International Journal of Social Learning

August 2024, Vol. 4 (3), 246-258

e-ISSN 2774-4426 and p-ISSN 2774-8359
DOI: https://doi.org/10.47134/ijsl.v4i3.248

Environmental Education Implementation Analysis by Social Studies Teacher at

Junior High School Sukoharjo Regency, Indonesia
Ary Wijayanti1*, Pranichayudha Rohsulina2, M. Ali3, Bayu Kurniaaji4
1,2,3,4
Universitas Veteran Bangun Nusantara Sukoharjo, Indonesia

*e-mail: arywijayanti981@gmail.com

ABSTRACT

Environmental problems pose serious challenges, necessitating urgent action

to prevent further damage. Implementing environmental education in junior
high schools can engage students in maintaining and preventing
environmental harm both within schools and communities. This study aims to
evaluate how social studies teachers in Junior High Schools in Sukoharjo
Regency implement environmental education and identify their obstacles.
Employing a qualitative approach, the research describes data obtained
through triangulation techniques, with analysis based on the Miles and
Huberman model. Findings reveal that, as of 2022, 36 junior high schools in
Sukoharjo Regency have been awarded the Adiwiyata program, categorized
into four levels: 33 district-level, 21 provincial-level, four national-level, and
four independent-level schools. Positive environmental impacts include
maintained cleanliness, reduced pollution, and minimized environmental
damage. However, challenges persist, such as limited funding, insufficient
quality of human resources, and constrained space. These obstacles hinder
the effective implementation of environmental education, underscoring the
need for targeted support and resources to enhance program effectiveness.

Keywords:
Environmental Education; Social Studies Teachers; Schools.

ABSTRAK

Masalah lingkungan hidup menimbulkan tantangan serius, yang memerlukan

tindakan segera untuk mencegah kerusakan lebih lanjut. Penerapan
pendidikan lingkungan hidup di sekolah menengah pertama dapat melibatkan
siswa dalam menjaga dan mencegah kerusakan lingkungan baik di sekolah
maupun masyarakat. Penelitian ini bertujuan untuk mengevaluasi bagaimana

Submitted: 2023-09-04; Accepted: 2024-08-10; Published: 2024-08-31

246 *Corresponding author: arywijayanti981@gmail.com

Copyright© 2024 THE AUTHOR (S).

This article is distributed under a Creative Commons Attribution-Share Alike 4.0 International license. (CC BY-SA 4.0).
 International Journal of Social Learning
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guru IPS di Sekolah Menengah Pertama di Kabupaten Sukoharjo

menerapkan pendidikan lingkungan hidup dan mengidentifikasi kendala yang
mereka hadapi. Dengan menggunakan pendekatan kualitatif, penelitian ini
melibatkan penggambaran data yang diperoleh melalui teknik triangulasi,
dengan analisis berdasarkan model Miles dan Huberman. Temuan penelitian
mengungkapkan bahwa, hingga tahun 2022, 36 sekolah menengah pertama
di Kabupaten Sukoharjo telah mendapatkan program Adiwiyata, yang
dikategorikan menjadi empat tingkatan: 33 tingkat kabupaten, 21 tingkat
provinsi, 4 tingkat nasional, dan 4 sekolah tingkat swasta. Dampak
lingkungan yang positif meliputi kebersihan yang terjaga, berkurangnya
polusi, dan kerusakan lingkungan yang diminimalkan. Namun, tantangan
tetap ada, seperti keterbatasan dana, kualitas sumber daya manusia yang
tidak memadai, dan keterbatasan ruang. Kendala-kendala ini menghambat
implementasi pendidikan lingkungan hidup yang efektif, menggarisbawahi
perlunya dukungan dan sumber daya yang tepat sasaran untuk meningkatkan
efektivitas program.

Kata kunci:
Pendidikan Lingkungan Hidup; Guru IPS; Sekolah.

1. Introduction

Currently, the environmental crisis demands urgent problem-solving, as environmental issues

arise from a lack of knowledge about environmental management and the importance of
environmental stewardship. Human indifference to the environment exacerbates these problems
(Supadmini et al., 2020). Developing environmental education programs is essential to preparing
students to live harmoniously with their environment. The inability to establish a social value system,
lifestyle, and institutions that promote environmental harmony has contributed to the emergence of
environmental problems.

According to (Morgan, 2017) the Big Dictionary Indonesian defines education as a process of
changing the attitudes and behavior of individuals or groups to develop mature human beings through
teaching and training efforts. Such learning activities take place within educational institutions (Orr,
2022). The primary goal is to develop intellectual potential through the mastery of specialized fields
of science and proficiency in technology, which are expected to address various life challenges that
will inevitably arise in the future, as noted by Suparlan Suhartono (2007) and Mukido (2018). Given
today's environmental challenges, environmental education aims to enhance every citizen's
knowledge of the environment and its related issues, fostering awareness and encouraging students
to take effective action toward building a better future.

Jufri, J., La Fua, J., & Nurlila (2019) stated that environmental education is defined as a process
that aims to form values, behaviors, and habits to respect the environment. Using the environment
through social studies subjects as a learning resource in environmental education is crucial in social

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studies teaching and learning. According to (Parni, 2020), Social Sciences is a science that studies
various aspects of human society, including history, sociology, anthropology, geography, political
science, and social sciences; social studies provides a better understanding of people's relationship
with their social environment and help students understand how the world around them works
(Febriani, 2021). Teachers must be able to relate learning to the environment (physical, social or
cultural) that is the primary source for student teaching materials. According to Bella & Ratna (2018),
the environment is an area or area included in it. This environment acts as a learning medium and a
source of student learning. Social studies teachers, as the main object, have an important role in
developing school environmental education programs to teach students about environmental issues,
encouraging them to act to reduce negative impacts and improve environmental sustainability (Palmer
& Suggate, 2020). There are so many roles of teachers in the learning process. From the purpose of
environmental education, there is a direct relationship between social studies teachers and their
strategies for implementing environmental education in their schools (Yestiani & Zahwa, 2020).

All components of society must contribute to providing environmental education.

Environmental education needs to be taught from an early age to form awareness of caring for the
environment in the future (Masruroh, 2018). Being environmentally conscious is expected to be able
to shape the character of humans who love their environment. According to (Pranichayudha
Rohsulina, 2015), Education is crucial in teaching about climate change and the environment,
especially to the younger generation who will inherit our beloved earth.

Sukoharjo Regency has Junior High Schools, where some of these schools have implemented
environmental education in different steps. The implementation of environmental education supports
a program issued by the Ministry of Environment, the Adiwiyata program. The adiwiyata program
implemented in the school environment aims to encourage the creation of knowledge and awareness
among school residents to preserve the environment (Kuhn & Beier, 2021). The Adiwiyata program
can be achieved by running four program components that become an integral unit in achieving the
Adiwiyata school (Riki & Sumarnie, 2021).

Regulation of the Minister of Environment Number 05 of 2013 in Article 1, paragraph 2

confirms that the Adiwiyata Program is a program to realize environmentally caring and cultured
schools (Sitisyarah & Mustika, 2017).

Based on preliminary observations obtained through data from the Education Office, it can be
seen that in Sukoharjo Regency, there are 76 junior high schools, 41 of which are public and 35 with
private status. These 62 junior high schools in Sukoharjo have implemented environmental education,
but not all schools have received the Adiwiyata award; based on data obtained through initial
observations, in 2023, 36 junior high schools have received the Adiwiyata award, 25 of which are
schools with public status and 11 with private status. As for schools that have not received the
Adiwiyata award, there are 39 schools, including 15 with public status and 24 with private status.

Based on this background, the objectives of this study are (Robottom & Hart, 2024): (1)
Knowing how the implementation of social studies teacher environmental education in junior high

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school Sukoharjo Regency in learning. (2) Know what obstacles social studies teachers face in junior
high school Sukoharjo Regency implementing environmental education.

Similar research on the implementation of environmental education has also been conducted by
Maharani Widiawati, Rika Fathul Barkah, and Yulistina Nur DS, where in this study, Environmental
Education at Primary school Kiara III there are no special subjects of Environmental Education but
are integrated in thematic, as for the research that the researchers will develop, namely using cluster
random sampling so that the results of this study can find out how the implementation of
environmental education in junior high schools in one region / one district (Kirkwood & McKay,
2024).

2. Methods

2.1. Research Design

The method used in this study is a descriptive qualitative method with a literature review,
namely research conducted through data collection or scientific papers. A qualitative approach is
research that emphasizes the inland aspects of data to obtain the quality of research results. In other
words, the qualitative approach is a research method that uses descriptive descriptions of words
arranged systematically.

This descriptive research systematically describes, explains, and analyzes current conditions.
According to Nugrahani (2014), this research can deeply explore the natural conditions surrounding
the implementation of environmental education by social studies teachers in junior high schools in
Sukoharjo Regency. The rationale for using this method is that researchers seek to understand
phenomena in their natural settings, rather than in laboratory or experimental conditions (Zhang &
Shi, 2017). Additionally, researchers need to go directly into the field to collect relevant data, making
descriptive qualitative research an appropriate approach. The primary focus of this study is the
implementation of environmental education by social studies teachers in junior high schools
throughout Sukoharjo Regency (Krasny & Tidball, 2019).

2.2 Population and Sample

The data collection technique in this study is to use cluster random sampling, also called random
sampling based on the area or area in junior high school Sukoharjo Regency.

According to Kurniawan (2018), the cluster random sampling technique is used if the population
does not consist of individuals, but the population used is a group or cluster. This cluster random
sampling technique is used to determine the sample if the object under study is very broad, such as
residents in a country, province, district, or subdistrict (Simmons & Thomas, 2024). The population
is a part of the research area consisting of objects and subjects set by the researcher according to their
qualities and characteristics to be studied and then drawn conclusions (Sugiyono, 2014). According
to Suharsimi Arikunto, the amount of sample value is that if the subjects are less than 100, it is better

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to take all until the study is a population study (Hatmoko, 2015). Still, if the number of subjects is
large (more than 100 people), 10% - 15% can be taken (I Ketut Swarjana, 2022). States that the
sample is a selected part of a larger population or set of cases. The research instruments used were
interviews, documentation, and questionnaires. The main informant in this study is the Social Studies
Teacher because the Social Studies Teacher provides information and implements environmental
education. The following is a map of the administration of the research area (See Figure 1).

Figure 1. Sukoharjo Regency Administration Map

2.3 Data Analysis

Data analysis techniques using the Miles and Huberman model. The Miles and Huberman model
provides a systematic framework for analyzing qualitative data by organizing and making sense of
complex data (Miles, 2014).

3. Results and Discussion

The results of research conducted in the field using interview methods and questionnaires
obtained results about schools that have been adiwiyata and have implemented environmental
education; the following is a map of the distribution of schools that have received adiwiyata awards
at different levels (See Figure 2). The research results show that 36 junior high schools have obtained
the Adiwiyata program until 2022, with four different levels, namely, 33 district-level schools, 21
provincial-level schools, four national-level schools, and four independent-level schools.

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Figure 2. Map of the Distribution of SMP Adiwiyata Sukoharjo Regency

Many junior high schools without the Adiwiyata award have also implemented environmental
education. Still, because there are several obstacles, the junior high school has not received the
adiwiyata award. The following is a map of the distribution of junior high schools in Sukoharjo
Regency that have implemented environmental education that has not implemented environmental
education (See Figure 3).

Figure 3. Map of the Distribution of Environmental Education Implementation of Junior High School in
Sukoharjo Regency

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The results of research in junior high school Sukoharjo Regency There are already 36 schools
that have been Adiwiyata, and most junior high schools in Sukoharjo Regency have implemented
environmental education by teachers taught in the classroom and outside the classroom, with a total
of 62 schools have implemented environmental education, and 13 schools have not implemented
environmental education. The distribution map of the implementation of environmental education
can be seen in the diagram as follows (See Figure 4).

Figure 4. Adiwiyata Junior High School Data Percentage Diagram and Environmental Education
Implementation of Sukoharjo Regency

3.1 Implementation of Environmental Education by Social Studies Teachers at Junior Hight

School Sukoharjo Regency in Learning

The research results show the implementation of environmental education in junior high schools
in Sukoharjo Regency carried out by social studies teachers in several steps and various ways. The
diversity of ways of implementing environmental education is based on the quality of Human
Resources (HR) or, in this case, social studies teachers as objects that implement their students. Not
only the quality of human resources but also influenced by several supporting things, including the
learning model used in the classroom to implement environmental education (Hsu & Roth, 2024).

3.1.1 Steps to Implement Environmental Education in Junior High School Sukoharjo Regency
Environmental education carried out in junior high schools in Sukoharjo Regency is
carried out with several varied steps; there is cooperation carried out by all school residents,
both employees, teachers, and students, in terms of protecting the environment, such as
disposing of garbage in its place which is done to maintain cleanliness and avoid pollution
in the school environment, this activity can be summarized in the school agenda, namely the

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provision of clean Fridays, where all school residents must participate in environmental
hygiene activities as a mirror of the implementation of environmental education (Lee &
Adams, 2024). Secondly, providing understanding and learning about environmental
education through social studies teachers to students is done to provide provisions and
knowledge to students about the importance of self-awareness in knowing the condition of
the surrounding environment so that students through environmental education provided by
social studies teachers can participate in maintaining the comfort and balance of the
environment. Third, schools can work with relevant parties such as the Environment Agency
to show students how to process waste around them into usable items.
3.1.2 Implementation of Environmental Education
The implementation of environmental education can be carried out in several activities
within the school environment, both academic and non-academic activities, for example in
nonacademic activities; all school residents are encouraged to be able to carry out their role
as agents of change or, in this case, someone who cares about the environment and is
expected not only to be carried out in the school environment but also in daily life in the
community. Social studies teachers can implement in teaching modules and lesson plans,
which will then be carried out in a learning activity in the classroom; as we know, Social
Sciences is a science where students get knowledge about their interactions with living things,
the living things referred to here are not only fellow humans but also plants and animals
which are important components found in nature, In addition, the abiotic component in the
environment is also an important thing for students to know because the abiotic component
is a component that can balance the environment.
3.1.3 Results of Environmental Education Implementation in Students
The implementation of Environmental Education shows that positive things happen in
students; the implementation of environmental education is also useful in making the
learning atmosphere safe. No more pollution problems interfere with learning activities, such
as the presence of scattered garbage that causes soil pollution and creates comfort in
socializing because it trains good cooperation between school residents in terms of
maintaining the cleanliness of the environment to remain awake. Implementing
environmental education also greatly impacts health and maintains food health around the
school environment (Hsu & Roth, 2019).
3.2 Obstacles Faced by Social Studies Teachers in Sukoharjo Regency in Implementing
Environmental Education
Although environmental education has been implemented in most junior high schools in
Sukoharjo Regency, some schools still have obstacles in implementing environmental education,
because there must be several supporting factors. The obstacles faced by the school are as follows:
3.2.1 Cost Limitations
The implementation of environmental education is not easy, especially in its
implementation; several supporting things are needed; the most important thing is the
availability of costs owned by schools in supporting environmental education; the lack of
these costs will also affect the availability of supporting facilities and infrastructure such as

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various plants to make the school environment beautiful (Hollweg et al., 2024). The factor of
cost availability here is certainly very influential on the running of environmental education
in the future because many things must be prepared in its implementation; the interview
statement above shows that the cost factor will hinder or become the main obstacle for a school
in implementing environmental education (Gough & Scott, 2023).
3.2.2 Human Resources (HR) Quality
Environmental education will be successful if, in its implementation, balanced
cooperation is carried out between school residents; therefore, awareness of environmental
care must be instilled and trained so that the environment will continue to be maintained
properly. However, in practice in the field, some school residents still do not care about the
environment, so this causes obstacles in implementing environmental education. In reality,
environmental education implementation is still difficult, and students still struggle to comply
with existing rules, which becomes an obstacle in implementing environmental education
(Gibson & Chase, 2022).
3.2.3 Limited Places
The existence of the place or location of the school is no less important in implementing
environmental education; a good location will certainly support the activities and
implementation of environmental education, and vice versa; if the location of the school is
inadequate, it will hinder or become an obstacle factor for schools in implementing
environmental education. Narrow land is an inhibiting factor in the implementation of
environmental education because it is related to several practical activities that must be
demonstrated by social studies teachers in implementing environmental education (Fien &
Tilbury, 2024).
This study aims to analyze the implementation of environmental education by Social
Studies (IPS) teachers at Junior High Schools (SMP) in Sukoharjo Regency. In this context,
it is essential to compare the findings of this research with previous studies to highlight the
novelty and contribution of this research to our understanding of environmental education
implementation at the junior high school level (Gibson, 2023).
3.3 Comparison with Previous Research

Previous research on environmental education implementation in schools has often focused on

various aspects, such as integrating environmental education into the curriculum, teaching methods,
and students' awareness of environmental issues. For example, Dillon and Teamey (2022) emphasized
the importance of integrating environmental education into the curriculum and found that most
schools had not fully integrated this material into their teaching processes. Another study by Simmons,
B., & Thomas, J. (2023) highlighted the challenges teachers face in implementing environmental
education, such as lack of resources and adequate training.

In contrast, this study specifically examines the implementation of environmental education by

IPS teachers in junior high schools (SMPs) in Sukoharjo Regency. The primary focus of this research
is to evaluate how IPS teachers incorporate environmental education within their subject areas, along
with the challenges they face and the strategies they employ. Previous studies generally have a

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broader scope and do not focus on the specific role of IPS teachers or how they adapt environmental
education content to the IPS curriculum (Lee & Adams, 2018).
3.4 Novelty of This Study

The novelty of this research lies in several key aspects:

Geographic and Subject-Specific Context: This study focuses on junior high schools in
Sukoharjo Regency, providing deeper insights into how environmental education is implemented
within a specific geographic and social context. This differs from many previous studies, which are
often national in scope or not focused on a specific subject area.

Focus on IPS Teachers: Most previous research has been more general regarding the
implementation of environmental education or has focused on teachers of other subjects. This study
explicitly assesses how IPS teachers, who handle social studies subjects, implement environmental
education in their teaching. It provides a new perspective on how environmental education can be
integrated into a subject area that has not been the primary focus of previous studies.

Specific Strategies and Challenges: This research explores the specific strategies IPS teachers
use to address challenges in implementing environmental education and how they adapt their
approaches to overcome resource limitations and training gaps. This contrasts with previous studies
that may not have delved deeply into teachers' strategies within specific subject areas.

Evaluation of Performance and Impact: This study also aims to evaluate the impact of
environmental education implemented by IPS teachers on students' understanding and environmental
awareness. It provides specific insights into the effectiveness of teaching approaches and how they
contribute to students' learning outcomes.

By addressing these differences, this research makes a significant contribution to the existing
literature on environmental education, particularly in the context of IPS subjects and specific
geographic regions. The findings from this study are expected to provide guidance for developing
more effective and locally relevant environmental education policies in the future

4. Conclusion

The implementation of environmental education in junior high schools in Sukoharjo Regency

has positively impacted. Positive impacts on the environment include always maintaining cleanliness,
reducing pollution, and the prevention of more severe environmental damage. The positive impact on
human resources includes students acquiring new knowledge about maintaining a clean and healthy
environment; students can also contribute to community efforts to protect the environment.

Schools that have implemented environmental education also have obstacles in its
implementation. Factors that hinder the successful implementation of environmental education in
junior high schools include cost constraints that significantly affect the procurement of facilities and
infrastructure in supporting the success of environmental education depends on balanced cooperation

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among all members of the school community will succeed if its implementation is carried out with
balanced cooperation between school residents with one another in efforts to implement
environmental education; even though teachers have provided understanding and examples in the
implementation of environmental education, students' awareness and commitment to environmental
care remain low" for consistency and improved tone.

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