Zahra Janatunnisa Fauzun, Aidil Syah Putra, Yudhie Indra Gunawan

Pendampingan Green School Project Untuk Pembentukan Kebiasaan Ramah Lingkungan Di Sekolah Ban Huaysai, Loei, Thailand

Introduction

Pendampingan green school project untuk pembentukan kebiasaan ramah lingkungan di sekolah ban huaysai, loei, thailand. Pendampingan Green School Project di Sekolah Ban Huaysai, Loei, Thailand, tingkatkan kesadaran & kebiasaan ramah lingkungan melalui edukasi, daur ulang, dan kampanye.

Abstract

Program pengabdian masyarakat ini dilaksanakan untuk menjawab permasalahan rendahnya kesadaran dan kebiasaan ramah lingkungan siswa di Sekolah Ban Huaysai, Loei, Thailand. Kondisi tersebut terlihat dari minimnya praktik pemilahan sampah, rendahnya kepatuhan menjaga kebersihan, serta belum adanya program lingkungan yang terstruktur. Kegiatan ini bertujuan meningkatkan kesadaran ekologis, membangun kebiasaan pengelolaan sampah yang lebih baik, serta memberdayakan guru dalam mengintegrasikan pendidikan lingkungan ke dalam pembelajaran. Metode pelaksanaan menggunakan pendekatan project-based learning melalui tiga tahapan: persiapan, pelaksanaan, dan evaluasi. Kegiatan inti meliputi edukasi lingkungan, pelatihan daur ulang kreatif, penanaman bibit tanaman, serta kampanye kebersihan dan penghematan energi. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada kesadaran lingkungan dan perubahan perilaku siswa, seperti mulai terbentuknya kebiasaan memilah sampah, menjaga kebersihan kelas, dan partisipasi aktif dalam kegiatan penghijauan. Guru juga semakin terlibat dalam mengintegrasikan nilai-nilai lingkungan dalam proses pembelajaran. Program ini memberikan dampak nyata bagi sekolah mitra melalui terbentuknya green team, tersedianya modul pembelajaran lingkungan, serta terciptanya sistem monitoring kebersihan yang berkelanjutan.

Review

This community engagement program effectively addresses the critical issue of low environmental awareness and habits among students at Ban Huaysai School in Loei, Thailand. The abstract clearly outlines the problems identified, including poor waste management, low cleanliness compliance, and a lack of structured environmental programs. By employing a project-based learning approach through well-defined stages (preparation, implementation, evaluation), the initiative successfully delivered environmental education, creative recycling training, planting activities, and campaigns for cleanliness and energy saving. The reported outcomes of increased ecological awareness and improved waste management habits, alongside teacher empowerment in integrating environmental education, represent significant positive strides for the school community. The program's impact is particularly commendable for its tangible and sustainable contributions. The formation of a dedicated "green team," the development of environmental learning modules, and the establishment of a sustainable cleanliness monitoring system demonstrate a well-thought-out approach to institutionalizing environmental practices. The abstract highlights specific behavioral changes observed in students, such as regular waste sorting, maintaining classroom cleanliness, and active participation in greening efforts. These practical outcomes underscore the effectiveness of the chosen methodology and the direct relevance of the "Green School Project" concept in fostering a more environmentally conscious school environment. While the abstract presents a highly positive and encouraging overview, a more detailed journal publication would benefit from further elaboration on several aspects. Specifically, providing quantitative data or more granular qualitative evidence to substantiate the "significant increase" in environmental awareness and behavioral change would enhance the rigor of the findings. Additionally, discussing any challenges encountered during the implementation phase and how they were addressed could offer valuable insights for future similar projects. Further discussion on the long-term sustainability mechanisms for the green team and monitoring system, beyond their initial establishment, as well as the potential for replication of this successful model in other school contexts, would further strengthen the contribution of this commendable initiative.

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