Education for Environmental Sustainability: A Green School Development

Abstract

Abstract Natural environment should be cared and sustained. It is a place for human to live and develop their social and economical world. Moreover, it is also a site for many biodiversity to live together in a balanced ecosystem. Recently, global awareness is directed to the alarming destruction of environment and its' potential threats for human and other living things, as the impacts of human social-economical activities. Many efforts are executed to avoid or minimize future environmental damage. One of those endeavours is environmental education for young generation. Growing children's environmental knowledge, protection skills and management as well as caring and responsible character can be an endurant solution. This study aims to examine some learning aspects in environmental education through green school development in MI Walisongo, Desa Sawohan, Sidoarjo. The study is based on a qualitative inquiry conducted by using direct participant observation as its' data collection method. The study finds that environmental education requires a wide range of learning experiences, relating to emotion, direct practice and cognition development. In Green School MI Walisongo Desa Sawohan, those experiences are manifested into several learning processes: participative learning, modeling, character building, green site building, learning through game and peer team working.

Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana

“…One of the conservation actions was aimed at engaging in massive biodiversity education in the country that focuses on the youth. 1 This is in tandem with the views expressed by many scholars in the literature that without a well-planned environmental education, efforts geared at conserving biodiversity will be impossible [8][9][10][11].…”

“…While the BGCI Report [7] advocates education of the youth, it acknowledges the contributions and adoption of instructional pedagogies rooted in traditional/indigenous knowledge sharing modes. 2 Adom [11] has recommended some pedagogical suggestions that hinge on indigenous knowledge systems that could be used to teach elementary school learners topics in environmental education. He avers that its essential to target environmental education at the early developmental stages of children, what he refers to as 'catching them young'.…”

A Kajian Green Campus UIN Walisongo

“…To be a sustainable and green campus is a commitment that all stakeholders on campus must obey because the system on campus is complex and varied and depends on each other (Suryani, 2019). Because campuses have these characteristics, programs that are integrated are needed.…”

Integrasi Pendidikan Berbasis Lingkungan dengan Nilai-nilai Islam: Upaya Meningkatkan Etika dan Literasi lingkungan

“…Suryani dkk., menguji beberapa aspek pembelajaran dalam pendidikan lingkungan melalui pengembangan sekolah hijau di MI Walisongo menemukan bahwa pendidikan lingkungan membutuhkan berbagai pengalaman belajar yang berkaitan dengan emosi, praktik langsung dan pengembangan kognitif. Pengalaman tersebut dapat diwujudkan dalam beberapa proses pembelajaran, yakni pembelajaran partisipatif, pemodelan, pembangunan karakter, dan pembangunan situs hijau, serta pembelajaran melalui permainan dan kerja tim [13]. Senada dengan Suryani, Yasin menganalisis implementasi program adiwiyata dalam pengembangan kesadaran lingkungan di sekolah adiwiyata mandiri SMAN 1 Kajen, Pekalongan.…”