Character Values On
Adiwiyata School
By Kristina
In
1996, Education Department and Environment Ministry which renewed in 2005 and
2010 started to develop Education Environment Program at school from elementary
to high school through an adiwiyata program. This program aims to support and
make school which care and have culture of environment that is able to
participant and do the conservation and sustainable development for this era
and the next generation. By implementing this program, school’s citizen
especially students are expected to have character of caring and culturing, and
also to support and form human resources who have national character toward the
development of economy, social and their environment to achieve the sustainable
development in that area.
Adiwiyata school according to Environment Minister
(2011:3) is defined as a proper and ideal place to achieve all science
knowledge and norm also ethics used for the base of human on prosperity life
and sustainable development. Adiwiyata school in Indonesia is develop to form
character of nation toward norm and ethic. The important value being developed
is care, especially environment care. Nevertheless other characters may not be
shown by this program. According to Environment Ministry Law No.5, in 2013
adiwiyata school is done based on educative, participative and sustainable
principle. This program is integrated in every subject, including chemistry.
Chemistry is mainly divided into, organic and inorganic chemistry. Society
judges that chemical which is used in daily life is dangerous to human. This
chemical is inorganic chemistry. While chemistry is not inorganic. The
chemicals in the world can not be separated from chemistry because it is the
branch of science that deals with the composition and structure of matter and
the changes that matter undergoes. Matter is anything that has mass and
occupies spaces, which means just about anything you consider (Myers, R :
2003). Our body, the air our breathe are all examples of matter. Matter is
simply the stuff that makes up our universe. By studying chemistry, student are
expected to know the composition and the structure of matter in the
surroundings so they will do and use it wisely.
Adiwiyata program has a close relationship to
chemistry. Chemistry that the students acquire in the class is hoped to be used
and support adiwiyata program. So that chemistry not just be theory but can be
implemented in the reality. Adiwiyata program will be succeeding if every
civilian of school, such as teachers, student’s dan staffs involved in this
program. School program also support every component of Adiwiyata School. Every
component of adiwiyata program has a role condition of school environment in
habiting the value of care especially care of school environment. This program
is done by elementary to senior high school even college or university. The
sustainable of this program by education institution can grow the care
character as a habit. So that the goal of adiwiyata will be reached.
From the above discussion, adiwiyata can increase the
competence of school output. The output competence of education consists of
cognitive, affective and psychomotor of knowledge of logical, affective is
relating to attitude and behavior, while psychomotor is relating to skill.
Attitude and behavior of someone is based on character inside him (Mardapi and
Setiawan, 2018). The competence of output is not only for the graduate but also
for the society. So a graduate must have good character that his competence can
be useful for the society.
Through these years the government tries to build
character in education but school emphasis more on cognitive. This is because
cognitive based competence is easier to do than affective. Cognitive competence
involves knowledge, understanding, application and other intellectual skills.
While affective involves attitude, value, moral, emotion, etcetera (Mardhapi
and Setiawan, 2018). Psychomotor competence relates to motion skill. Cognitive
competence is needed all people in understanding the nature and life phenomenon
smartly. Having cognitive competence, men are able to know and solve the
problem rationally, logically, consider and decide a decision or even men can
reach higher logic, able to conclude, decide and judge. Affective competence
which is character to the aspect had founder the attitude and behaviour of
someone. So that education always tries to find strategic to do character
education well so that the output can be success in the society.
Learning process in the schools hasn’t come to the
level of making students enjoy studying and grow talent to learn deeply on an
object. This is because students most learn many lessons with full material in
limited time. As a result many students do not like studying. This is a
challenge on education institution to improve strategy so that studying is a need
for student.
The
implementation of adiwiyata program school is expected to be a variation in
learning process in order to grow student’s character. This is the based of
research. It is needed to identity character value to improved instrument
assessment of student’s character in Adiwiyata School.
References
Hamzah, Sukri. (2013). Pendidikan Lingkungan
Sekelumit Wawasan Pengantar. Bandung : PT Refika Aditama
Mardapi, D & Setiawan, A. (2018), Penilaian
Afektif, Yogyakarta: ParamaPublishing
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-No-05-th-2013-Tentang-Pedoman
Adiwiyata.pdf (diakses 28 Juli 2018)
Myers, Richard. (2003). The Basic of Chemistry.
London : Greenwood Press
Setiawan, A, & Mardapi, D, The Development Of Instrument For Assessing Students’ Affective Domain
Using Self- And Peer-Assessment Models, Prosiding Seminar Internasional UST
2017, Yogyakarta
Setiawan, A, & Suhesti, D.S. (2018), Identification of Character Values On
Adiwiyata School, Proceeding International Seminar on Education,
Universitas Sarjanawiyata Tamansiswa: Yogyakarta
Tim Adiwiyata Nasional. (2011). Panduan Adiwiyata
Sekolah Peduli dan Berbudaya Lingkungan. Jakarta: Kementerian Lingkungan
Hidup
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