AGROFORESTRI SEBAGAI MEDIA PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN LITERASI LINGKUNGAN SISWA SMK PERTANIAN - Nusrah Rusadi; Erry Ersani; Dewi Elfrida Sihombing; I Kadek Yoga Kertiyasa (JMM (Jurnal Masyarakat Mandiri), 2025)
Abstrak: Isu degradasi lingkungan dan rendahnya kesadaran ekologis generasi muda menjadi tantangan penting di Nusa Tenggara Timur. Kegiatan pengabdian ini bertujuan meningkatkan literasi lingkungan dan mengenalkan agroforestri berbasis pohon lokal kepada siswa SMK Pertanian Pembangunan Negeri Kupang. Metode pelaksanaan meliputi sosialisasi, diskusi interaktif, dan praktik penanaman dengan melibatkan 40 siswa kelas X dan XI. Evaluasi dilakukan melalui pre-test dan post-test masing-masing 10 pertanyaan, serta observasi partisipasi siswa. Hasil menunjukkan adanya peningkatan pemahaman signifikan, dengan rata-rata skor kelas X meningkat 13,2% dan kelas XI 11,5%. Partisipasi siswa aktif pada sesi diskusi dan praktik penanaman bibit kelor, jambu mete, lamtoro, merbau, dan kayu putih. Temuan ini menegaskan bahwa pembelajaran kontekstual berbasis pengalaman (hands-on learning) efektif menumbuhkan literasi ekologi dan keterampilan praktis. Rekomendasi tindak lanjut mencakup pembentukan klub lingkungan dan pendampingan praktik penanaman agroforestri untuk mendukung kesadaran ekologis siswa berkelanjutan.Abstract: The issues of environmental degradation and low ecological awareness among the younger generation are important challenges in East Nusa Tenggara. This community service activity aims to improve environmental literacy and introduce agroforestry based on local trees to students at the Kupang State Agricultural Vocational School. The implementation methods include socialization, interactive discussions, and planting practices involving 40 students in grades X and XI. Evaluation was conducted through pre-tests and post-tests consisting of 10 questions each, as well as observation of student participation. The results showed a significant increase in understanding, with the average score for grade X increasing by 13.2% and grade XI by 11.5%. Students actively participated in discussion sessions and planting practices of moringa, cashew, lamtoro, merbau, and eucalyptus seedlings. These findings confirm that experiential contextual learning (hands-on learning) is effective in fostering ecological literacy and practical skills. Recommendations for follow-up include the formation of an environmental club and mentoring in agroforestry planting practices to support students' ongoing ecological awareness.