Environment-based learning and global citizenship orientation in elementary social studies classrooms
This study investigated the influence of environment-based learning and students’ global citizenship orientation on environmental awareness and social studies learning outcomes in Indonesian elementary schools. A total of 180 fourth- and fifth-grade students were selected through cluster random sampling from four public and private schools in Magetan, Indonesia. Data were collected using four validated instruments: a 24-item environment-based learning questionnaire (α = 0.89), a 20-item global citizenship orientation scale (α = 0.87), an 18-item environmental awareness scale (α = 0.88), and a 25-item multiple-choice social studies achievement test (KR-20 = 0.82). Descriptive statistics, Pearson correlations, and multiple regression analyses were employed. The results indicated that both environment-based learning and global citizenship orientation were significantly associated with environmental awareness and social studies achievement, explaining 42% of the variance in environmental awareness and 38% of the variance in academic achievement (p < 0.001). These findings highlight the importance of integrating environmental inquiry and global citizenship perspectives into elementary social studies instruction to enhance affective and cognitive learning outcomes. Future research is recommended to employ quasi-experimental or mixed-methods designs and incorporate contextual variables such as school climate, family engagement, and media literacy to provide more comprehensive insights into ecological and citizenship education.
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