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All Journal International Journal of Post-Axial: Futuristic Teaching and Learning
Reza Nuril Fahmi
Universitas Islam Nusantara, Bandung, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Managing Local-Wisdom-Based Environmental Character Education: A Multi-Site Study of Tatanen di Bale Atikan in Indonesia Reza Nuril Fahmi; Nana Herdiana Abdurrahman
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1932

Abstract

School-based environmental programs can provide meaningful contexts for character education, but their sustainability depends on how they are institutionally managed. This study examined the management of the Tatanen di Bale Atikan (TdBA) program in strengthening students’ character at SMPN Satu Atap Terpadu Bungursari and SMPN 1 Campaka, Purwakarta Regency, Indonesia. The study employed a qualitative multi-site case study design. Data were collected through semi-structured interviews with principals, program coordinators, teachers, and other involved school personnel, supplemented by direct observations and document analysis. Data were analyzed through condensation, display, conclusion drawing, verification, and cross-site comparison. The findings revealed that both schools integrated TdBA into their institutional direction, curriculum, and environmental activities, although they differed in planning emphasis and instructional organization. Program implementation through gardening, composting, waste management, plant maintenance, and group responsibilities supported the development of discipline, responsibility, independence, cooperation, productivity, and environmental care. Principal leadership, teacher collaboration, student participation, and stakeholder involvement supported implementation. However, uneven teacher understanding, limited land and facilities, dependence on a small number of active teachers, inconsistent documentation, and the absence of standardized impact indicators constrained program sustainability. Evaluation remained focused primarily on activity completion rather than measurable behavioural and institutional outcomes.
Co-Authors Nana Herdiana Abdurrahman