159 Formulation of Teaching Materials for Environmental Pollution Based on Hybrid Learning to Develop Student Environmental Literacy Ruqoyyah Nasution 1* , Iseu Laelasari 2 , Masitah 3 , Vila Wahyu Ardila Visyam 4 ,Tyas Bella Kartika 5 1,3,4,5 Universitas Mulawarman, Indonesia 2 Institut Agama Islam Negeri kudus, Indonesia *Corresponding Author: iseulaelasari@iainkudus.ac.id ABSTRACT Environmental literacy serves as an educational approach leveraging the environment as a key learning resource. This pedagogical strategy intertwines teaching and learning activities with the environment as a pivotal resource. Previous research analysis revealed that students' environmental literacy levels are predominantly moderate to low. Given this observation, there's a pressing need to enhance environmental literacy among students. The assumption is that fostering these competencies can be achieved through instructional materials centered on environmental literacy. These teaching materials were integrated into Hybrid Environmental Pollution courses utilizing the MOLS (Mulawarman Online Learning System). This study adopts a developmental research approach following the ADDIE procedure or model (Analysis, Design, Development, Implementation, and Evaluation). Conducted over approximately 7 months at FKIP Mulawarman University, the research involved environmental literacy assessments followed by the development of teaching materials within the environmental literacy domain. Material expert validation revealed a feasibility score of 92.10%, and media experts provided a score of 93.75%. Thus, it can be inferred that the teaching materials developed for environmental literacy are highly suitable and effective for use as learning resources. Keywords: hybrid teaching materials, environmental pollution, environmental literacy, ADDIE model INTRODUCTION Environmental literacy is considered as a learning approach that utilizes the environment as a learning resource. This approach connects the environment in teaching and learning activities where the environment acts as a learning resource (Sumberartha et al., 2021).Environmental literacy is not just knowledge of existing concepts in the environment and ecology but also incorporates several in-depth aspects of carrying out behaviors, attitudes, andsustainable care for the environment which then results in a deep motivation to carry out environmental behaviors (Fah and Sirisena, 2014). Environmental literacy represents a deliberate mindset aimed at maintaining environmental equilibrium. This