Measuring Ecoliteracy Outcomes: The Efficacy of The Kalimas-Yarra Steam Learning Reconstruction in Urban Elementary Schools

Abstract

Background: Traditional elementary education often remains theoretical and isolated from local environmental challenges, necessitating contextual learning models that connect local realities with global perspectives. Purpose: This study aims to evaluate the efficacy of reconstructed aquatic-based STEAM learning using the Kalimas River ecosystem as an open laboratory, integrating global governance practices from Australia's Yarra River. Methods: A quantitative pre-experimental one-group pretest-posttest design was conducted with 30 elementary students at SDN Kaliasin 1, Surabaya, using validated cognitive tests (Aiken's V = 0.84–0.92; KR-20 = 0.81), structured observations, and interviews. Results: Paired sample t-test revealed a significant increase in learning outcomes from pretest (M = 75.07, SD = 14.16) to posttest (M = 88.40, SD = 8.41; t = -9.775, p < 0.001, r = 0.904), alongside reduced variance in student achievement and enhanced critical thinking, creativity, and ecological problem-solving skills. Conclusion: Reconstructing STEAM instruction with glocal river perspectives effectively bridges local environmental issues with global standards, serving as an impactful pedagogical model to foster 21st-century competencies and ecoliteracy in urban elementary education.