Transformative Ecopedagogy in History Learning via Web-Based Interactive Multimedia: A Mixed-Methods Study of Student Development in Ecoliteracy

Leni Marpelina; Sariyatun; Andayani

doi:10.32890/mjli2026.23.2.8

Authors

Leni Marpelina Department of History Education, Universitas Sebelas Maret, Surakarta, Indonesia
Sariyatun Department of History Education, Universitas Sebelas Maret, Surakarta, Indonesia
Andayani Department of Indonesian Language Education, Universitas Sebelas Maret, Surakarta, Indonesia

DOI:

https://doi.org/10.32890/mjli2026.23.2.8

Keywords:

Ecoliteracy, history learning, action-oriented thinking, transformative ecopedagogy learning, web-based interactive multimedia

Abstract

Purpose – The growing problem of ecological crisis and persistent environmental degradation highlight the need for learning approaches that foster students’ ecoliteracy. This study examines the development of student ecoliteracy following the implementation of a web-based interactive multimedia platform based on transformative ecopedagogy in history learning. It explores the learning process through which historical understanding develops into ecological awareness and action-oriented thinking.

Methodology – A mixed-methods explanatory design was employed, involving 144 high school students from four public high schools in Soloraya, Indonesia. The quantitative phase utilized a one-group pretest–posttest pre-experimental design to examine changes in students’ ecoliteracy following the implementation of a web-based interactive multimedia platform in history learning. Quantitative data were analyzed using paired sample t-tests to assess differences between pretest and posttest scores. The magnitude of improvement was measured using normalized gain (N-Gain), while Cohen’s d was calculated to determine the standardized magnitude of change. Qualitative data were collected through classroom observations and semi-structured interviews with seven purposively selected students, and analyzed using thematic analysis to explain the quantitative findings.

Findings – The quantitative results indicated a statistically significant increase in students’ ecoliteracy scores following the implementation (p < .001). Students achieved a mean post-test score of 84.20, with an overall high normalized gain (N-Gain = 0.73). The standardized magnitude of change was very large (Cohen’s d = 2.79). Qualitative findings identified a learning progression in which students developed ecoliteracy through successive stages of problem recognition, historical meaning-making, critical reflection, and action-oriented thinking. This progression explains why students demonstrated stronger gains in ecological knowledge, environmental awareness, and human–environment interaction in the application of ecological concepts, suggesting that ecological action develops through a gradual process of cognitive transformation rather than from information acquisition alone.

Novelty – This study identifies and explains a pedagogical mechanism through which students develop ecoliteracy, progressing from problem recognition and historical meaning-making to critical reflection and action-oriented thinking. Rather than focusing primarily on the development or effectiveness of a digital learning product, the study positions transformative ecopedagogy learning as a process-oriented pedagogical framework that connects historical meaning-making with ecological awareness, critical reflection, and action-oriented thinking.

Significance – The instructional mechanism identified in this study positions transformative ecopedagogy learning as a pedagogical framework for designing history learning that systematically transforms historical understanding into ecological awareness and action-oriented thinking. The framework emphasizes the learning process rather than the development or effectiveness of a specific digital technology or local context. However, its applicability across diverse historical topics, environmental issues, and educational settings requires further investigation.

Author Biographies

Leni Marpelina, Department of History Education, Universitas Sebelas Maret, Surakarta

Leni Marpelina is a doctoral candidate in History Education at the Faculty of Teacher Training and Education, Universitas Sebelas Maret (UNS), Indonesia. Her research focuses on historical pedagogy, transformative learning, and sustainable education, with a particular interest in integrating ecopedagogy and ecoliteracy into history learning. Her academic work explores innovative teaching strategies that connect history education with environmental awareness, aiming to foster critical and reflective thinking among students.
Sariyatun, Department of History Education, Universitas Sebelas Maret, Surakarta

Prof. Dr. Sariyatun, M.Pd., M.Hum. is a Professor in History Education at the Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia. She specializes in history education, transformative learning, and cultural studies, with a research focus on historical pedagogy, curriculum development, and the integration of local wisdom in history learning. As a leading scholar in her field, she has published extensively in national and international journals and has supervised numerous doctoral students in history education.
Andayani, Department of Indonesian Language Education, Universitas Sebelas Maret, Surakarta

Prof. Dr. Andayani, M.Pd. is a Professor in Language and Literature Education at the Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia. Her expertise lies in language education, curriculum development, and literacy studies, with a strong research focus on innovative teaching strategies and the integration of cultural perspectives in language learning. She has contributed significantly to national and international academic publications and has supervised numerous postgraduate students in language and education research.

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