The Implementation of the Environmental Education at “Adiwiyata” Schools in Pacitan Regency (An Analysis of the Implementation of Grindle Model Policy)

Abstract

The rampant of natural destruction and human environment triggers the anxiety of peoples. Education becomes one of the important aspects of life; it becomes one of the important objects in developing a living environment through the environmental education (EE). “Adiwiyata” is a program of the Ministry of Environment in order to improve the knowledge and the awareness of the school communities in environmental protection. This descriptive qualitative study focused on the implementation of the policy for the Environmental Education in Schools of “Adiwiyata” in Pacitan by observing some phenomena or social facts happened what would be the appropriate guidelines in field interviews related to the Grindle theory, which it includes the degree of desired changes and implementing the program. This study took place at the Schools of“Adiwiyata” in Pacitan as the organizers of Environmental Education. They are SMPN 1 Pacitan, SMPN 1 Arjosari, SMPN 4 Pacitan, SD AlamPacitan, and SMAN Punung. The type of the data is primary data, and secondary data. The informants of the research is the principals, the vice principals, the teachers, the students, and the administrative personals. The technique of selecting the informants is purposive technique, and its process is by snow ball. The data collecting technique is using the technique of in-depth interviews, observation, and documentation study. The data analysis includes the data reduction, the presentation (display) of the data, interpreting the data, summing up the data, and the verification, increasing the validity of the results, and then narrating the results data. The first research findings are the efforts to cultivate and develop the knowledge, values, attitudes, behavior and insights, as well as the environmental concerns of the learners and communities, based on the vision, mission and objectives which are explicitly included the concept of environmental education as an implemented policy in daily learning activities. There are four schools that have implemented the comprehensive approach. Here, the implementation of PLH values as an independent subject. It is contained in the school curriculum, as a local content. It is started by the prioritization of the core values ​​for the schools. The five schools which are implementing the “Adiwiyata” seeking to prepare the capable human resources in facilitating the students to care for the environment through a policy of partnership with the Environmental Department, the Department of Education, the Department of Health, the other “Adiwiyata” schools, and the related parties for the training activities, workshops, and study visits. Secondly, the implementers of PLH program at the five schools are the elements of principals, vice principals, the teachers, the students, administrative staffs, and the school committees. The EE policy implementation is based on the participatory and sustainable principles. The principals should be responsible for the PLH policy implementation. All of the elements support and have responsible for the PLH policy implementation, one of them through the teachers ‘leadership. The results of this study recommend that the implementation of the important policies should be implemented by the Environmental Education which is integrated with the character education which is positioned as a separated subject or a comprehensive approach to achieve the effective objectives. The roles of the schools principals and the teachers are very strategic to optimize the exemplary attitude based on the constructivism and contextual learning model. The pattern of partnership needs to be improved with some educational institutions such as the universities for the research evaluation of the particular program of PLH policy, so that it can be optimized to achieve the vision, mission, and goals of the school. The empowerment of the school committees need to be synergized through the parenting education.

Keywords: implementation, policy, education, the environment, Grindle