Agroschooling education: primary school students' efforts to improve environmental literacy skills
Abstract
Agroschooling is a practice-based learning approach developed to enhance students’ ecological awareness through active engagement in agricultural activities within the school environment. Studies specifically examining the contribution of Agroschooling to strengthening environmental literacy among elementary school students remain limited, particularly regarding the development of ecological understanding through contextual, applied, and sustainable learning experiences from an early age. This study aims to analyze the contribution of the Agroschooling program in strengthening environmental literacy among elementary school students through collaborative learning activities oriented toward sustainability principles. This study employs a qualitative approach with a descriptive design conducted at SD Inpres Nontotera, Bima Regency. The research informants consist of the school principal, the vice principal for curriculum, one classroom teacher, and ten fifth-grade students. Data collection techniques include participatory observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman interactive model, which includes the stages of data collection, data reduction, data presentation, and drawing conclusions. The research findings indicate that the implementation of Agroschooling is effective in enhancing students’ understanding of environmental literacy, fostering a sense of care and responsibility toward environmental sustainability, and strengthening their motivation to learn through enjoyable collaborative activities. The gardening skills students acquire are also applied within the family environment, thereby creating a broader and more sustainable learning impact. Agroschooling has proven effective in comprehensively building environmental literacy among elementary school students, encompassing cognitive, affective, and psychomotor aspects from an early age.
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DOI: https://doi.org/10.17509/ijpe.v10i1.100535
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