The implementation of students’ campaign program to form Adiwiyata school in Malang, Indonesia

Krisnawati, Yuni; Susilowati,; Almuhdar, Mimien Henie Irawati; Rochman, Fathur; Budiasih, Endang

doi:10.5861/ijrse.2015.1041

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…The implementation of Muhammadiyah schools has excellent school programs such as environmental education, natural disaster mitigation (SWALIBA), traffic ethics education (ELL), education based on local and global excellence, life skills education, as implemented in Muhammadiyah 1 Gamping Middle School. In addition, the development of schools that currently have many variations such as: adiwiyata school [28], pesantren-based schools such as Muhammadiyah Boarding School [20];…”

Section: A Curriculummentioning

confidence: 99%

Empowering Students through Autonomous Education: A Case Study of Muhammadiyah Schools

Joko Susilo

2023

BEI

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The Implementation of Education In Autonomous Muhammadiyah Schools. The implementa-tion of education in autonomous muhammadiyah schools. This study aim to describe the inde-pendence of implementation education in Muhammadiyah schools. This study uses a qualitative method. The subjects of the study consisted of elementary school committee members, school principals, teachers, staff, and Muhammadiyah junior high school students in Sleman district. Da-ta collection using interviews and documentation. Data analysis using descriptive techniques. An independent description of implementation education in Muhammadiyah schools that is not found in other schools: applying the Islamic curriculum; integrating Islamic and Muhammadiyah values in teaching and learning activities. Muhammadiyah schools are mostly established from the waqf land belonging to Muhammadiyah and also the result of independent procurement by Muhammadiyah. The existence of company-owned business entity, such as: mart, cattering, coat (school shuttle service), and other, whose management is based on information and technology to increase school income. Teachers and staff meet qualifications and competencies; quantity, and linearity. Facilities are also complete to support learning.

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Section: A Curriculummentioning

confidence: 99%

Empowering Students through Autonomous Education: A Case Study of Muhammadiyah Schools

Joko Susilo

2023

BEI

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“…Cherchye et al (2010) exhibited that environmental characteristics in terms of the school type private and public sector positively impact the educational output in efficiency and equity. The Indonesian government introduced the Adiwijaya program to encourage knowledge creation and school awareness of nature (Krisnawati et al, 2015). The program embodies the environmental policy, environmental-based curriculum, participative activities, and environmental facilities management.…”

Section: Problem Identificationmentioning

confidence: 99%

Optimizing Placement of Field Experience Program: An Integration of MOORA and Rule-Based Decision Making

Okfalisa¹,

Hafsari²,

Nawanir³

et al. 2021

JST

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The lack of optimality in the Field Experience Program (FEP) placement has affected universities’ educational services to the stakeholders. Bringing together the stakeholders’ needs, university capacities, and participants’ willingness to quality and quantity is not easy. This study tries to optimize the placement of FEP by considering the interests of multiple perspectives through the application of Multi-Objective Optimization on the Basic of Ratio Analysis (MOORA) and Rule-Based methods in the form of a decision-making model. MOORA ranked the students based on the FEP committee’s perspective and other criteria, such as micro-teaching grades, final GPAs, study programs, number of credits, and student addresses. Meanwhile, the school perspective was ordered based on its accreditations, levels, types, facilities, and performances. To achieve the optimal recommendation of FEP placement, the integration of MOORA and Rule-based intertwined the requirement of such perspectives. A prototype of the system recommendation is then acquired to simplify the decision-making model. As adjudications, a survey from twenty stakeholders evidenced around 86.92% of system user acceptances. The confusion matrix testing defines the accuracy of this method reaches 78.33%. This paper reveals that the recommendation model has been successfully increasing the effectiveness of decision making in FEP placement under the needs and expectations of the entire stakeholders.

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“…For the first standard regarding the suitability of the availability of facilities and infrastructure with Adiwiyata management standards [12], that schools are obliged to provide facilities and infrastructure to support the implementation of environmental education, among others: schools make improvements to the quality of environmental management, schools try to save on electrical energy resources, water, and waste management by recycling organic waste. There are several collaborations to care about waste with school residents, to improve the quality of the school environment, namely: (1) school policies, including increasing the capacity of human resources for managing waste and regulations for schools that care about waste; (2) waste management curriculum, namely the development of a waste management module, handouts, and posters; (3) participatory-based activity waste treatment by making a fuss caring about waste; (4) Availability of waste management sites in increasing scores from moderate to very good and the development of a waste management curriculum that includes the development of a waste management syllabus and lesson plans as well as extracurricular activities [25]. (e) availability of fish ponds and (f) availability of infiltration wells.…”

Section: Management Of Environmental Friendly Facilitiesmentioning

confidence: 99%

Implementation of Environmental-Based Schools in the Adiwiyata Program: A Literature Review

Amrullah¹,

Nurcahyo²

2021

Advances in Social Science, Education and Humanities Research

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Environmental pollution can result in a decrease in environmental quality, resulting in disruption of the balance of the ecosystem and environmental degradation. Human behavior that lacks awareness and responsibility for the environment can result in environmental damage. In this case, to form a character that loves the environment, the government tries to create environmentally sound education. The first component of the Adiwiyata school program policy in an integrated manner can involve all school members. However, the implementation in the field has not been fully implemented by the school community. The second component concerns the implementation of an environment-based curriculum where teachers or educators are competent so that the development of quality learning is related to the environment. The third component is participatory-based environmental protection activities. Adiwiyata's implementation that participatory-based environmental activities have standards for carrying out protection activities. Environmental protection and management activities are carried out such as composter, nursery all of which involve all school members. component the fourth of environmentally friendly facilities management means environment-friendly of a special allocation from Adiwiyata which is included in the school budget eco-friendly Facility arising from the purchase or grants from the agency.

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The implementation of students’ campaign program to form Adiwiyata school in Malang, Indonesia

Cited by 3 publications

References 10 publications

Empowering Students through Autonomous Education: A Case Study of Muhammadiyah Schools

Empowering Students through Autonomous Education: A Case Study of Muhammadiyah Schools

Optimizing Placement of Field Experience Program: An Integration of MOORA and Rule-Based Decision Making

Implementation of Environmental-Based Schools in the Adiwiyata Program: A Literature Review

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