Pengembangan Modul Berbasis Ekopedagogi untuk Membantu Mewujudkan Nilai Karakter Peduli Lingkungan pada Materi Daerahku dan Kekayaan Alamnya Kelas IV Sekolah Dasar

Abstract

This study aimed to develop an Eco-pedagogy-Based IPAS Teaching Module on the topic “My Region and Its Natural Resources” for fourth-grade students at SDN Segodorejo and to determine the validity, practicality, and effectiveness of the developed product. This research employed the Research and Development (R&D) method using the Borg and Gall model, which was implemented up to the eighth stage, including preliminary research, product planning, initial product development, product validation, product revision, product trial, further revision, and effectiveness testing. The research subjects consisted of fourth-grade students at SDN Segodorejo, with Class IVA serving as the control group and Class IVB as the experimental group. Data were collected through validation sheets, student response questionnaires, and learning achievement tests in the form of pretests and posttests. The collected data were analyzed using validity analysis, practicality analysis, the Independent Sample t-Test, and the Effectiveness Ratio (ER). The results revealed that the eco-pedagogy-based teaching module achieved a validity score of 86%, indicating that the product was highly feasible for use in learning activities. The practicality test based on student response questionnaires yielded a score of 84%, which falls into the very practical category, demonstrating that the module was easy to use, attractive, and helpful in supporting the learning process. Furthermore, the effectiveness test showed that the calculated t-value was 7.35, which was higher than the t-table value of 1.686 at a significance level of 0.05 (7.35 > 1.684), indicating a significant difference between the learning outcomes of students in the experimental and control groups. In addition, the Effectiveness Ratio (ER) analysis produced a value of 68.38%, categorized as high effectiveness. These findings indicate that students who learned using the eco-pedagogy-based teaching module achieved better learning outcomes than those who used conventional teaching materials. Therefore, it can be concluded that the developed eco-pedagogy-based IPAS teaching module is valid, practical, and effective for use in elementary school learning, particularly in improving students’ learning outcomes and fostering environmental awareness through contextual learning experiences related to their surrounding environment.

Keywords: teaching module, eco-pedagogy, IPAS, learning outcomes, elementary school.