Improving Environmental Literacy and Creative Attitudes of High School Students on Pollution Material: The Influence of Ecopreneurship -Based Project-Based Learning

Abstract

The problem of low environmental literacy and creative attitudes of students on environmental pollution of materials is a challenge that is still often encountered in schools, especially because learning tends to be theoretical and does not involve direct experience. This study aims to determine the effect of the Ecopreneurship-based Project Based Learning (PjBL) model in improving environmental literacy and creative attitudes of grade X high school students. The study used a quasi-experimental method with a pretest–posttest control group design, involving one experimental class implementing Ecopreneurship-based PjBL and one control class with conventional learning. The research instruments were an environmental literacy test and a creative attitude questionnaire. The results showed that the experimental class experienced a much higher increase than the control class, with post-test environmental literacy achievements of 75%–82% and N-Gain of 45%–100%, as well as an increase in creative attitudes from 32%–42% to 82%–86% with N-Gain of 35%–44%. Hypothesis testing through an independent t-test produced a significance value of 0.000, which confirmed that there was a significant difference between the two groups. The conclusion of this study is that the Ecopreneurship-based PjBL model is effective in improving environmental literacy and creative attitudes through authentic project activities that encourage students to deeply understand environmental issues while generating innovative solutions based on green entrepreneurship. This model is suitable as an alternative learning method for biology materials that requires the integration of concepts, practice, and creativity.