@mastersthesis{digilib78317,
           month = {June},
           title = {EFEKTIVITAS MODEL PEMBELAJARAN IPS BERBASIS PROYEK LINGKUNGAN TERHADAP KEPEDULIAN EKOLOGIS, KOLABORASI, DAN PEMAHAMAN SOSIAL SISWA MIN 2 SLEMAN},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 24204081009 Lutfiah Isfa Hayati},
            year = {2026},
            note = {Dr. Shaleh, M.Pd.},
        keywords = {proyek lingkungan; kepedulian ekologis; pemahaman sosial; IPS.},
             url = {https://digilib.uin-suka.ac.id/id/eprint/78317/},
        abstract = {This study was motivated by the relatively low levels of students? ecological awareness, collaboration, and social understanding in Social Studies learning at the elementary school level. Teacher-centered learning practices have limited students? active participation in the learning process. Therefore, a learning model that actively engages students through environmental project activities is needed. This study aimed to determine the effect and effectiveness of the environmental project-based Social Studies learning model on students? ecological awareness, collaboration, and social understanding. The study employed a quantitative approach using a quasi-experimental design with the Nonequivalent Control Group Design. The research was conducted at MIN 2 Sleman involving an experimental class and a control class, each consisting of 27 students. Data were collected using an ecological awareness questionnaire, a collaboration questionnaire, and a social understanding test. The data were analyzed using the Paired Samples t-test, Independent Samples t-test, and N-Gain analysis. The findings indicate that the environmental project-based Social Studies learning model was effective in improving students' ecological awareness, collaboration, and social understanding. The results of the Paired Samples t-test showed that ecological awareness obtained a t-value of -325.000 with p {\ensuremath{<}} .001, collaboration obtained a t-value of -42.466 with p {\ensuremath{<}} .001, and social understanding obtained a t-value of -4.576 with p {\ensuremath{<}} .001, indicating significant differences between the pretest and posttest scores in the experimental class. The results of the Independent Samples t-test revealed that ecological awareness obtained a t-value of 5.420 with p {\ensuremath{<}} .001, collaboration obtained a t-value of 7.391 with p {\ensuremath{<}} .001, and social understanding obtained a t-value of 2.306 with p = .025, indicating significant differences between the experimental and control groups. Furthermore, the N-Gain analysis showed scores of 0.636 for ecological awareness, 0.644 for collaboration, and 0.464 for social understanding, all of which fall into the moderate category. Therefore, the environmental project-based Social Studies learning model is effective in enhancing students' ecological awareness, collaboration, and social understanding.}
}