A quiet revolution is taking root in the halls of SMPN 2 Kauman Tulungagung, where students are not just learning about the environment—they're living their lessons in sustainability.
Imagine a school where students don't just study textbooks but also learn to nurture plants, manage waste, and become environmental stewards in their communities. This is the reality at SMPN 2 Kauman Tulungagung, where the Adiwiyata program is transforming traditional education into an immersive experience in sustainability. In an era of escalating environmental challenges, Indonesia's innovative approach to cultivating eco-consciousness among the younger generation offers a blueprint for meaningful environmental education that goes beyond classroom walls.
The Adiwiyata program is a nationwide initiative spearheaded by the Indonesian Ministry of Environment and Forestry to create schools that care for the environment. Established through Minister of Environment Regulation No. 5 of 2013, the program engages all school stakeholders—students, teachers, staff, and the broader community—in fostering environmental literacy and action 4 .
Developing knowledge, attitudes, and skills needed to address environmental challenges.
Instilling values of responsibility and sustainability in students' behavior and mindset.
At its core, Adiwiyata represents a comprehensive approach to environmental education that integrates both curriculum and practical daily practices. The program aims not merely to transmit knowledge but to shape environmental character—instilling values of responsibility, sustainability, and ecological awareness that become ingrained in students' behavior and mindset .
Research has shown that Adiwiyata schools significantly impact students' environmental literacy, which encompasses ecological knowledge, environmental affect, cognitive skills, and behavior 1 . Unlike conventional environmental education that might focus solely on factual knowledge, Adiwiyata takes a holistic approach that connects learning with real-world application.
At SMPN 2 Kauman Tulungagung, the implementation of Adiwiyata follows a developmental stage approach tailored to students' grade levels. This progressive methodology ensures that environmental education isn't a one-off event but a continuous journey of growth and deepening commitment .
Students are introduced to fundamental concepts through socialization activities including waste education, waste segregation training, and school bank operations .
Students develop disciplined environmental habits through classroom cleaning duties, Friday Cleanliness Day, maintaining clean classrooms and yards, and accepting consequences for rule violations .
Senior students become environmental role models for their younger peers by demonstrating proper tree planting and maintenance techniques, and leading by example in all environmental activities .
Establishing clear school rules related to environmental protection, with consistent consequences for violations .
Participating in environmental competitions to motivate students and showcase their achievements .
Fostering cooperation between the school, local education agencies, and environmental services to support program sustainability 3 .
Despite its successes, the program faces challenges including operational funding limitations, deeply ingrained student habits, and varying levels of student compliance with environmental rules . These hurdles highlight the ongoing need for consistent reinforcement and creative solutions to maintain program effectiveness.
Multiple studies have investigated the effectiveness of the Adiwiyata program in transforming students' environmental attitudes and behaviors. One comprehensive study examined the role of Adiwiyata in developing environmental literacy among high school students by comparing participants in Adiwiyata schools with those in non-Adiwiyata institutions 1 .
The study employed a survey method involving 275 students from four state high schools, using a modified version of the MSELS (Middle School Environmental Literacy Survey) questionnaire to measure four key aspects of environmental literacy: ecological knowledge, environmental affect, cognitive skills, and behavior 1 .
| Aspect of Environmental Literacy | Adiwiyata Schools | Non-Adiwiyata Schools |
|---|---|---|
| Ecological Knowledge | Significantly Higher | Lower |
| Environmental Affect | Lower | Higher |
| Cognitive Skills | Significantly Higher | Lower |
| Environmental Behavior | Significantly Higher | Lower |
Another fascinating study conducted in Pati Regency examined environmental care attitudes using the New Ecological Paradigm (NEP) scale, which measures five dimensions: limits to growth, anti-anthropocentrism, balance of nature, anti-exemptionalism, and eco-crisis 4 .
These findings align with gender socialization theory, which suggests that environmental attitudes are shaped by cultural norms associated with different genders. The study noted that "women are more empathetic, cooperative, and willing to assist than men," which may contribute to these observed differences 4 .
The transformation witnessed in Adiwiyata schools isn't accidental—it's underpinned by sound educational and psychological principles that foster genuine behavior change.
At its core, Adiwiyata's effectiveness stems from its participatory approach that moves beyond theoretical learning to hands-on engagement. As researchers found in North Gorontalo Regency, "The students have begun to independently manifest awareness and concerns towards environmental cleanliness in their daily behavior at school" 3 .
Hands-on involvement in waste management, gardening, and conservation transforms abstract knowledge into practical skills.
Older students modeling environmental behavior for younger students reinforces learning through teaching and leadership.
The program's success also derives from its dual approach combining formal curriculum with consistent daily practices. As one study noted, "Adiwiyata schools supported the implementation of environmental education in the curriculum, as well as participation in environmental activity programs" 4 .
| Component | Description | Impact |
|---|---|---|
| Stage-Based Learning | Progressive environmental education tailored to grade levels | Develops increasingly sophisticated understanding |
| Participatory Activities | Hands-on involvement in waste management, gardening, and conservation | Transforms abstract knowledge into practical skills |
| Regulatory Framework | Clear environmental rules with consistent enforcement | Establishes norms and expectations for behavior |
| Cross-Generational Mentoring | Older students modeling environmental behavior for younger students | Reinforces learning through teaching and leadership |
| Community Partnerships | Collaboration with local government agencies and environmental organizations | Provides resources and expertise to sustain the program |
While Adiwiyata has demonstrated significant success in cultivating environmental character, studies have identified areas for improvement to ensure its long-term effectiveness.
Research at SMP Negeri 2 Kwandang in North Gorontalo highlighted that "as a National Adiwiyata school, SMP Negeri 2 Kwandang should cooperate with related agencies, especially North Gorontalo Education Service, North Gorontalo Environmental Service, and Gorontalo Provincial Environmental and Forestry Office for the sustainability of the Adiwiyata program" 3 .
This need for consistent reinforcement and institutional support is crucial—the program must not be treated as a one-time achievement but as an ongoing process that requires periodic strengthening across all grade levels 3 . The ultimate goal is ensuring that "the Adiwiyata program is not only encouraged during the assessment, but will remain and continue so that concern for environment continues to be maintained, both for students who will graduate and students who have just entered school" 3 .
The Adiwiyata program represents more than just an environmental education initiative—it's a comprehensive framework for cultivating the next generation of environmental stewards. By integrating knowledge with practice, and connecting school learning with community engagement, Adiwiyata creates an ecosystem of sustainability that transforms students' character and behavior.
Instilling values of responsibility and sustainability
Connecting learning with real-world application
Creating citizens who carry sustainability principles forward
As Indonesia and the world face increasingly complex environmental challenges, programs like Adiwiyata offer hope by instilling environmental ethics and actionable knowledge in young people. The journey at SMPN 2 Kauman Tulungagung illustrates how schools can become living laboratories for sustainability, where students don't just learn about environmental protection—they become active participants in creating a more sustainable future.
The success of Adiwiyata ultimately lies not in the awards or recognition it generates, but in the lasting environmental consciousness it cultivates—producing citizens who will carry forward the principles of sustainability into their families, workplaces, and communities long after they leave the school gates.