeri 6 Tinanggea
DOI:
https://doi.org/10.56404/jels.v6i1.446Keywords:
Environmental Education, IPAS Learning, Ecological Awareness, Elementary SchoolAbstract
Ecological problems require elementary education not only to convey environmental concepts but also to cultivate students' concern and concrete action. This study aimed to describe the integration of environmental education into Natural and Social Sciences (IPAS) learning, the development of students' ecological awareness, and the supporting factors and constraints in Grade 5 at SD Negeri 6 Tinanggea. This field study employed a descriptive qualitative approach during the second semester of the 2025/2026 academic year. The informants included the principal, the vice principal for curriculum, Grade 5 teachers, and Grade 5 students. Data were collected through observation, interviews, and documentation and were analyzed through data reduction, data display, and conclusion drawing. Data trustworthiness was established through source, method, and time triangulation. The results showed that environmental education was integrated through content selection, adaptation of teaching modules, analysis of learning objectives, assessment, use of contextual methods and media, and routines consisting of daily classroom cleaning duties and collective clean-up activities. These practices contributed to the development of students' ecological knowledge, attitudes, skills, participation, and concern. Support from the school community and the availability of cleaning facilities strengthened implementation, whereas limited time, variation in student characteristics, and inconsistent routines were the principal constraints.
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