Enhancing Environmental Care Character through Project-Based Learning using Recycled Materials in Elementary Schools

Abstract

Strengthening character education in elementary schools, particularly environmental care, remains a critical challenge. This study explores the use of Project-Based Learning (PjBL) with recycled materials to foster students’ environmental awareness, shifting the focus from cognitive outcomes to character development. The study employed Classroom Action Research based on Kurt Lewin’s model, consisting of planning, action, observation, and reflection. Participants were 23 fourth-grade students (10 boys and 13 girls) at a public elementary school. Data were collected through observations, questionnaires, interviews, and documentation, and analyzed using qualitative and descriptive quantitative approaches. The implementation of PjBL using recycled materials led to a consistent improvement in students’ environmental care character. The average score increased from 50.4% before the intervention to 66.5% after the first cycle, and reached 85.1% by the end of the second cycle, indicating substantial positive changes in students’ attitudes and behaviors toward environmental responsibility. Hands-on, collaborative, and contextual learning activities effectively promoted student engagement and character formation. Integrating recycled materials into PjBL proved to be a practical and impactful strategy for developing environmental care character, aligning well with contemporary educational goals emphasizing sustainability and early character education.