Mengembangkan Rasa Ingin Tahu dan Kepedulian Lingkungan melalui Pembelajaran IPA di Sekolah Dasar

Abstract

Natural Science (IPA) learning in elementary schools plays a crucial role in building a foundation of scientific knowledge while fostering environmental awareness in children. However, learning practices often focus solely on cognitive aspects, leaving the potential for developing character and curiosity underdeveloped. This literature review aims to examine how science learning can be an effective means of developing curiosity and environmental awareness in elementary school students. The analysis was conducted by reviewing various relevant research findings, both from national and international journals, that discuss strategies, models, and media for contextual and environmental-based science learning. The results of the review indicate that students' curiosity can be fostered through simple experiments, project-based learning, and the use of interactive media that connect science concepts to real-life phenomena. Meanwhile, environmental awareness develops when students engage in hands-on activities such as nature observation, school waste management, and reforestation projects. Inquiry-based learning, the STEM approach, and problem-based learning models have been shown to integrate scientific knowledge, skills, and attitudes. Thus, science learning not only enhances conceptual understanding but also fosters environmental awareness from an early age. The implications of this study emphasize the importance of teachers' role in designing science learning that is meaningful, innovative, and relevant to students' lives so that the goals of science education in elementary schools can be achieved holistically.