Low environmental awareness among students is a significant issue that needs to
be addressed promptly. Limitations in teaching environmental concepts and local
wisdom in the classroom can lead to students being less sensitive to environmental
issues around them. There is a need for education focused on sustainable lifestyles.
The objectives of this study are: (1) to describe the process of developing an
ecoliteracy teaching module based on sustainable lifestyles for fourth-grade
elementary students; (2) to analyze the feasibility of the ecoliteracy teaching
module for fourth-grade students; and (3) to assess the effectiveness of
implementing the ecoliteracy teaching module for fourth-grade students. The
research uses a Research and Development (R&D) method with the ADDIE model,
encompassing stages from analysis to evaluation. The developed module includes
IPAS material related to "My Region and Its Natural Wealth," designed to be
interactive and contextual, and includes teaching materials, worksheets, and
evaluation instruments. Feasibility assessments from content experts show a score
of 88% (very feasible), media experts show a score of 95% (very feasible), and
language experts show a score of 90% (very feasible). Field tests involving students
and teachers also rated the module as very feasible, with 94% from teachers and
92.1% from students. The module's effectiveness is evidenced by an N-Gain score
of 0.84, indicating an improvement in material mastery and environmental
awareness among students. The results of this study demonstrate that the
ecoliteracy teaching module is highly suitable for use in teaching and effective in
enhancing environmental awareness among fourth-grade elementary students.