PROJECT-BASED ENVIRONMENTAL EDUCATION IN A NON-ADIWIYATA SCHOOL

Abstract

Environmental education in schools is commonly associated with the Adiwiyata Program; however, environmental values can also be developed through alternative learning approaches. One such approach is project-based learning, which allows students to engage directly with real environmental issues. This study aims to describe the implementation of project-based environmental education in a non-Adiwiyata school. The research employed a descriptive approach using questionnaires distributed to students, interviews with teachers, and observations of environmental learning activities at school. The findings indicate that environmental education was implemented through various project-based activities, including waste management, waste reuse, greening programs, and the development of environmentally responsible daily habits. Student participation was actively encouraged, while teachers played a facilitative role in guiding project implementation. Despite the absence of formal Adiwiyata status, the school demonstrated the ability to integrate environmental education into learning practices through project-based approaches. Several challenges were identified, such as limited time allocation, supporting facilities, and consistency of implementation. This study concludes that project-based environmental education has the potential to serve as an effective alternative for fostering environmental awareness and pro-environmental behavior in non-Adiwiyata schools.

Keywords: environmental education, project-based learning, non-Adiwiyata school, sustainable lifestyle.