The Strategy of Environmental School through the Program of National <i>Adiwiyata</i> School in Pekanbaru (High School Level)

Abstract

Purpose of this study is: (1) Analyze the effective strategies for the implementation of Adiwiyata schools in Pekanbaru and (2) Analyze the condition of environmentally-friendly infrastructures so that it can become a culture in Pekanbaru High Schools. The type of this research is an exploratory research (case study). In the early stage, there was a grouping of analysis variables at the research location which is in several Pekanbaru High Schools. This research was also carried out on the actors of teaching and learning activities as well as school managers who have activities with the sample set based on the key person method approach. A number of data obtained through interviews with selected respondents will also be carried out with an in-depth interview method (Bungin, 2008). As research samples, the key informants are school managers and policymakers who are considered representative to get the data needed. This initial data will be the basis for the preparation of the research questionnaire. As respondents, the key informants are students, teachers, principals, and administrative staffs. This research was conducted from September to November 2017 in several Pekanbaru High Schools.

Situation of Environmental Education in Senior High School Programs in Indonesia: Perspectives from the Teachers of Palembang

“…This program aims to encourage the creation of knowledge, as well as school community awareness in environmental preservation. The purpose of the Adiwiyata school which in general explains in creating a caring and cultured school community in the environment by: (1) creating better conditions for schools to become a forum for learning and awareness of all school members including students, teachers, parents/guardians of students, and also the community environment for the creation of environmental conservation efforts (2) the school community is also responsible for making efforts to save the environment and sustainable development and (3) encourage and help schools to be able to participate in carrying out government efforts to preserve the environment in sustainably for the sake of the interests of future generations (Nurhafni, Syahza, Auzar, & Nofrizal, 2019). Recent studies have shown that the Adiwiyata program has been influential in building student's ecoliteracy in some school areas in the country e.g.…”

Increasing Interest in Early Childhood Learning in North Tapanuli through the Implementation of the Adiwiyata School Concept

“…In running and implementing the adiwiyata school program, each school at least meets at least 4 main indicators that are required. For this reason, what must be considered by the school is (Nurhafni et al, 2019): 1) Environmentally sound policies, in this case, include: The vision and mission of schools that care and are environmentally cultured, school policies on the development of environmental management, improvement of HR education, saving natural resources, clean and healthy lifestyles (according to the conditions of each region/school), 2) Implementation and development of an environmental-based curriculum, can be described as the development of cross-subject learning models, excavation and development of materials and environmental problems that exist in the surrounding community, Development of based learning methods environment and culture, development of curricular activities for the improvement of students' knowledge and awareness of the environment, 3) Participatory-based environmental activities, in this case include: Creating extracurricular/curricular activities in the field of participatory-based environment in schools, participating in environmental action activities carried out by outside parties, building partnership activities or initiating the development of environmental education in school (according to the conditions of each region/school), 4) Management of environmentally friendly supporting facilities. Development of the function of existing school support facilities for environmental education, Improving the quality of environmental management inside and outside the school area, Saving natural resources (electricity, water and ATK), Improving the quality of healthy food services, Development of management systems garbage (according to the conditions of each region/school).…”

Community based ecotourism management to strengthen environmental ethics and supports sustainable development in Pelalawan district, Indonesia

“…In the learning process, the environment must be supported by field practicums that bring students closer to the real world [32]. The development of environmental education in formal institutions is determined by management commitment, participation of all components in schools to increase environmental awareness, as well as stakeholder support outside schools for environmental education enrichment programs [33].…”