Enhancing Ecological Knowledge Through Green Action for Sustainable Elementary Schools

Abstract

Ecological knowledge serves as an important foundation to shape an individual that cares about the environment. This study aimed to: (1) describe how green action is implemented among elementary school students; and (2) analyze how green action implementation can enhance students' ecological knowledge. This research employed an observational mixed-method design using an explanatory sequential approach. Fourth-grade students at SDN 01 Pati Kidul and SDN 01 Gembong were selected as research subjects using purposive sampling, based on their location in flood-prone areas. Quantitative data were gathered through structured questionnaires, while qualitative data came from interviews and direct observation. A percentage formula and Miles' interactive analysis model were applied for data analysis. The findings indicate that students’ ecological knowledge regarding animals, energy, pollution, recycling, and water falls into the very high category, while knowledge related to environmental issues is categorized as high. The implementation of green action programs such as “Care for the Earth” and “Waste Awareness” has proven effective to develop students’ ecological knowledge through direct and contextual experiences. This study confirms that embedding ecological knowledge through green action practices from the elementary school age is a good strategy for developing a generation that is responsible on the environment.