Building an Environmentally Caring Character Through the Environmentally Friendly School Program at SDN Karang Tengah 14
DOI:
https://doi.org/10.32832/at-tadib.v10i2.23998Keywords:
Environmentally Caring Character, Environmentally Friendly School Program, Elementary SchoolAbstract
Increasing environmental damage due to irresponsible human behavior encourages the importance of instilling environmental awareness from an early age, especially at the elementary school level. This study aims to describe the implementation of the Environmentally Friendly School Program in building environmental awareness in elementary school students. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation studies. The data obtained are analyzed through the stages of data reduction, data presentation, and conclusion. The study was conducted at SDN Karang Tengah 14, Tangerang City, with data sources including the principal, teachers of grades II, IV, and 5, environmental expert teachers, and students of grades II, IV, and V. The results of the study indicate that the Environmentally Friendly School Program has been implemented in a structured manner through six main indicators, namely maintaining environmental cleanliness, waste management, reducing plastic use, wise use of resources, awareness and attitudes, and activity participation. Based on the results of observations of 9 students, the average score of environmental awareness behavior reached 92.5% with a predicate of Very Good. This study concludes that the implementation of the Environmentally Friendly School Program through consistent habits and support from all school residents has proven to contribute positively to building environmental awareness in elementary school students. These findings imply that consistent habituation and collaborative support from the entire school community can be used as an contribute positively model for strengthening environmentally conscious character education in other elementary schools. This study has limitations because it was only conducted in one school, the relatively limited number of student informants, and the use of quantitative data that only serves as supporting data. Therefore, the results cannot be generalized to other schools. It is recommended that future research involve several schools, employ random sampling techniques, conduct observations on several different occasions, and consider the influence of the family environment to obtain a more comprehensive picture of the program's effectiveness.
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