Curriculum Management Forms Pro-Environmental Behavior At Jomin Nature School
DOI:
https://doi.org/10.58355/dirosat.v4i3.249Keywords:
curriculum management, pro-environmental behaviour, school of nature, environmental education, ecological habituationAbstract
The environmental crisis and the gap between ecological knowledge and actual student behavior emphasize the importance of curriculum management that is able to form pro-environmental behavior (PEB) since elementary school. This study aims to analyze how the planning, organization, implementation, and evaluation of the curriculum form the PEB of students at SD Alam Jomin, Karawang Regency. The research uses a qualitative approach with an exploratory method. The data sources consist of school principals, heads of the Research and Development Department/curriculum developers, teachers, committees or parents, and students in grades V and VI. Data were collected through observation, semi-structured interviews, and documentation studies using observation guidelines, interview guidelines, and documentation sheets. Data analysis uses the interactive model of Miles, Huberman, and Saldaña which is deepened with Interpretative Phenomenological Analysis, while the validity of the data is maintained through triangulation of sources, techniques, and time. The results of the study show that curriculum management is integrative, contextual, adaptive, and experience-based. PEB is formed through the connection of environmental concern values in curriculum objectives, organizing cross-activity programs, project-based learning, using nature as a learning resource, examples, habituation, and evaluation of actual behavior. The process moves from actions that still require direction to habits and independent initiatives in waste management, resource saving, hygiene, care for living beings, responsible consumption, and environmental participation. The research concludes that the quality of environmental curriculum management is determined by consistency in transforming values into experiences, experiences into habits, and habits into behavioral independence. Implicitly, schools need to assess the success of the curriculum not only from cognitive achievement, but also from actual, consistent, and independent ecological behavior. It is recommended to strengthen evaluations based on behavioral observation and the continuous involvement of teachers, families, and communities in the entire process of managing the school curriculum.
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Copyright (c) 2026 Nurul Fauziah, Solihah Bagus, Khaidir Maulana, Samin Syahidin
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