HENDY ARDIANTO
B. Suggestion
IV. RESULTS AND DISCUSSION A. Context Evaluation
1. Awareness and Community Expectations From interviews with seven (7) members of the school committee is seen that the school committee has concerns and expectations to the success of SMK Semen Gresik in creating a school which have environment concerns and cultures. This is indicated by the presence of three (3) Memorandum of Understanding (MoU) between the school and the school committee and school partners. Even the school committee and school partners involved in environmental action organized by the school.
Among them are: 1) activities of the anniversary of the declaration of the movement of one million trees on January 10, 2012, 2) as a speaker/trainer in composting, 3) as a speaker/trainer in the manufacture of biopori, 4) as a guest speaker/trainer in the manufacture of Wastewater Treatment Plant (WTP), 5) as a speaker/trainer in the manufacture of organic waste chopper machine, etc.
Based on the facts above it can be concluded that the concerns and expectations of society greatly to the implementation of the Adiwiyata program (green school program) at SMK Semen Gresik.
2. The Relevance of The Program
Communities around the schools interviewed (Board RT and RW) also said that the Adiwiyata program at the school is very helpful for reduction of garbage in the school, which is usually the garbage is placed in front of the school to be transported to the final disposal (landfill). The reason, schools have implemented the 3R (Reduce, Reuse, and Recycle).
From interviews with principals, teachers, administrative staff, special officer school, and the students also said that Adiwiyata program is in accordance with the existing potential in school. With Adiwiyata program, waste/garbage in schools can be reduced and even can be used as a source of school revenue from the sale of compost and the creation of souvenirs manufacture of processed plastic and paper waste in school. So the concept of environmental education can be taught in a way to integrate it with the subjects and the local content of environmental education. Subjects are integrated with environmental education and local content of environmental education implemented in a monolithic which have minimum criteria for mastery between 73-80.
Based on the facts above it can be concluded that the implementation of the Adiwiyata program (green school program) has a strong relevance in SMK Semen Gresik.
Vision and Mission of SMK Adiwiyata Program (Green School)
Evaluation of Adiwiyata Program Implementation (Green School) in SMK
Context Input Process Product
Awareness and community expectation The relevance of the program Regulation and govern- ment policy
Principals Teacher Administra -tive staff Special officer School committee Student Infrastruc- ture and facilities Curriculum
Teaching and learning activities include:
Planning Process Cooperati- on with other institutions
Student achieve- ment Student competence Satisfaction/
public response
106 Adiwiyata school program (green school program) is a joint program between the Ministry of Environment and the Ministry of National Education.
The realization of the agreement evidenced by the signing of an Agreement between the Minister of Environment and the Minister of National Education on June 3, 2005 to increase knowledge and understanding of the environment for learners and society. Realization of the agreement, on February 21, 2006 has been proclaimed Adiwiyata program with the aim to realize the school community which have environment concerns and cultures.
In terms of legal protection, Adiwiyata program is supported by a number of laws, regulations, and the MoU. Among them are: 1) The Constitution of the Republic of Indonesia Year 1945, 2) Law Number 20 Year 2003 on National Education System [21], 3) Law Number 32 Year 2009 on the Protection and Management of the Environment, 4) The Minister of Environment Regulation Number 05 Year 2013 on Guidelines for Adiwiyata Program, 5) The document of the MoU with Environment Development Center, Semen Gresik Foundation, 6) The document of the MoU with the Environment Agency, Gresik District, and 7) The document of the MoU with the Office of Education, Youth and Sports, Gresik District.
With a variety of legal basis of the above, the implementation of Adiwiyata school (green school) at SMK Semen Gresik, East Java, strongly supported its existence.
B. Input Evaluation
1. The Characteristics of Principals, Teachers, Administrative Staff, Special Officer School, and the School Committee
From interviews with principals, 7 teachers, 4 administrative staffs, 2 special officer school (gardener and the caretaker), and 6 school committee looks that they all know and understand the vision, mission, and objectives of schools (100 %) in the protection and management of the environment.
2. The Characteristics of Student
From interviews with 30 students it appears that as many as 22 students or as much as 73.33% of students know and understand the vision, mission, and objectives of the school in the protection and management of the environment.
3. Curriculum
The Vision, mission, and objectives of the school to load directly the issue of the protection and environmental management. Two attempts environmental protection and management clearly visible on the indicator's vision, mission, and objectives of the school.
The curriculum structure includes the protection and management of the environment in the components of compulsory subjects, as subjects of Religion, Civics Education, Indonesian, English, Arts
environmental education. In addition, there is also a local content subjects Environmental Education is monolithic and self-development through extracurricular Nature Lovers "HARPA" and the Student Organization (OSIS).
All subjects were integrated environmental education and local content of environmental education are minimum mastery learning between 73- 80.
School budgets in the Activity Plan and School Budget in 2011-2012 were allocated to environmental protection and management of Rp. 342.65 million of total school budget of Rp. 1.255.861 billion or approximately 27%, which Adiwiyata school requirement shall allocate at least 20% of the School Budget and Activity Plan for protection activities and environmental management.
4. The Characteristics of Environmental-friendly Infrastructures and Facilities
From the observation of the school infrastructure is seen that the school maintains three (3) environmental-friendly infrastructure according to its function, namely:
a. The room has an arrangement of light and natural ventilation.
b. Maintenance and setting shade trees and greening.
c. Using paving block and grass.
There are a number of school community innovations in creating an environmental-friendly facilities for the environment learning, namely:
a. The Organic waste enumerator machine that is named "Ghilas", where the patent has been registered with the Directorate General of Intellectual Property of the Ministry of Justice and Human Rights of the Republic of Indonesia.
b. The vacuum cleaner machine ―VACREZAQ‖.
c. The Munisipal Solid Water (MSW) enumerator machine into Refuse Derived Fuel (DRF) named
―SHREDDER‖.
d. The metal plate punching machine.
e. The portable coconut grater machine.
f. The composter to make compost from organic waste that is named ―esgepride‖.
g. Biopori Infiltration Hole (BIH). BIH serves to prevent inundation and flooding; prevent erosion and landslides; improve clean water supply; and make compost and fertilize the soil.
h. Waste Water Treatment Plant (WWTP) in which there are meterial alum, zeolite stone, fibers, sand, pebbles and charcoal. Alum serves as a coagulant. This coagulants increase the size of the particles of mud and other particles floating in the water so it can be deposited.
Zeolite stone serves to reduce the content of iron (Fe), manganese (Mn), zinc (Zn) and lead (Pb) contained in the water. Zeolite stone was also able to reduce levels of ammonia in wastewater. Fibers serves to filter out particles that escaped the previous filter layer and
107 hold the silt. Coral acts as a filter and helps aeration oxygen. While charcoal surface has pores serves as an absorber of fine particles, odor, and color of the water.
i. Infiltration wells. Infiltration wells serves to reduce the surface flow so as to prevent/reduce flooding and waterlogging, maintain and increase the ground water level, reducing erosion and sedimentation, reduce/resist the intrusion of sea water for the area adjacent coastal areas, preventing soil degradation (land subsidence), and reducing the concentration of water/soil pollution.
j. The separate trash (leaf litter, plastic waste and paper waste).
k. The school forests for green open space as a producer of oxygen for people in schools.
l. Green house. Green house is a nursery-shaped house and used to sow the seeds/seedlings and seeds temporary weaning to become seedlings ready for planting in the field. Sow an activity to grow the seeds/seedlings in pots media/polybag in nurseries. Whereas a separate seed wean or move the group to become a seed of individual plants in a separate container in accordance with the size of the growth.
m. The waste water reservoir of air conditioner The benefits of waste water from air conditioners can be used for: 1) watering plants, 2) adding electrolyte in batteries, 3) filling the radiator on the vehicle effectively (avoiding corrosive), 4) cleaning floors or glass, 5) wash, and 6) filling the tank (to prevent mildew).
n. Takakura. Takakura is a processing system based household organic waste by using such a source of compost.
C. Process Evaluation 1. Learning Preparation
Viewed from the side of the lesson plan document, only seven (7) subjects integrated environmental education of 15 subjects that none or only 46.66% of lesson plans that are integrated with environmental education.
Only 70% of teachers who develop indicators of learning and assessment instruments related to the protection and management of the environment.
Only 70% of teachers who drafted a study related to the protection and management of the environment.
2. Learning Process
Only 16 students from 30 students or 53% of students who produce real work related to the protection and management of the environment.
Only 15 students from 30 students or 50% of students who communicate the results of the learning environment through wall magazines, tabloids
"GAPURA", educational exhibits, school website, Giri FM Radio, television media (SCTV), and Jawa Pos daily newspaper. But no one has communicated through scientific journals.
by 83.33% of schools involved in building maintenance and school environment.
There are only two environmental action organized by outsiders school followed by teachers.
While there are five environmental action organized by outsiders, followed by students.
The school principal is only one (1) time as a guest speaker in the framework of the learning environment in the form of a workshop held by parties outside the school.
Environmental learning process is also done by the Association of Young Nature Lovers (HARPA) and the Student Organization (OSIS) of SMK Semen Gresik. The activities are recycling plastic and paper with 3R program (Reduce, Reuse, Recycle). Reduce is to reduce waste by using items that are still usable.
Reuse is the reuse of goods are still fit for use.
Recycle is to recycle organic waste and utilize organic waste safely and appropriately (composting of organic waste).
In addition, environmental education is also done by training nursery medicinal plant families and vegetables, such as: turmeric, aloe vera, ginger, galangal, ginseng, rosella, iodine, tomatoes, taro, cat whiskers, lime, eggplant, peppers, etc.
3. Cooperation with Other Institutions
Cooperation that has been built with other institutions in order to Adiwiyata program at SMK Semen Gresik, including by:
a. SMA Negeri 1 Driyorejo, Gresik.
b. SMA Negeri 1 Manyar, Gresik.
c. Environmental Development Center, Semen Gresik Foundation.
d. Environment Agency, Gresik District.
e. Office of Education, Youth and Sports, Gresik District.
D. Product Evaluation 1. Student Achievement
From the results of Adiwiyata program (green school program) activities at SMK Semen Gresik produced a number of student achievement in academic and non-academic, ie:
a. First Winner of Photo Booth's Creativity Contest.
b. Second Winner of SMK Festival Yamaha 2011.
c. Second Winner of Marine Diesel Asembling 2009 categories of vocational school students organized by Shipping Systems Engineering Department, Faculty of Marine Technology, Sepuluh Nopember Institute of Technology.
d. First Winner of Youth Scientific Paper Competition between Senior and Vocational High School in East Java provincial level.
However, the achievements in the field of energy saving and alternative energy has not yet appeared at the school.
2. Student Competence
108 machine named "Ghilas" produced by Semen Gresik students have ordered a total of 100 units by PT.
Semen Gresik and has been distributed to the community and other schools. Ghilas name itself has registered its patent rights to the Directorate General of Intellectual Property of the Ministry of Justice and Human Rights of the Republic of Indonesia.
So, in addition SMK Semen Gresik students have competence for their expertise, they also have competence to make of organic waste enumerator machine, a vacuum cleaner "VACREZAQ", the Munisipal Solid Water (MSW) enumerator machine into Refuse Derived Fuel (DRF) named
―SHREDDER, metal plate punching machine, and the portable coconut grater machine.
This is proved by the Adiwiyata program (green school program) to further improve creativity, student achievement, and the competence of SMK Semen Gresik students.
3. Satisfaction/Public Response
From interviews with six (6) parents, they were satisfied with the process of education in SMK Semen Gresik for two reasons, namely: 1) students are not only taught to master the specific competencies expertise, but also taught that the students behave environmental-friendly forms of action, 2) students equipped with the skills to make the appropriate technology in the form of environmental-friendly engines that distinguishes it from other SMK students.
E. Discussion of Context Evaluation Results Context evaluation include: awareness and expectations of society, the relevance of the program, as well as regulation and government policy. From the evaluation results it is clear that the public has concerns and expectations of Adiwiyata program (green school program) at SMK Semen Gresik.
Forms manifested concern with real environmental action activities, namely as a participant million tree planting activities and as a speaker/trainer in creating innovation environmental-friendly are existing facilities in schools. This indicates that the MoU is woven by the school with the school committee and school partners have come to the application level.
Based on interviews with principals, teachers, administrative staff, specialized workers, students, school committees, and surrounding communities (RT and RW) also said that Adiwiyata program is in accordance with the existing potential in school. With Adiwiyata program, waste/garbage in schools can be reduced and even can be used as a source of revenue for schools from the sale of compost that has been given the brand "esgepride" and the creation of souvenirs manufacture of processed plastic and paper waste in schools.
It can be concluded that the Adiwiyata program (green school progrm) has a very strong relevance of the program at SMK Semen Gresik.
Adiwiyata program (green school program) at SMK Semen Gresik is strongly supported by the existing rules or policies from the central, provincial, and district levels. In fact it has formed a district adiwiyata team consisting of representatives from the Office of Education, Youth, and Sport, Gresik District; Environment Agency, Gresik District; and Environment Development Center, Semen Gresik Foundation. Regent's role in the Adiwiyata program (green school program) in school are also quite large considering one of the requirements the district/city to city awarded Verse, then there must be schools in districts/cities that have been bearing the title of Adiwiyata school (green school) at national level.
F. Discussion of Input Evaluation Results
Input component includes principals, teachers, administrative staff, school special officer, and the school committee; the characteristics of the students;
curriculum; and facilities.
From the results of the study indicated that the principal, teachers, administrative staff, school special officer, and the school committee know and understand the vision, mission, and objectives of the school (100%) in the protection and management of the environment. Adiwiyata school goal is to realize the school community which have environment concerns and cultures. Where the form of awareness and environmental culture was demonstrated by the environmental protection and management program which consists of three main activities, namely: 1) the preservation of environmental functions, 2) prevention of environmental damage, and 3) the prevention of environmental pollution.
From the results of the study indicated that as many as 73.33% of students know and understand the vision, mission, and objectives of the school in the protection and management of the environment. That is, there are 26.67% of students who do not know and understand the vision, mission, and objectives of the school in the protection and management of the environment. Therefore, it is necessary socialization of the vision, mission, and objectives of the school effectively and continuously, for example by means of: 1) put the vision, mission, and objectives of the school in strategic places in schools, 2) put the vision, mission, and school objectives in every classroom, 3) teachers convey the vision, mission, and objectives of the school in the beginning of the lesson, and 4) the principal conveying the vision, mission, and objectives of the school during the flag ceremony.
From the results of the study also indicated that the structure of the curriculum which includes the protection and management of the environment in the components of a compulsory subject only to the subjects of Religion, Civics Education, Indonesian, English, Arts and Culture, and the Chemistry that is integrated with environmental education and local content subjects Environmental Education implemented in monolithic. Subjects integrated environmental education and local content of
109 learning between 73-80. However, there has been no productive subjects are integrated with environmental education. Though these subjects that are characteristic of SMK. Therefore, the school Adiwiyata team should start thinking about the effort that all normative subjects, adaptive and productive can be integrated with environmental education.
At school available 5 (five) infrastructure to address environmental issues in accordance with the standards of facilities and infrastructure based on the National Education Minister Regulation Number 24 Year 2007, such as: water, garbage (provision of separate waste, composter), feces, sewage/drainage, and green open space. However, the fasilities to reduce noise, vibration, radiation, toxic materials and hazardous waste, and vehicles exhaust emissions have not been done in SMK Semen Gresik.
Therefore, it is necessary environmental-friendly technologies (green technology) so as noise, vibration, radiation, toxic materials and hazardous waste, and exhaust emissions can be reduced.
At school also have available seven (7) supporting infrastructure of environment learning, among others: composting, utilization and processing of water, forest/ park/school garden, green house, biopori, infiltration wells, etc. Therefore, it is still necessary supporting infrastructure of other environmental learning such as fish ponds, biogas, alternative energy, and energy-saving technologies to support energy efficiency. Especially in SMK Semen Gresik there is Jatropha which can be used diodiesel as a substitute for diesel fuel.
School cafeteria also have made three (3) attempts to improve the quality of service canteen healthy and environmental-friendly, include: 1) the canteen does not sell food/beverages containing four hazardous substances (dyes, taste, preservatives, and sweeteners) which do not comply with health standards, 2) canteen does not sell food polluted/contaminated, expired, and 3) the canteen does not sell packaged foods that are not environmental-friendly, such as: plastics, styrofoam, and aluminum foil.
G. Discussion of Process Evaluation Results Process evaluation component includes:
preparation of teaching and learning before, lesson plan; teaching and learning process; and collaboration with other institutions. Teachers always make a lesson plan at the beginning of the semester. The lesson plan is made so that learning can be delivered into targeted and measurable.
From the results of the study concluded that: 1) there are only 7 subjects integrated environmental education of 15 subjects, or only 46.66% of lesson plans that are integrated with environmental education, 2) only 70% of teachers develop learning indicators and assessment instruments related to the protection and management of the environment, 3) only 70% of teachers who drafted a study related to the protection and management of the environment,
related to the protection and management environment, 5) only 50% of students who communicate the results of the environment learning through wall magazines, tabloids "GAPURA", educational exhibits, school website, Giri FM Radio, television media (SCTV), and Jawa Pos daily newspaper. But no one has communicated through scientific journals. Therefore, it is necessary the establishment of a scientific journal in school or submitting scientific articles to the environment scientific journals that already exists in other institutions.
At school there are also five (5) MoU documents that have been built with school partners in order to Adiwiyata program. Therefore, it is still necessary to improve cooperation in the form of another MoU for the development of Adiwiyata program at school.
In general, the process evaluation is quite good, but still need improvement.
H. Discussion of Product Evaluation Results Evaluation of products in terms of student achievement, student competence, and response/community satisfaction. The results showed that the results of Adiwiyata program (green school program) activities at SMK Semen Gresik produced four (4) student achievement in academic and non- academic.
In addition to having expertise competence in accordance with practiced, students in SMK Semen Gresik also have additional competencies, which can make organic waste enumerator machine named
"Ghilas" which has been produced and ordered by PT. Semen Gresik total of 100 units and has been distributed to the community and other schools. In addition, students also have competence in making vacuum cleaner "VACREZAQ", Municipal Solid Water (MSW) enumerator machine into Refuse Derived Fuel (DRF) named "SHREDDER" metal plate punching machine, and portable coconut grater machine.
From the results of the study also indicated that parents are satisfied with the process of education in SMK Semen Gresik for two reasons, namely: 1) students are not only taught to master the specific competencies expertise, but also taught that the students behave in an environmental-friendly in the form of real action, 2) students equipped with the skills to make the appropriate technology in the form of environmental-friendly technologies that distinguishes it from other SMK students.
In general it can be said that the evaluation of the product is quite good
V. CONCLUSION
Based on the research results, and discussion of the Adiwiyata program (green school program) at SMK Semen Gresik can be summarized as follows:
1. Based on the context aspect consists of three variables as follows: (1) awareness and