Penguatan Sikap dan Perilaku Pro-Lingkungan Melalui Pendidikan Lingkungan di Sekolah Adiwiyata
DOI:
https://doi.org/10.36312/sasambo.v7i2.2565Keywords:
Program Adiwiyata, Pendidikan Berbasis Lingkungan, KeberlanjutanAbstract
Program Adiwiyata merupakan upaya strategis untuk mengembangkan siswa yang bertanggung jawab dalam menjaga dan mengelola lingkungan melalui tata kelola sekolah berbasis pembangunan berkelanjutan. Penelitian ini bertujuan untuk menganalisis penguatan program Adiwiyata melalui pendekatan partisipatif yang melibatkan edukasi teori dan praktik langsung dalam tiga tahapan utama, yaitu perencanaan, pelaksanaan, dan evaluasi. Perencanaan Peduli dan Berbudaya Lingkungan Hidup di Sekolah (PBLHS) dilakukan melalui Focus Group Discussion (FGD) bersama tim Adiwiyata, workshop zonasi pemanfaatan lahan berbasis lanskap, dan pendampingan guru dalam penyusunan RPP berwawasan lingkungan. Hasil penelitian menunjukkan keberhasilan program pendampingan penerapan pendidikan lingkungan dalam menyusun rencana pengelolaan reboisasi berbasis lanskap yang sesuai termasuk mengintegrasikan nilai keberlanjutan ke dalam dokumen kurikulum secara lintas mata pelajaran. Program PBLHS berhasil meningkatkan kesadaran dan partisipasi siswa dalam praktik pro-lingkungan dengan indikator aktivitas gerakan lingkungan mencapai nilai rata-rata tertinggi (4,49) dan praktik sederhana seperti mematikan lampu serta mengumpulkan sampah sesuai jenisnya menunjukkan tingkat kepatuhan di atas 75%. Temuan ini mendukung implementasi pendidikan berbasis lingkungan sebagai model yang dapat diadopsi oleh sekolah lain untuk mendukung pencapaian SDGs, khususnya pendidikan berkualitas dan penanganan perubahan iklim.
Strengthening Pro-Environmental Attitudes and Behaviors Through Environmental Education in Adiwiyata School
The Adiwiyata Program is a strategic initiative aimed at developing students' responsibility to preserve and manage the environment through school governance based on sustainable development. This study aims to analyze the strengthening of the Adiwiyata Program through a participatory approach that integrates theoretical education and hands-on practice across three main stages: planning, implementation, and evaluation. The planning of the School-Based Environmental Care and Culture Program (PBLHS) is conducted through Focus Group Discussions (FGDs) with the Adiwiyata team, workshops on zoning for landscape-based land use, and teacher mentoring in the development of environmentally oriented lesson plans (RPP). The research findings indicate the mentoring program's success in implementing environmental education, particularly in formulating landscape-based reforestation management plans and integrating sustainability values into cross-curricular documents. The PBLHS program has effectively enhanced students' awareness and participation in pro-environmental practices, with environmental movement activities achieving the highest average score (4.49) and simple practices such as turning off lights and sorting waste, demonstrating compliance rates above 75%. These findings support implementing environment-based education as a model other schools can adopt to achieve the Sustainable Development Goals (SDGs), particularly in quality education and climate action.
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