Introducing Children of Environmental Issue in Sekotong Timur Through Project Based Learning

Authors

  • Puspita Dewi Universitas Bumigora, Mataram, Indonesia
  • Riyana Rizki Yuliatin Universitas Bumigora, Mataram, Indonesia
  • Sirojul Hadi Universitas Bumigora, Mataram, Indonesia
  • Wahyu Kamil Syarifaturrahman Universitas Bumigora, Mataram, Indonesia
  • Kurniadin Abd Latif Universitas Bumigora, Mataram, Indonesia
  • Tomi Tri Sujaka Universitas Bumigora, Mataram, Indonesia
  • Muhammad Eka Putra Ramandha Universitas Bumigora, Mataram, Indonesia
  • Fatimatuzzahra Fatimatuzzahra Universitas Bumigora, Mataram, Indonesia

DOI:

https://doi.org/10.37478/mahajana.v3i2.1834

Abstract

Nowadays, the environmental issue is one of the biggest problems worldwide. It is because the climate change deteriorates from time to time; the earth becomes warmer, and pollution polluted the environment. Humans have a pivotal role in changing the earth because they damage the ecosystem by using numerous plastics, throw many of rubbish, and cutting plenty of trees. As a result, climate change and global warming become worse. Consequently, all stakeholders need to take the responsibility to protect the earth. Some groups blame the government; however; environmental issues are the government’s responsibility and all society’s matters, including academicians. This community service activity was conducted in one of the remote areas in Bunbeleng village, East Sekotong district, East Lombok. The Project was held by Relawan Saling Jaga Indonesia (Relasi) funded by Direct Aid Program (DAP) Australian Consulate-General, Bali Indonesia coordinated by Isyatul Mardiah. This project was conducted based on Project-based Learning (PBL). There are five stages in implementing this project: planning the project, monitoring the project, presenting the project, and evaluating the project. The environment topics were elaborated in this community through the PBL. After the program, the students have more knowledge in reducing, recycling, and reusing plastics and green programs with planting trees. The students were very enthusiastic and motivated. The collection of the project was exhibited isn the classroom.

Keywords:

Environmental Issues, Children, Project Based Learning

References

Cummings, C., & Yur-Austin, J. (2022). Design thinking and community impact: A case study of project-based learning in an MBA capstone course. Journal of Education for Business, 97(2), 126-132. https://doi.org/10.1080/08832323.2021.1887795

Hanham, J., McCormick, J., & Hendry, A. (2020). Project-based learning groups of friends and acquaintances: The role of efficacy beliefs. The Journal of Educational Research, 113(2), 133-144. https://doi.org/10.1080/00220671.2020.1756729

Ismuwardani, Z., Nuryatin, A., & Doyin, M. (2019). Implementation of Project Based Learning Model to Increased Creativity and Self-Reliance of Students on Poetry Writing Skills Article Info. Journal of Primary Education, 8(1), 51–58. https://journal.unnes.ac.id/sju/index.php/jpe/article/view/25229

Juuti, K., Lavonen, J., Salonen, V., Salmela-Aro, K., Schneider, B., & Krajcik, J. (2021). A teacher–researcher partnership for professional learning: Co-designing project-based learning units to increase student engagement in science classes. Journal of Science Teacher Education, 32(6), 625-641. https://doi.org/10.1080/1046560X.2021.1872207

King, B., & Smith, C. (2020). Using Project-Based Learning to Develop Teachers for Leadership. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 0(0), 1–7. https://doi.org/10.1080/00098655.2020.1735289

Leggett, G., & Harrington, I. (2021). The impact of Project Based Learning (PBL) on students from low socio economic statuses: a review. International Journal of Inclusive Education, 25(11), 1270–1286. https://doi.org/10.1080/13603116.2019.1609101

Li, T., Miller, E., Chen, I., Bartz, K., & Codere, S. (2020). The relationship between teacher ’ s support of literacy development and elementary students ’ modelling proficiency in project-based learning science classrooms. Education 3-13, 0(0), 1–15. https://doi.org/10.1080/03004279.2020.1854959

Loes, C. N., Culver, K. C., & Trolian, T. L. (2018). How Collaborative Learning Enhances Students’ Openness to Diversity. Journal of Higher Education, 89(6), 935–960. https://doi.org/10.1080/00221546.2018.1442638

Maluleka, K. J. (2020). Project-based learning to encourage parental involvement in promoting indigenous technology in schools. African Journal of Science, Technology, Innovation and Development, 12(4), 489–498. https://doi.org/10.1080/20421338.2019.1636487

You, J. W. (2021). Enhancing creativity in team project-based learning amongst science college students: The moderating role of psychological safety. Innovations in Education and Teaching International, 58(2), 135-145. https://doi.org/10.1080/14703297.2020.1711796

Downloads

Published

2022-06-18

How to Cite

Dewi, P., Yuliatin, R. R., Hadi, S., Syarifaturrahman, W. K., Latif, K. A., Sujaka, T. T., Ramandha, M. E. P., & Fatimatuzzahra, F. (2022). Introducing Children of Environmental Issue in Sekotong Timur Through Project Based Learning. Mitra Mahajana: Jurnal Pengabdian Masyarakat, 3(2), 106-110. https://doi.org/10.37478/mahajana.v3i2.1834