Integrating Eco-Pedagogy and STEAM in Elementary Science: Mixed-Methods Evidence from Indonesian Schools
DOI:
https://doi.org/10.63236/injeep.1.2.3Keywords:
Keywords: eco-pedagogy, STEAM education, elementary science, teacher performance, student learning outcomesAbstract
Despite growing recognition of integrated pedagogical approaches, limited empirical evidence exists regarding eco-pedagogy and science, technology, engineering, art and math (STEAM) implementation effectiveness in elementary science education, particularly concerning teacher capabilities and student learning impacts in developing contexts. This study investigated elementary teachers' planning and implementation performance of integrated eco-pedagogy and STEAM approaches and their effects on student learning outcomes. A convergent parallel mixed-methods design was employed across 27 elementary schools in West Java, Indonesia, involving 27 bachelor's degree teachers and 756 fifth-grade students selected through stratified purposive sampling to ensure urban-rural representation. Data collection utilized the Teacher Performance Assessment Rubric (TPAR) and Student Learning Outcome Test (SLOT) for quantitative measures, complemented by classroom observations and teacher interviews for qualitative insights. Quantitative analysis employed descriptive statistics, paired t-tests, and correlations, while qualitative data underwent Braun and Clarke's six-phase thematic analysis with inter-rater reliability κ>0.84. Findings revealed teachers demonstrated moderate planning capabilities (M=3.2) but superior implementation performance (M=3.7), indicating intuitive pedagogical competencies exceeding formal planning abilities. Student outcomes improved significantly across all domains, with overall achievement increasing 15.4 points (d=1.25) and environmental awareness showing the largest gains of 22.3 points (d=1.58). Professional development exposure emerged as the primary facilitating factor, while resource limitations affected 70% of teachers. Implications necessitate systematic teacher preparation emphasizing practice-based eco-pedagogical competencies and policy frameworks supporting innovative assessment methods. Recommendations include developing sustained professional development models with ongoing mentoring, establishing adequate resource allocation systems, and creating institutional support structures enabling comprehensive eco-pedagogy integration.
https://doi.org/10.63236/injeep.1.2.3
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