This study aimed to develop a Green Constitution learning model grounded in Tri Hita Karana philosophy to improve the ecological literacy of elementary school students in Bali. The study employed a research and development approach using four stages: define, design, develop, and disseminate. During the define stage, the needs, characteristics of learners, and ecological literacy indicators were identified. The design stage focused on constructing the instructional framework, learning syntax, and supporting materials. In the develop stage, the model was validated by six experts in terms of material relevance, model construction, and language clarity, and its practicality was evaluated by two experienced elementary school teachers. The disseminate stage involved limited implementation and effectiveness testing through a quasi-experimental design comparing an experimental class and a control class. The expert validation results indicated that the model met the criteria of high validity across all assessed aspects. Teacher evaluations also showed that the model was highly practical for classroom implementation. The effectiveness test revealed a statistically significant difference in students’ ecological literacy between the experimental and control classes, t(66) = 8.47, p < .001, with a large effect size (Cohen’s d = 2.06), indicating a substantial improvement in the experimental group. These findings demonstrate that the Tri Hita Karana-based Green Constitution learning model is valid, practical, and effective in improving elementary students’ ecological literacy. The novelty of this study lies in integrating environmental constitutional principles with local ecological wisdom to develop a culturally grounded learning model for environmental education.
Maylita et al. (Fri,) studied this question.