IMPLEMENTASI PENDIDIKAN LINGKUNGAN HIDUP DAN KONTRIBUSINYA TERHADAP PERILAKU PEDULI LINGKUNGAN: studi deskriptif evaluatif di SD itQan Islamic School

• Main Author: Tri Liana Nurdini, - (Author)
• Format: Book
• Published: 2019-08-26.
• Subjects: Thesis; PeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/39865/7/T_PK_1707950_Title.pdf; http://repository.upi.edu/39865/2/T_PK_1707950_Chapter1.pdf; http://repository.upi.edu/39865/3/T_PK_1707950_Chapter2.pdf; http://repository.upi.edu/39865/4/T_PK_1707950_Chapter3.pdf; http://repository.upi.edu/39865/5/T_PK_1707950_Chapter4.pdf; http://repository.upi.edu/39865/6/T_PK_1707950_Chapter5.pdf; http://repository.upi.edu/39865/1/T_PK_1707950_Appendix.pdf
• Keywords: L Education (General); LB2361 Curriculum

ABSTRAK Tri Liana Nurdini. (2019). Implementasi Pendidikan Lingkungan Hidup dan Kontribusinya Terhadap Perilaku Peduli Lingkungan (Studi Deskriptif Evaluatif di SD itQan Islamic School). Penelitian ini merupakan penelitian deskriptif evaluatif yang bertujuan: (1) Memperoleh informasi mengenai dimensi pembelajaran PLH di SD itQan Islamic School, (2) Memperoleh informasi mengenai dimensi institusi di SD itQan Islamic School, (3) Memperoleh informasi dan data mengenai kontribusi implementasi PLH di SD itQan Islamic School terhadap perilaku peduli lingkungan. Penelitian dilaksanakan di SD itQan Islamic School yang merupakan sekolah yang bernafaskan islam yang juga sekolah inklusi dan berhasil memperoleh gelar sekolah Adiwiyata tingkat kota Bandung pada tahun 2018. Dalam penelitian ini, model yang digunakan adalah model EPIC. Berdasarkan temuan dan pembahasan penelitian, dapat disimpulkan: (1) SD itQan mengintegrasikan PLH kedalam mata pelajaran IPS, IPA, dan SBdP dan kegiatan ekstrakurikuler Pramuka. Pengintegrasikan PLH dengan pelajaran lain dilakukan dengan menambahkan KD pada KI-3 dan KI-4. Namun baru mencapai 12,5% dari total kompetensi dasar. Implementasi PLH di SD itQan dilandaskan pada teori belajar konstruktivisme. Model pembelajaran yang digunakan adalah model cooperative learning, kontekstual, problem solving, dan eksperimen. Media yang digunakan adalah lingkungan sekitar, gambar, worksheet, video pembelajaran. Implementasi PLH didukung dengan sarana dan prasarana yang sesuai standar. (2) Pada dimensi Institusi, keterlibatan siswa dalam implementasi PLH terlihat dengan respon siswa yang menjadikan kegiatan rutin yang biasa dilakukan di sekolah menjadi kegiatan yang disukai, namun masih menjadi tugas bagi sekolah untuk menjadikan pembelajaran PLH menjadi lebih menyenangkan. Guru, Wakil Kepala Sekolah Kurikulum dan Kepala Sekolah telah memahami tujuan dan menyadari pentingnya pelaksanaan PLH. Sedangkan perbedaan latar belakang dapat diatasi dengan kegiatan tutor sebaya. Orang tua dan komunitas juga telah dilibatkan dalam implementasi PLH. (3) Pada dimensi perilaku, implementasi PLH memberikan kontribusi positif terhadap perilaku siswa dalam ranah kognitif dengan nilai rata-rata tes 92,3. Implementasi PLH terhadap perilaku siswa dalam ranah afektif juga memperlihatkan hasil yang positif dengan hasil interpretasi data yang menyatakan bahwa 57% siswa SD itQan memiliki sikap yang relatif lebih peduli terhadap lingkungan. Sedangkan 43% siswa SD itQan memiliki sikap yang relatif kurang peduli terhadap lingkungan. Hasil unjuk kerja siswa untuk mengukur keterampilan siswa juga memperlihatkan hasil yang positif. 100% Siswa SD itQan Islamic School memiliki keterampilan dalam membuang sampah pada tempatnya, 86% siswa baik sekali dalam memanfaatkan barang yang sudah tidak terpakai menjadi kerajinan, 65 % siswa baik sekali dalam membedakan sampah organik dan sampah anorganik dan membuang sampah ke dalam tong sampah yang sesuai. Hal yang masih perlu diperhatikan adalah keterampilan siswa dalam mengolah sampah organik dengan menggunakan komposter. Kata kunci: Implementasi Kurikulum, Pendidikan Lingkungan Hidup, Perilaku Peduli Lingkungan, Model EPIC ABSTRACT Tri Liana Nurdini. (2019). Environmental Education Implementation and the Contribution towards Pro Environmental Behavior (Descriptive Evaluative Studies at itQan Islamic School Elementary School). This research is an evaluative descriptive study which aims to: (1) Obtain information about the instruction dimensions of Environmental Education (EE) at itQan Islamic School Elementary School, (2) Obtain information about the institutional dimensions of itQan Islamic School, (3) Obtain information and data on the contribution of EE implementation in ItQan Islamic School Elementary School towards pro environmental behavior. The research was conducted at ItQan Elementary School Islamic School which is an Islamic-inspired school which is also an inclusive school and achieve Adiwiyata school in 2018. In this study, the model used was the EPIC model. Based on the findings and discussion of the research, it can be concluded: (1) ItQan Elementary School integrates EE into Social Science, Natural Science, and SBdP subjects and Scout extracurricular activities. EE integration with other lessons is done by adding KD to KI-3 and KI-4. But it only reached 12.5% of the total basic competencies. The implementation of EE at ItQan Elementary School is based on constructivism learning theory. The learning model used is a cooperative model, contextual, problem solving, and experimentation. The media used are the surrounding environment, pictures, worksheets, and videos. The EE implementation is supported by standard facilities and infrastructure. (2) In the Institutional dimension, the involvement of students in EE implementation is seen by the response of students who make routine activities that are usually done in schools a preferred activity, but it is still a task for schools to make EE learning more enjoyable. Teachers, Education Experts and School Principals have understood the objectives and are aware of the importance of implementing EE. Whereas background differences can be overcome by peer tutoring activities. Parents and the community were also successfully involved in the implementation of EE. (3) In the dimension of behavior, the implementation of EE has a positive contribution on student behavior in the cognitive domain with a test average value of 92.3. The EE implementation of student behavior in the affective domain also shows positive results with the results of interpretation of data stating that 57% of itQan elementary school students have an attitude that is relatively more concerned with the environment. While 43% of itQan elementary school students have an attitude that is relatively less concerned about the environment. The results of student performance to measure students' skills also showed positive results. 100% of students at the itQan Islamic School Elementary School have skills in disposing trash in their place, 86% of students are very good at using unused items into handicrafts, 65% students are very good at distinguishing organic and inorganic rubbish and throwing rubbish into into appropriate trash cans. The thing that still needs to be considered is the students' skills in processing organic waste using a composter. Keywords: Curriculum Implementation, Environmental Education, Pro Environmental Behavior, EPIC Model