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Identifikasi Daerah Rawan Bencana Longsor Lahan Sebagai Upaya Penanggulangan Bencana di Kabupaten Sinjai Nasiah; Ichsan Invanni
SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Vol. 3 No. 2 (2014): Volume 3 Nomor 2 (September 2014)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Makassar

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Abstract

Longsor merupakan bencana alam yang dapat mengakibatkan kerugian baik berupajiwa maupun harta benda. Oleh karena itu, maka perlu dilakukan penelitian inventarisasi daerah rawan bencana longsor. Model yang diterapkan untuk menentukan daerah rawan bencana longsor yaitu metode penjumlahan harkat dengan menggunakan Sistem Informasi Geografi (SIG). Beberapa faktor penyebab longsor adalah geologi (sifat batuan, stratigrafi, stuktur geologi, tingkat pelapukan dan kegempaan), iklim (curah hujan), tanah (tebal solum), topografi (kemiringan lereng), vegetasi (kerapatan vegetasi) dan manusia (penggunaan lahan). Hasil analisis menunjukkan bahwa di Kabupaten Sinjai terdapat 4 kelas tingkat rawan bencana longsor yaitu tidak rawan, agak rawan, cukup rawan, dan rawan. Secara umum Kabupaten Sinjai cukup rawan bencana longsor, tetapi ada dua kecamatan yang rawan yaitu kecamatan Sinjai Barat dan Sinjai Borong.
Green Behavior: An Ecoliteracy Perspective on the Adiwiyata Program at MAN 1 Majene, West Sulawesi Hasriyanti; Nasiah; Muhammad Zulfi Al'ghani; Hildayanti
ARRUS Journal of Social Sciences and Humanities Vol. 6 No. 5 (2026)
Publisher : PT ARRUS Intelektual Indonesia

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Abstract

This study aimed to analyze the implementation of ecoliteracy within the Adiwiyata Program and examine its contribution to the development of green behavior among students at MAN 1 Majene, West Sulawesi, Indonesia. A qualitative descriptive design was employed. Data were collected through observations, in-depth interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and SaldaƱa, involving data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source, technique, and time triangulation. The findings revealed that ecoliteracy was systematically integrated into the four core components of the Adiwiyata Program: environmentally oriented school policies, an environment-based curriculum, participatory environmental activities, and environmentally friendly supporting facilities. This integration contributed to the development of students' green behavior, reflected in their active participation in school cleanliness activities (94%), plant care (92%), proper waste segregation (90%), greening activities (89%), water conservation (87%), energy conservation (84%), and the reduction of single-use plastics (81%). The study further found that the development of green behavior was supported by ecological knowledge, teachers' role modeling, and a school culture that promoted environmental responsibility. However, challenges remain, including variations in students' ecological awareness, continued reliance on single-use plastics, and the need for stronger collaboration among schools, families, and communities. These findings demonstrate that ecoliteracy provides a critical foundation for fostering students' green behavior through the Adiwiyata Program and offers practical insights for strengthening environmental education in support of the Sustainable Development Goals (SDGs).