Enviromental Education of students in
the Adiwiyata
By : Fahruroji
(2017082045)
The implementation of national character
education in the adiwiyata program conducted by the school has been going well.
In forming the character of the child becomes a person who is aware of the culture of love of the environment and increases
the ability of students as members of society in conducting reciprocal
relations of environment and culture, also in channeling and developing the
potential and talent of students to become human creativity and full of works,
almost all of these linked to character education. There are 18 characters of
values in the development of cultural and national character education made
by the Ministry of National Education (2011). One of them is the Character of
Environmental Care, which is the goal of the Adiwiyata school program.
This program aims to support and create
schools that care and have an environmental culture that is able to participate
and carry out conservation and sustainable development for this era and the
next generation. The existence of the environment will affect between living
things and their habitat growth, including humans. The human attitude towards
the environment, the effect will return to themselves (Hamzah, 2011: 3).
Adiwiyata School according to the Minister of Environment (2011: 3) is defined
as the right and ideal place to achieve all the knowledge and norms and ethics
that are used for the human foundation in the life of prosperity and
sustainable development.
From the discussion above, adiwiyata can
improve school output competencies. Educational output competencies consist of
cognitive, affective and psychomotor. Adiwiyata program A person's attitude and
behavior are based on his inner character (Mardapi and Setiawan, 2018). Output
competency is not only for graduates but also for the community. So a graduate
must have a good character that his competence can be useful to society. It
takes a standard instrument that can assess student character education in adiwiyata
school programs. According to Setiawan (2018: 66), in his research which aimed
to produce character value instruments in schools that implement adiwiyata
programs, 19 valid results were obtained by forming 7 factors (components)
based on eigenvalues. The reliability value is 0.650 in the medium category,
which means that the instrument is reliable. These results indicate that
instruments to identify the character values of students in schools can be
used. So it can be concluded that there is a standard instrument that can
assess student character education in the adiwiyata school program.
Reference
Hamzah, Sukri. (2013). Pendidikan Lingkungan Sekelumit
Wawasan Pengantar. Bandung : PT Refika Aditama
Mardapi, D &
Setiawan, A. (2018), Penilaian Afektif, Yogyakarta: ParamaPublishing
Barkatin. 2016. Analisis Perilaku
Pelajar Terhadap Lingkungan (Studi Kasus: Pendidikan Menengah di Kecamatan
Parung, Kecamatan Ciseeng dan Kecamatan Gunung Sindur Kabupaten Bogor). Tesis.
Bogor: Sekolah Pascasarjana Institut Pertanian.
Menteri Lingkungan
Hidup Republik Indonesia. (2013). Peraturan Menteri Lingkungan Hidup
Republik Indonesia No. 05 Tahun 2013 tentang
Pedoman Pelaksanaan Program Adiwiyata.
http://blh.jogjaprov.go.id/po-content/uploads/Permen-LH-No05-th-2013-Tentang-Pedoman
Adiwiyata.pdf (diakses 28 Juli 2018)
Setiawan, A. & Suhesti, D.S. (2018). Identification of
Character ValuesOn Adiwiyata School , Proceeding International Seminar on
Education Innovation Issues and Challenges in Education for Education
Sustainability Universitas Sarjanawiyata Tamansiswa 25th, 25(8), 2018. p. 66-
71.
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