THE EFFECTS
OF ADIWIYATA SCHOOL
Adiwiyata school is one of program which
goverment held for school. We can see in Enviroment Ministry law No 5, in 2013
say that “Adiwiyata School is done based on educative, participative and sustainable principle. It can be said that
all is done not one by one, it means all factors have done in one place.In
order to be success program. Adiwiyata school not only done in elementary
school but also all schools is like
yunior high school, senior high school even in the university.
When
schools do adiwiyata program , it can increase the competence of school output.
I will describe about it, the output competence of education consists of
cognitive, affective and psychomotor of knowledge of logical, affective is
relating to attidute and behaviour of someone is based on character inside him
(Mardapi and Setiawan,2018). The competence of output not only for graduate but
also for the society, So a graduate will have a good character and the
knowledge can be used in society or real life. And affective involves attitude.
Value, moral, emotion, etcetera (Mardhapi & Setiawan, 2018 )
Goverment
has tried to build good characters in education , but school just do about
cognitive because of knowlegde , but adiwiyata needs more than cognitive . it
prefers afective and psycomotor.So the goverment try to change it with
education and find stratrgic to do character education well so that the output
can be success .And the implementation of adiwiyata program school is expeceted
to be a variation in learning process in order to grow students character.
Hamzah
(2013:43) caring of enviroment is a mental caharacters of human in their behaviours.And Tadkiroatun
Musrifoh in Sulistyowati (2012:20) Caharcter is mental and behaviour. Syukri
Hamzah ( 2013:43) Character in enviroment is not from their mind but the result
of education process.Darmiyati Zuctidi in Adisusilo (2013:77) Charactres is a
grups characteristic as symbol of people
grows .
1.
Development of a participatory
policy for the integration of Education for Sustainable Development into school
curriculum
- Creation
of a cross-subject learning model based on the environment, which raises
awareness amongst students about environmental challenges and enables them
to identify these challenges
- Development
of environmental and extracurricular activities that promote commitment
towards environmental protection
- Monitoring
of external events affecting the environment
- Development
of renewable energy at school
- Development
of a waste management system
- Use of
good quality, healthy food
Adisusilo,
Sutarjo, 2013 Pembelajaran nilai
karakter kontrukstivisme and Vcr sebagai inofasi pendekatan afektif , Jakarta
Hamzah,
Sykri, 2013, Pendidikan lingkungan , Sekelumit wawasan penghantar bandung,
refika aditama
setiawan,
A, & Fadil, identifikasi Nilai nilai sikap sosial pada
pembelajaran
tematik sekolah dasar, prosiding kongres HEPI 2017,
Kalimantan
Selatan, Banjarmasin
Setiawan,
A & Mardapi, D, The development of instrument for Assesing Students
Afective Domain Using Self-And Peer Assesment Models, Psosiding Seminar
Internasional UST 2017, Yogyakarta.
Menteri
Lingkungan Hidup Republik Indonesia, ( 2013), Peraturan Mentri
Lingkungan Hidup
Indonesia, No 05 ahun 2013 tentang Pedoman
Pelaksanaan Program adiwiyata
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