Implementasi program sekolah adiwiyata di sekolah dasar - Limawati Limawati (Universitas Sarjanawiyata Tamansiswa, 2018)
Penelitian ini bertujuan untuk mendeskripsikan Implementasi Program Sekolah Adiwiyata di SD Negeri Tlacap. Ada 4 fokus masalah yaitu; (1). Bagaimana menyusun kebijakan dan program Sekolah Adiwiyata di SD Negeri Tlacap? (2). Bagaimana kegiatan berbasis partisipatif dalam pelaksanaan Sekolah Adiwiyata di SD Negeri Tlacap? (3). Bagaimana hasil Program Sekolah Adiwiyata yang dapat dicapai selama ini? (4). Apakah kendala yang dihadapi dalam pelaksanaan Program Sekolah Adiwiyata? Jenis Penelitian ini adalah deskriptif kualitatif. Lokasi penelitian di SD Negeri Tlacap Pendowoharjo Sleman. Teknik pengumpulan data dengan triangulasi melalui wawancara, observasi, dan study dokumentasi. Hasil yang diperoleh dalam penelitian ini antara lain Penanaman dengan teknik hidroponik, daur ulang sampah, pembuatan kompos, kebun dan hutan sekolah, taman sekolah. Kendala yang dihadapi adalah (1) hanya 25 % guru yang berpengalaman tentang pendidikan lingkungan, (2) biaya yang direncanakan belum sesuai dengan kegiatan, (3) sistem monitoring dan evaluasi yang masih lemah.Â Implementation of adiwiyata school program in the elementary schoolÂ AbstractThis study aims to describe Implementation of Adiwiyata School Program at Tlacap State Elementary School. There are 4 focus of arable that is (1) How to set up Adiwiyata School's policies and programs in Tlacap State Elementary School? (2). How is the participatory based activity in the implementation of Adiwiyata School in Tlacap State Elementary School? (3) How is the Adiwiyata School Program achieved so far? 4). What are the obstacles faced in the implementation of the Adiwiyata School Program? This type of research is descriptive qualitative. Research location at SD Negeri Tlacap Pendowoharjo Sleman. Data collection techniques with triangulation through interviews, observation, and study documentation. The results obtained in this study include planting with hydroponics techniques, recycling waste, compost making, gardens and school forests, school park. The obstacles faced are (1). Only 25% of experienced teachers on environmental education, (2). The planned costs are not yet in accordance with the activities, (3). The monitoring and evaluation system is still weak