PROGRAM KOMUNITI SEKOLAH KARBON RENDAH MELALUI AKTIVITI PENDIDIKAN PEMBANGUNAN LESTARI (LOW CARBON SCHOOLS COMMUNITY PROGRAMME THROUGH EDUCATION FOR SUSTAINABLE DEVELOPMENT ACTIVITIES)

Hanifah Mahat, Mohmadisa Hashim, Yazid Saleh, Nasir Nayan, Saiyidatina Balkhis Norkhaidi

Abstract


Artikel ini bertujuan membincangkan pendekatan pendidikan pembangunan lestari melalui program komuniti Sekolah Karbon Rendah. Komuniti sekolah atau sampel yang terlibat dalam program ini adalah terdiri daripada semua pelajar yang berusia 14 – 16 tahun di salah sebuah sekolah di Selangor, Malaysia. Pelaksanaan program dibahagikan kepada tiga fasa iaitu fasa pertama melibatkan ujian pra dan pemerhatian amalan kelestarian di kawasan sekolah, fasa kedua pelan tindakan dan aktiviti kelestarian rendah karbon dan fasa ketiga meliputi ujian pasca dan pembentukan model sekolah karbon rendah. Penilaian kajian adalah berdasarkan ujian pra dan pasca yang mengukur tahap pengetahuan literasi karbon dan amalan rendah karbon pelajar. Hasil dapatan ujian pra dan ujian pasca menunjukkan terdapat peningkatan tahap bagi pengetahuan literasi karbon sebelum dan selepas aktiviti dilaksanakan. Ini membuktikan bahawa pendidikan pembangunan lestari berjaya ditransformasikan dalam bentuk program komuniti Sekolah Karbon Rendah dalam meningkatkan pengetahuan literasi karbon pelajar. Hasil kajian ini diharap dapat dijadikan sandaran awal bagi membantu dalam pembentukan model Sekolah Rendah Karbon peringkat sekolah menengah di Malaysia.

 

Kata Kunci: pendidikan pembangunan lestari, masyarakat rendah karbon, sekolah karbon rendah, literasi alam sekitar, amalan rendah karbon

 

 

ABSTRACT

 

This article aims to discuss the approach of the Education for Sustainable Development through Low Carbon Schools community programme. The sample community involved in this programme consisted of students, aged 14–16, from one of the schools in Selangor, Malaysia. The execution of the programme was divided into three phases: the first phase involved a pre-test and observations ofsustainability practices in school; the second phase focused on the action plan and low-carbon sustainability activities; and the third phase was comprised of a post-test and the establishment of a low carbon school model. The assessment of the study was based on the pre-test and post-test, which measured the levels of environmental literacy and students' low-carbon practices. The findings of the pre-test and post-test showed an increase in the level of the greenhouse effects sub-variable for environmental literacy. However, the other sub-variables of environmental literacy and students' low-carbon practices did not show any significant changes. This proves that sustainable development education has been successfully transformed by the Low Carbon Schools community programme and, as a result, improved students' environmental literacy knowledge. The results of this study are expected to be used as an initial backup to assist in the establishment of the Low-Carbon Schools model at secondary-school level in Malaysia.

 

Keywords: sustainable development education, low carbon society, low carbon school, environmental literacy, low carbon practices


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e-ISSN : 2289-8115      ISSN : 1985-7012