The Role of Eco-School Program (Adiwiyata) towards Environmental Literacy of High School Students

N Nurwidodo,I Ibrohim,Mohamad Amin,S Sueb

doi:10.12973/eu-jer.9.3.1089

Abstract

<p style="text-align:justify">This study was intended to display the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiwiyata and non-Adiwiyata high schools, and (b) EL of students in Grade X and XI, Adiwiya and non-Adiwiyata high schools in Malang-East Java, Indonesia. The survey involved 275 students. The respondents were from four state high school i.e. SMAN 1, SMAN 3, SMAN 4, and SMAN 7. Data were taken via MSELS questionnaire that was modified and filled online. Aspects of EL include ecological knowledge, environmental affect, cognitive skills, and behavior. The results of multivariate analysis showed that the level of students’ EL was significantly influenced by school type and grade. However, the interaction both of them had no significant effect on their EL. Univariate results on school type factor informed that significant differences occured in all aspects of EL, where the lower identified level of students in Adiwiyata schools compared to Non-Adiwiyata was only in the environmental affect. On the other hand, the significant influence of grade level only occurred in cognitive skills aspect. Broadly speaking, all data analyzes concluded that the application of the Adiwiyata program was able to bring a positive impact on the level of students’ EL. There was also a tendency that the higher the student's grade, the better their EL level.</p>

Highlights

Environmental problems in Indonesia are increasingly worrying (Case et al, 2007; Kurniawan & Managi, 2018), and even have an impact on people's lives and on other countries around it (Fadli et al, 2019)
This study aims to show the role of environmental education on environmental literacy in high school students by analyzing, (a) environmental literacy in Adiwiyata high school students compared to non-Adiwiyata high schools, and (b) environmental literacy between grade X and XI students in Adiwiyata and non-Adiwiyata schools
Research in several countries confirms the positive impact on environmental literacy when schools implement programs similar to Adiwiyata, such as green schools in Israel (Goldman et al, 2018) and eco-schools in Turkey (Ozsoy et al, 2012)

Summary

Introduction

Environmental problems in Indonesia are increasingly worrying (Case et al, 2007; Kurniawan & Managi, 2018), and even have an impact on people's lives and on other countries around it (Fadli et al, 2019) These environmental problems include deforestation (Austin et al, 2019; Islam et al, 2016; Petrenko et al, 2016; Tacconi et al, 2019), households and industrial waste (Belinawati et al, 2018; Garg et al, 2018; Luo et al, 2019), air pollution in urban areas, smoke and haze from forest and land fires (EoF team, 2019; Greenstone & Fan, 2019; Kusumaningtyas & Aldrian, 2016; Madsen, 2015; WHO, 2018), pesticides and soil pollutions as well as decreased soil fertility (Hartemink, 2005; Joko et al, 2017; Leimona et al, 2015; Luo et al, 2019; Savci, 2012). The introduction and inculcation of environmental care attitudes have been carried out from grade 1 to grade 6 (in elementary schools), grades 7 to grade 9 (in junior high schools), and grades 10 to grade 12 in high schools (Samsudin, 2016)

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Discussion

Conclusion