Articles

The Development of a Deep Learning-Based STEAM Project Module to Enhance Students’ Environmental Literacy through an Eco-Enzyme Initiative

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The global environmental crisis demands innovative educational approaches to build environmental literacy from an early age. This study aims to develop a deep-learning-based project module integrated with STEAM (Science, Technology, Engineering, Arts, Mathematics) through an eco-enzyme project to improve the environmental literacy of fifth-grade students at MIN 1 Sidoarjo. The research employed the 4D development model (Define, Design, Develop, Disseminate) with a qualitative– quantitative approach. Data were collected through questionnaires, interviews, observations, and pretest–posttest assessments, then analyzed descriptively and statistically (N-Gain). Validation results from experts in content, media, and pedagogy indicated that the module was highly valid (average scores of 4.26, 3.8, and 4.3). Small- and large-scale trials demonstrated that the module was practical (average student response of 3.4) and effective in enhancing environmental literacy, with significant improvements in both cognitive (N-Gain = 0.70) and affective (N-Gain = 0.72) domains. The eco-enzyme project also strengthens the dimensions of the Pancasila Student Profile, particularly creativity, independence, and collaboration. The implications of this study affirm that integrating STEAM and deep learning within a contextual project module can create meaningful learning, foster 21st-century skills, and cultivate students’ ecological awareness. Recommendations include implementing similar modules in elementary schools and developing educational policies that support project-based environmental learning.

Examining The Global Trends of Environmental Literacy: A Systematic Literature Review and Bibliometric Analysis

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This study conducts a systematic literature review (SLR) and bibliometric analysis to assess the trajectory of research on environmental literacy. By examining 661 articles from the Scopus database spanning from 1990 to 2025, the study reveals key developments and emerging trends in the field. Utilizing VOSviewer software for data visualization, the analysis identifies significant patterns in publications, collaboration networks, and influential contributors to the field. The findings highlight the predominant contribution of the United States, with major academic institutions such as the University of California and Harvard T.H. Chan School of Public Health at the forefront. The study reveals a notable increase in publications after 2010, particularly from 2020 onwards, reflecting the growing global recognition of environmental literacy. This research underscores the importance of addressing environmental challenges, including climate change and biodiversity loss, through effective education and policy integration. Despite the dominance of research from Western countries, the study calls for greater representation from regions such as Asia, Africa, and Latin America. The study’s contributions are threefold: it advances the theoretical understanding of environmental literacy, introduces an integrative research methodology, and provides practical insights for educators, policymakers, and environmental organizations. These findings lay the foundation for future research and the development of strategies to foster environmental literacy and promote sustainability globally.