ORIGINAL ARTICLE
STRENGTHENING ENVIRONMENTAL EDU-LITERACY
THROUGH THE IMPLEMENTATION OF THE ADIWIYATA
PROGRAM
Deby Luriawati Naryatmojo1.
Wahid Akhsin Budi Nur Shidiq2.
Inaya Sari Melati3*.
Dhita Prasisca Mutiatari4
1,2,3
Universitas Negeri Semarang.
Indonesia Akar Banir Foundation.
Indonesia *Corresponding Author: inaya.
sari@mail.
ABSTRACT
Low participation of school members in waste management and the limited integration of environmental education into the school curriculum are key challenges in implementing the Environmental Care and Culture Movement in Schools (PBLHS) at SMP Al-Fattah Tambakrejo.
Semarang City.
This research employed a community-based participatory action design involving teachers, students, and Adiwiyata cadres as active partners.
The program was implemented over an eight-month period through four main stages: .
needs assessment and initial coordination, .
capacity building via training and workshops on environmental literacy, leadership, and waste management, .
provision of eco-friendly facilities including reusable eatingAedrinking utensils and a maggot cultivation unit for organic waste processing, and .
mentoring and evaluation of behavioral change.
Data were collected through pretest and post-test questionnaires, observation of waste generation, and documentation of lesson plan (RPP) integration.
The findings show an increase in the number of teachers incorporating environmental topics into RPPs, a 50% rise in student participation in waste reduction activities, and a measurable decrease in single-use plastic and food waste The study demonstrates that combining curriculum integration, student leadership empowerment, and simple waste processing technology can significantly strengthen environmental edu-literacy and foster a sustainable school culture.
Keywords: Adiwiyata School.
Environmental Literacy.
Participatory Action Research.
Waste Management.
Circular Economy INTRODUCTION Semarang City.
Central Java.
Indonesia has committed to becoming a sustainable city since 2022 (Mahendra & Dwijendra, 2022.
Prihanto et al.
, 2.
However, the reality reveals persistent environmental The city generates approximately 1,300 tons of waste each day, with household waste as the largest contributor, of which only 72.
10% is managed (Yolanda Pramesti et al.
, 2.
In 2023, community participation in environmental management was recorded at just 50%, and household waste reduction reached only 27%.
Low environmental awareness and limited action from residents remain significant barriers to achieving effective waste reduction.
Tambakrejo Subdistrict, a densely populated coastal area with 9,178 inhabitants per square kilometer, reflects these challenges acutely.
The area suffers from tidal flooding due to land subsidence, seasonal river flooding, and unmanaged solid waste (Martuti, 2022.
Sidiq et al.
, 2024.
Syafei et al.
, 2.
, compounded by slum settlements and a lack of green open space (Herawati & Banowati, 2019.
Praditya & HidayatSardini, 2.
The environmental condition of Tambakrejo Subdistrict can be observed in Figure 1.
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Figure 1.
Environmental Conditions of Tambakrejo Subdistrict These conditions also affect the education sector, where schools play a vital role in shaping environmental behavior.
SMP Al-Fattah, an Adiwiyata pilot school since 2023, faces a dual challenge:
substantial daily waste generationAiincluding an estimated 181.
2 kg of food waste from the national Free Nutritious Meal (MBG) programAi (Hasyim, 2.
and low student engagement in sustainable practices such as using reusable drink bottles or proper waste disposal.
Although the Adiwiyata program has been recognized for fostering environmental awareness in schools, existing applications, particularly in coastal urban contexts, have largely focused on awareness campaigns (Naryatmojo et al.
, 2024.
Probosari et al.
, 2.
or infrastructure provision (Halimah et al.
, 2022.
Listina Rahmawati & Arifin, 2021.
Rahmawati et al.
, 2.
in isolation.
Few initiatives have adopted a comprehensive approach that combines curriculum integration, leadership development, and practical waste reduction technologies.
This gap is particularly critical for schools like SMP Al-Fattah, which operate in high-density, disaster-prone environments where waste issues intersect with climate and social To address these challenges, this study implements an integrated, community-based participatory action model to strengthen environmental edu-literacy in SMP Al-Fattah.
The approach combines curriculum integration of locally relevant environmental themes, capacity building for teachers and Adiwiyata student cadres, provision of sustainable infrastructure such as reusable utensils and maggot-based organic waste processing, and ongoing mentoring to ensure long-term behavioral change.
This multi-pronged intervention not only responds to the schoolAos immediate waste management needs but also embeds sustainable practices into its institutional culture, offering a replicable model for similar urban coastal schools facing complex environmental challenges.
EDU (Education.
Development, and Unificatio.
Literacy represents a strategic framework for equipping teachers to foster human literacy in learners, driving sustainable educational progress and lifelong learning culture in Indonesia (Rusydiyah, 2.
It aligns with the vision of developing competent, innovative, and human literate individuals prepared for current and future challenges.
Edu-literacy, as a pedagogical concept, refers to the integration of cognitive, affective, and behavioral domains of learning to produce individuals who are not only knowledgeable but also capable and willing to apply their understanding in real-world contexts.
Originating from the broader field of educational literacy studies, the concept moves beyond the traditional definition of literacy as basic reading and writing skills.
Instead, it encompasses the ability to access, comprehend, critically evaluate, and effectively use information to make informed decisions and take purposeful actions.
In environmental education, edu-literacy serves as a framework for cultivating environmentally responsible citizens by ensuring that learning leads to sustained behavioral change.
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In the context of environmental learning, edu-literacy aligns closely with UNESCOAos Education for Sustainable Development (ESD) framework, which emphasizes the interconnection between knowledge acquisition, attitudinal formation, and skill development for sustainability (Avelar et al.
, 2.
Environmental education significantly improves children's and adolescents' environmental knowledge, attitudes, intentions, and self-reported behaviors across diverse settings and activities, though the largest effects are seen in knowledge gains .
an de Wetering et al.
, 2.
Within Indonesian policy, the Gerakan Peduli dan Berbudaya Lingkungan Hidup di Sekolah (PBLHS) and the Adiwiyata program operationalize these principles by embedding environmental themes into school curricula, promoting participatory environmental management, and creating platforms for student leadership.
However, as studies by (Desfandi, 2.
and (Setiawan & Jatmikowati, 2.
indicate, many schools still struggle to move from theoretical environmental awareness to concrete, sustained behavioral change.
This gap highlights the need for edu-literacy approaches that not only convey environmental knowledge but also create authentic learning experiences and opportunities for students to practice environmentally responsible behaviors in their daily lives.
By applying edu-literacy theory to environmental education in SMP Al-Fattah Tambakrejo, this study situates its intervention within a holistic learning model.
The programAos designAiintegrating environmental themes into lesson plans .
, fostering student-led environmental campaigns .
, and providing infrastructure for sustainable waste management .
ction competenc.
Aireflects the essential triad of edu-literacy.
In doing so, it responds to the call for environmental education programs that bridge the gap between awareness and action, particularly in urban coastal schools facing complex environmental METHOD This study employed a community-based Participatory Action Research (PAR) design (Keahey, 2.
to strengthen environmental edu-literacy in SMP Al-Fattah.
Tambakrejo.
Semarang City.
The participatory approach was chosen to ensure active engagement of teachers, students.
Adiwiyata cadres, and other school stakeholders in both the design and implementation of interventions.
Participants and Setting The study was conducted at SMP Al-Fattah, an Adiwiyata pilot school located in the coastal area of Kelurahan Tambakrejo, which faces recurrent flooding, high population density, and unmanaged waste Participants consisted of 14 teachers, 3 administrative staff, 204 students, and 20 Adiwiyata student cadres.
School management, canteen operators, and representatives from the Semarang City Environmental Office were also involved as key stakeholders.
Intervention Design and Stages The program was implemented over an eight-month period and consisted of the following stages: .
Initial Coordination and Needs Assessment.
A preliminary meeting with the school management and stakeholders was conducted to identify specific environmental challenges, agree on intervention priorities, and finalize the activity schedule.
Baseline data were collected through waste audits, direct observation, and pre-test questionnaires measuring environmental knowledge and attitudes.
Capacity Building and Training.
The capacity-building program included teacher workshops on integrating locally relevant environmental themes into lesson plans, leadership training for Adiwiyata student cadres to strengthen campaign and conservation skills, and practical waste management sessions on segregation, food waste reduction, and maggot (Black Soldier Fl.
cultivation for organic waste processing.
Together, these activities fostered curriculum integration, student leadership, and sustainable waste practices within SMP
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Al-Fattah.
Provision of Infrastructure and Learning Media.
Distribution of 240 reusable eatingAe drinking utensil sets .
lates, glasses, tumbler.
to reduce single-use plastics, installation of four refillable water stations, and construction of a maggot cultivation facility .
equipped with six-tier racks for organic waste processing.
Implementation and Mentoring.
Interventions were applied in daily school activities, with ongoing mentoring provided by the research team and local environmental experts to reinforce behavioral change, monitor waste reduction practices, and troubleshoot challenges.
Evaluation and Reflection.
Program effectiveness was measured through post-test questionnaires, follow-up waste audits, lesson plan reviews, and documentation of cadre-led environmental campaigns.
Quantitative indicators included the number of teachers integrating environmental content into lesson plans, the percentage of students adopting waste reduction behaviors, and the volume reduction of single-use plastic and food waste.
Qualitative feedback from participants was also collected to assess perceptions and sustainability potential.
Data Analysis Pre- and post-test scores were analyzed using descriptive statistics to measure changes in environmental knowledge and attitudes.
Waste audit data were compared before and after the intervention to determine reductions in waste generation.
Qualitative data from interviews and observations were coded thematically to capture participant experiences and perceived impacts.
RESULTS AND DISCUSSION
Stage 1: Needs Assessment and Initial Coordination The needs assessment confirmed critical gaps in environmental education and waste management at SMP Al-Fattah.
Baseline waste audits showed daily production of 35.
9 kg of inorganic waste, 12.
2 kg of organic waste, and a potential 181.
2 kg/day of food waste from the Free Nutritious Meal (MBG) program.
Observations revealed minimal integration of environmental topics in lesson plans, low student engagement in waste reduction behaviors, and the absence of structured waste management procedures.
Coordination meetings with school leadership, teachers, and student representatives established consensus on program priorities, target outcomes, and implementation timelines.
Table 1.
Baseline Conditions of SMP Al-Fattah (Pre-Interventio.
Parameter Value Notes Inorganic waste/day 9 kg Mixed plastics, paper, packaging Organic waste/day 2 kg Food scraps, garden waste Potential food waste/day 2 kg Estimated from MBG program
Teachers integrating RPPs
No environmental content pre-program
Student participation rate
<25%
Based on observed behavior Source: primary data .
The baseline conditions at SMP Al-Fattah prior to the intervention reveal significant challenges and opportunities for improving environmental practices within the school community.
The daily generation of 9 kg of inorganic waste, composed primarily of mixed plastics, paper, and packaging, alongside 12.
2 kg of organic waste, such as food scraps and garden debris, highlights a considerable volume of refuse that requires effective management.
Of particular concern is the estimated 181.
2 kg of potential food waste daily, as identified through the MBG program, which underscores inefficiencies in food consumption and waste reduction that the school could target for sustainability improvements.
Furthermore, the complete lack of environmental content integration in teachersAo lesson plans prior to the program indicates a critical gap in environmental education and awareness-building efforts among students and staff.
This gap likely contributes to the observed low student participation rate in EDUCATIONE: Journal of Education Research and Review | 451
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environmental activities (<25%), reflecting limited engagement and perhaps awareness or motivation among students to participate in sustainable waste management and environmental stewardship initiatives.
Together, these baseline indicators provide a clear rationale and urgent need for the planned intervention (Kelly & Reid, 2021.
Rutka et al.
, 2.
, in this context, it is not only enhancing waste reduction and recycling efforts but also systematically incorporating environmental education into the curriculum to foster a culture of sustainability and active student participation at SMP Al-Fattah.
Stage 2: Capacity Building Three interconnected training streams were implemented.
Teacher workshops focused on embedding locally relevant environmental topics into lesson plans, resulting in all 14 teachers producing at least one environment-themed lesson plan by the end of the program.
Leadership training for 20 Adiwiyata student cadres strengthened their ability to lead campaigns, organize events, and act as peer role models.
Waste management training provided hands-on practice in organic/inorganic segregation, food waste reduction, and maggot (Black Soldier Fl.
cultivation for organic waste processing.
Figure 2.
Leadership Training Figure 3.
Workshop for BSF Larvae Cultivation Teacher workshops that integrated locally relevant environmental topics into lesson plans, aligns closely with ReddyAos .
argument for situating environmental education (EE) within authentic, context-based learning experiences.
Reddy emphasizes that meaningful environmental learning arises when educators move beyond transmissive, content-heavy approaches to adopt active and transformative pedagogies engaging teachers and students with real-world environmental issues.
Specifically, (Reddy, 2.
highlights the importance of local context knowledge and active learning approaches in teacher education, suggesting that the practicum setting offers unique opportunities for co-constructing knowledge between teachers, students, and communities.
By embedding environmental topics in the lesson plans, environmental education can meaningfully enter mainstream teacher preparation.
The leadership training for 20 Adiwiyata student cadres strengthened their ability to lead campaigns, organize events, and act as peer role models, aligning with the principles of Environmental Leadership Education (ELE) as outlined in the broader framework of Education for Sustainable Development (ESD).
ELE emphasizes the development of knowledge, skills, values, and attitudes required to foster sustainable practices and environmental stewardship across diverse contexts.
Drawing on theoretical perspectives such as transformative learning, lifelong learning, and experiential learning.
ELE promotes both technical and adaptive competencies necessary for addressing environmental challenges effectively.
As noted in the literature, professional development initiatives focusing on environmental leadership cultivate the capacity of learners to become proactive change agents, capable of organizing and inspiring collective environmental action(Miao & Nduneseokwu, 2.
The waste management training that provided hands-on practice in organic/inorganic segregation, food waste reduction, and maggot (Black Soldier Fl.
cultivation for organic waste processing reflects similar outcomes reported by Meindrawan et al.
Their community-based program in Baros Village showed that structured training and mentoring enabled participants to differentiate organic and inorganic waste, implement household-level sorting systems, and cultivate Black Soldier Fly larvae as a sustainable solution for organic waste reduction and alternative animal feed production.
Participants gained practical skillsAi
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from initial socialization to technology application and evaluationAileading to improved environmental awareness and adoption of waste-to-resource technologies in local communities (Meindrawan et al.
, 2.
Stage 3: Provision of Eco-Friendly Facilities The provision of infrastructure was a key factor in supporting behavior change, consistent with evidence showing that enabling facilities significantly influence environmental practices.
For instance, research on waste management interventions demonstrates that when communities receive adequate infrastructureAi such as segregated waste bins, composting units, or recycling stationsAithey are more likely to adopt sustainable behaviors because structural barriers to action are reduced (Rajapaksa et al.
, 2.
The study highlights that infrastructure not only facilitates practical engagement but also reinforces habit formation and long-term commitment to environmentally responsible practices, especially when combined with education and awareness programs (Rajapaksa et al.
, 2.
The program distributed 240 sets of reusable plates, glasses, and tumblers to students, teachers, and canteen staff.
installed four refillable water stations.
and constructed a maggot cultivation unit .
with six-tier racks for processing organic waste.
These facilities reduced single-use plastic consumption and provided practical learning opportunities in sustainable waste management.
Table 2.
Infrastructure Provided to SMP Al-Fattah Facility/Equipment Quantity Purpose Reusable utensil sets 240 sets Reduce single-use plastic from canteen Tumblers 240 sets Reduce single-use plastic bottle Water refill stations 4 units Support reusable bottle use Maggot BSF cultivation unit 1 unit Process organic waste, circular economy model Source: primary data .
Stage 4: Implementation and Mentoring Based on the study findings, mentoring proved to be a key factor in enhancing the effectiveness of the Green School program, enabling teachers and students to consistently apply environmentally responsible practices and strengthening the development of environmentally caring character across the school community (Paryati, 2.
The interventions embedded into the daily routines of SMP Al-Fattah will ensure that environmental practices became a sustained part of school life rather than isolated activities.
Actions included the regular use of reusable eatingAedrinking utensils, active waste segregation in classrooms and the canteen, and the operation of the maggot cultivation unit for processing food waste.
The research team, alongside local environmental experts from the Semarang City Environmental Office and NGOs such as Bina Karta Lestari and Yayasan Akar Banir Indonesia, provided continuous mentoring throughout the eight-month program.
This mentoring supported teachers in implementing environmentthemed RPPs, guided student Adiwiyata cadres in leading campaigns, and helped troubleshoot issues related to waste processing, infrastructure use, and student participation.
The process also ensured that the newly established SOPs for organic and inorganic waste management were applied consistently, with regular monitoring to track progress and maintain motivation among school stakeholders.
Stage 5: Evaluation and Reflection Ongoing mentoring reinforced training outcomes and ensured the consistent application of new Post-intervention waste audits revealed a reduction in single-use plastic waste and a measurable decrease in unmanaged food waste.
Student participation in waste reduction increased by 50%, driven by cadre-led campaigns and visible role modeling.
Teacher lesson plans integration exceeded targets, with 14 environment-themed lesson plans developed across various subjects.
The maggot cultivation unit processed a portion of the schoolAos organic waste and became a focal point for environmental education activities.
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Figure 4.
Changes in Student Participation and Waste Generation The graph shows a clear improvement in student engagement and a measurable reduction in waste generation after the eight-month intervention.
Inorganic waste, which was initially around 35.
9 kg per day, decreased to approximately 28.
0 kg per day, representing a reduction of about 21.
9 percent.
This decline coincides with the introduction of reusable eatingAedrinking utensils and greater student involvement in waste segregation, suggesting that the combination of infrastructure provision and reinforced behavioral change was effective in reducing non-biodegradable waste.
Food waste also experienced a notable reduction.
Before the intervention, the school produced an 2 kg of food waste per day, much of it originating from the Free Nutritious Meal (MBG) By the end of the program, this figure had dropped to around 140.
0 kg per day, a decrease of 7 percent.
The maggot cultivation unit played an important role in this achievement, allowing a significant portion of organic waste to be processed into larval biomass, thereby reducing the amount of waste requiring disposal.
Student participation in waste reduction activities increased dramatically over the course of the program.
Initially, only about 25 percent of students actively engaged in behaviors such as using reusable bottles or correctly segregating waste.
By the conclusion of the intervention, this figure had risen to roughly 75 percent, representing a gain of 50 percentage points.
This substantial improvement can be attributed to leadership training for Adiwiyata cadres, the continuous execution of environmental campaigns, and the visible presence of new waste management facilities, which together fostered a shift in the schoolAos environmental culture.
CONCLUSION
The findings underscore the importance of a holistic approach that combines educational content, leadership development, and enabling infrastructure to address environmental challenges in schools, particularly in high-density, flood-prone urban coastal areas.
By fostering active participation and building a shared sense of responsibility among students, teachers, and community stakeholders, such programs can create lasting cultural shifts toward sustainability and serve as replicable models for other schools facing similar conditions.
However, this study is not without limitations.
The intervention was limited to a single school, which may restrict the generalizability of results to different socio-economic or geographic contexts.
The monitoring period, while adequate for capturing immediate behavioral changes, was relatively short for assessing long-term sustainability of the interventions.
In addition, external factors such as seasonal flooding or changes in government school meal programs could influence waste generation patterns and were not controlled for in the study design.
Future research should expand the scope to include multiple EDUCATIONE: Journal of Education Research and Review | 454
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schools across diverse settings to validate the modelAos adaptability and scalability.
Longitudinal studies are recommended to assess the persistence of behavioral changes and the long-term environmental impact of such programs.
Further investigation into integrating digital tools for environmental monitoring, peer-topeer environmental education models, and community-wide waste management linkages could enhance the effectiveness and sustainability of future interventions.
REFERENCES