This study aims to explain the impact of sustainable city projects on enhancing the eco-literacy of elementary school students and developing students' eco-literacy abilities throughout the process of creating sustainable city projects. The sustainable city project involves designing and organizing a future city focusing on sustainability, including environmental friendliness, health, and cleanliness, to improve quality of life. This study employs a mixed-methods sequential explanatory design, with the participation of 28 fourth-grade elementary school students aged 9-10 years. The pre-test and post-test data are utilized for quantitative data analysis with eco-literation indicators, including knowledge, attitudes and skills. At the same time, the examination of the quality of sustainable city design preparation in the worksheet is conducted qualitatively. The findings demonstrated a substantial disparity between the pretest and posttest outcomes of ecoliteration, with the posttest average significantly surpassing the pretest average as indicated by the t-Test. This is corroborated by students who offer scientific justifications pertaining to the design of their sustainable city infrastructure and demonstrate commendable test outcomes. In addition, interviews with students reinforced the conclusion that sustainable city projects can improve the eco-literacy of elementary school students.

Authors:
Suryanti Suryanti, Universitas Negeri Surabaya, Indonesia
Wahono Widodo, Universitas Negeri Surabaya, Indonesia
Nadia Lutfi Choirunnisa, Universitas Negeri Surabaya, Indonesia

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