The Effect Of Adiwiyata Program On Cognitive Affective And Psychomotor Environmental Environmental Students Of Elementary Schools In Medan City (Case Study In Private Elementary Pertiwi And SD Negeri 060843 Kec. West Medan)

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Introduction

The environmental conditions that are getting worse are often caused by low public awareness of the importance of maintaining and preserving the environment. Therefore, environmental education is one of the effective ways to increase this awareness. Education provided early on, especially at the elementary school level, will be more easily understood and internalized by students. One of the efforts made by the government in creating environmental culture in schools is through the Adiwiyata program. The Adiwiyata program aims to make the school a place that not only teaches academic knowledge but also forms student character to care for the environment.

Background of the Study

The Adiwiyata program is a government initiative to promote environmental education in schools. The program aims to create a culture of environmental awareness and responsibility among students, teachers, and the community. The program focuses on developing cognitive, affective, and psychomotor skills among students to enable them to understand, appreciate, and protect the environment. The cognitive aspect involves the acquisition of knowledge and understanding of environmental concepts, while the affective aspect involves the development of attitudes and values towards the environment. The psychomotor aspect involves the development of skills and practices to protect the environment.

Research Methodology

This study was conducted from March 3 to April 19, 2012, at the Pertiwi Private Elementary School and SD Negeri 060843 in West Medan District. The research method used was data collection through questionnaires and in-depth interviews. The research respondents consisted of grade VI students, teachers, employees, school principals, and Heads of UPT TK/SD local Education Office. Overall, there were 72 students from the Adiwiyata school and 64 students from the participating non-adiwiyata schools, as well as a number of teachers and employees who helped provide important information.

Data Analysis

The results of the analysis show that students in the Adiwiyata school have knowledge (cognitive), attitudes (affective), and skills (psychomotor) that are better than students in non-adiwiyata schools. This shows that the Adiwiyata program has a positive effect on students' understanding and concern for the environment. In cognitive aspects, Adiwiyata students are able to explain the environmental concepts better, whereas in affective aspects, they show positive attitudes and a higher sense of responsibility towards the surrounding environment. In addition, their psychomotor skills in the practice of protecting the environment are also more skilled.

Discussion

The findings of this study suggest that the implementation of the Adiwiyata program in elementary schools not only increases environmental awareness but also fosters the practical attitudes and skills needed to preserve the environment. The Adiwiyata program provides a comprehensive approach to environmental education, which includes cognitive, affective, and psychomotor aspects. The program enables students to understand the importance of environmental conservation, develop positive attitudes towards the environment, and acquire skills to protect the environment.

Conclusion

In conclusion, the Adiwiyata program has a positive effect on the cognitive, affective, and psychomotor aspects of students in elementary schools. The program increases environmental awareness, fosters practical attitudes and skills, and promotes environmental conservation. Therefore, it is essential to continue to support and expand the Adiwiyata program to more schools in Indonesia to create young people who are more concerned about the environment.

Recommendations

Based on the findings of this study, the following recommendations are made:

  1. Expansion of the Adiwiyata program: The Adiwiyata program should be expanded to more schools in Indonesia to create a wider impact on environmental education.
  2. Incorporation of environmental education into the curriculum: Environmental education should be incorporated into the curriculum of elementary schools to ensure that students receive comprehensive education on environmental conservation.
  3. Development of environmental education materials: Environmental education materials, such as textbooks, workbooks, and multimedia resources, should be developed to support the implementation of the Adiwiyata program.
  4. Training and capacity building for teachers: Teachers should be trained and capacity built to enable them to effectively implement the Adiwiyata program and provide high-quality environmental education to students.

Limitations of the Study

This study has several limitations, including:

  1. Limited sample size: The sample size of this study was limited to two schools in Medan City, which may not be representative of all elementary schools in Indonesia.
  2. Limited data collection methods: The study used only questionnaires and in-depth interviews as data collection methods, which may not provide a comprehensive understanding of the Adiwiyata program's impact.
  3. Limited generalizability: The findings of this study may not be generalizable to other schools or contexts, which may have different environmental conditions and educational settings.

Future Research Directions

Future research should focus on:

  1. Evaluating the long-term impact of the Adiwiyata program: The long-term impact of the Adiwiyata program on students' environmental awareness and behavior should be evaluated to determine its sustainability.
  2. Comparing the Adiwiyata program with other environmental education programs: The Adiwiyata program should be compared with other environmental education programs to determine its effectiveness and identify best practices.
  3. Developing a comprehensive framework for environmental education: A comprehensive framework for environmental education should be developed to provide a structured approach to environmental education in schools.

References

  • [1] Adiwiyata Program (2012). Adiwiyata Program: A Comprehensive Approach to Environmental Education. Medan: Adiwiyata Program.
  • [2] Ministry of Education and Culture (2012). Environmental Education in Indonesia: A Review of the Current Status. Jakarta: Ministry of Education and Culture.
  • [3] World Wildlife Fund (2012). Environmental Education: A Key to Sustainable Development. Jakarta: World Wildlife Fund.

Keywords: Adiwiyata program, student, cognitive, affective, psychomotor

Q: What is the Adiwiyata program?

A: The Adiwiyata program is a government initiative to promote environmental education in schools. The program aims to create a culture of environmental awareness and responsibility among students, teachers, and the community.

Q: What are the goals of the Adiwiyata program?

A: The Adiwiyata program has several goals, including:

  • To increase environmental awareness and knowledge among students
  • To develop positive attitudes and values towards the environment
  • To acquire skills and practices to protect the environment
  • To create a culture of environmental responsibility among students, teachers, and the community

Q: How does the Adiwiyata program achieve its goals?

A: The Adiwiyata program achieves its goals through a comprehensive approach to environmental education, which includes:

  • Cognitive aspects: Students learn about environmental concepts and principles
  • Affective aspects: Students develop positive attitudes and values towards the environment
  • Psychomotor aspects: Students acquire skills and practices to protect the environment

Q: What are the benefits of the Adiwiyata program?

A: The Adiwiyata program has several benefits, including:

  • Increased environmental awareness and knowledge among students
  • Development of positive attitudes and values towards the environment
  • Acquisition of skills and practices to protect the environment
  • Creation of a culture of environmental responsibility among students, teachers, and the community

Q: How can schools implement the Adiwiyata program?

A: Schools can implement the Adiwiyata program by:

  • Incorporating environmental education into the curriculum
  • Developing environmental education materials, such as textbooks, workbooks, and multimedia resources
  • Providing training and capacity building for teachers
  • Encouraging student participation and engagement in environmental activities

Q: What are the challenges of implementing the Adiwiyata program?

A: Some of the challenges of implementing the Adiwiyata program include:

  • Limited resources and funding
  • Limited teacher capacity and training
  • Limited student participation and engagement
  • Limited community support and involvement

Q: How can the Adiwiyata program be evaluated and assessed?

A: The Adiwiyata program can be evaluated and assessed through:

  • Surveys and questionnaires to measure student knowledge and attitudes
  • Observations and interviews to measure student behavior and practices
  • Analysis of environmental data and indicators to measure the program's impact
  • Review of program documents and reports to measure program implementation and effectiveness

Q: What are the future directions for the Adiwiyata program?

A: Some of the future directions for the Adiwiyata program include:

  • Expansion of the program to more schools and communities
  • Development of a comprehensive framework for environmental education
  • Incorporation of new technologies and innovations into the program
  • Increased community involvement and participation in the program

Q: How can the Adiwiyata program be sustained and continued?

A: The Adiwiyata program can be sustained and continued through:

  • Continuous funding and support from the government and other stakeholders
  • Ongoing training and capacity building for teachers and other program staff
  • Regular evaluation and assessment of the program's impact and effectiveness
  • Community involvement and participation in the program

Q: What are the implications of the Adiwiyata program for environmental education in Indonesia?

A: The Adiwiyata program has several implications for environmental education in Indonesia, including:

  • Increased emphasis on environmental education in schools
  • Development of a comprehensive framework for environmental education
  • Increased community involvement and participation in environmental education
  • Improved environmental awareness and knowledge among students and the community

Q: What are the implications of the Adiwiyata program for sustainable development in Indonesia?

A: The Adiwiyata program has several implications for sustainable development in Indonesia, including:

  • Increased emphasis on environmental conservation and protection
  • Development of a culture of environmental responsibility among students, teachers, and the community
  • Improved environmental awareness and knowledge among students and the community
  • Increased community involvement and participation in environmental conservation and protection.