Pengenalan Eco Print dan Gas Tancap: Membangun Kesadaran Lingkungan dan Kreativitas Anak di SDN Badean 3

Abstract

The GAS TANCAP (Chili Planting Elementary School Children's Movement) and Eco Print activities are activities that aim to develop the character of creativity and caring for the surrounding environment in elementary school children. Apart from that, this activity also aims to enable elementary school children to fill their free time with activities that are beneficial for them. This social project activity was carried out at SDN Badean 03 which is located in Bondowoso District, Bondowoso Regency, with a total number of students from grade 1 to grade 6 of 50 students. The method used in this social project is the integrated learning method. This method includes providing material or direction to students, then students practice the material that has been given outside of class. The results obtained from this social project are that students can find out how to cultivate chilies properly and correctly, and students gain insight into how to make batik using the Eco Print technique which comes from natural materials. The hope is that students at SDN Badean 03 can apply the knowledge they have gained in their daily lives, and become the successors of a nation that cares more about and loves the environment around them.

Membangun Kesadaran Siswa Tentang Mitigasi Bencana Gempa Bumi Melalui Program Edukasi

“…Sistem apresiasi juga diterapkan, dengan penghargaan diberikan kepada kelompok terbaik sebagai motivasi bagi peserta untuk mengembangkan keterampilan mitigasi dan kesiapsiagaan secara optimal (Nursyabani, Putera, dan Kusdarini, 2020). Apresiasi ini mendorong peserta untuk lebih aktif dan memberikan yang terbaik selama kegiatan berlangsung, yang diharapkan dapat menciptakan suasana kegiatan yang lancar dan mencapai tujuan yang diharapkan (Puspito et al, 2024). Berikut merupakan bagan atau alur metode pelaksanaan yang dapat dilihat dalam gambar di bawah ini:…”

“…Kurniawati (2020) menekankan pentingnya perencanaan dan komunikasi yang matang untuk mengatasi kendala tersebut. Meskipun demikian, sistem apresiasi berupa penghargaan kepada kelompok terbaik berhasil memotivasi siswa untuk berpartisipasi aktif dan memberikan kontribusi maksimal (Puspito et al, 2024). Program ini juga memiliki dampak jangka panjang, di mana siswa diharapkan menjadi agen perubahan yang dapat menyebarkan informasi mengenai mitigasi bencana kepada keluarga dan komunitas mereka.…”