Abstract

Abstract Sustainable science education requires learning that not only emphasizes the mastery of scientific concepts but also fosters environmental care attitudes as a response to global climate change issues. This study aims to analyze the effect of a solar system model project on students’ conceptual understanding of natural phenomena and their environmental care attitudes. The research involved 57 seventh-grade students at a junior high school in Mataram City, consisting of 29 students in the experimental class and 28 students in the control class. The study employed a quasi-experimental design with a non-equivalent control group. The experimental class was taught using project through the construction of a solar system model, while the control class was taught using conventional methods. The instrument for conceptual understanding was an essay test comprising 10 items with five indicators: (1) explaining the relative positions of the Earth, Moon, and Sun; (2) explaining day–night, eclipses, and tides; (3) linking celestial positions with seasonal and climate changes; (4) interpreting natural phenomena based on astronomical concepts; and (5) applying astronomical concepts to explain daily phenomena. The instrument for environmental care attitude was a Likert-scale questionnaire with 10 statements categorized into five indicators: (1) awareness of maintaining cleanliness; (2) concern for the impacts of climate change; (3) energy-saving habits; (4) participation in eco-friendly activities; and (5) responsibility for maintaining ecological balance. Data were analyzed using descriptive statistics and one-way MANOVA. The results showed that the experimental class obtained higher average scores in both conceptual understanding and environmental care attitudes compared to the control class. Multivariate tests indicated significant differences between the two groups. Thus, the solar system model project had an effect on students’ conceptual understanding of natural phenomena and environmental care attitudes; the project can serve as an alternative to support the goals of sustainable science education.

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