Transformasi Perilaku Pro-lingkungan Melalui Pendekatan Eco-pedagogy pada SMK Pusat Keunggulan di Wilayah Urban dan Rural.

Abstract

SITI KHODIJAH DEWI UTARI. Transformasi Perilaku Pro-lingkungan Melalui Pendekatan Eco-pedagogy pada SMK Pusat Keunggulan di Wilayah Urban dan Rural. Dibimbing oleh ANI MARDIASTUTI, DIN WAHYUDIN, dan ARZYANA SUNKAR.

Krisis lingkungan global yang ditandai oleh perubahan iklim, degradasi ekosistem, dan hilangnya keanekaragaman hayati menempatkan perubahan perilaku manusia sebagai prasyarat utama keberhasilan konservasi biodiversitas dan pembangunan berkelanjutan. Dalam perspektif Human Dimension of Biodiversity Conservation, pendidikan memiliki peran strategis untuk membentuk perilaku pro-lingkungan. Namun demikian, berbagai penelitian menunjukkan masih terjadinya knowledge–behavior gap, yaitu kondisi ketika peningkatan pengetahuan lingkungan belum secara konsisten diikuti oleh perubahan perilaku. Permasalahan tersebut menjadi semakin penting dalam pendidikan vokasi karena lulusan tidak hanya dituntut menguasai kompetensi teknis, tetapi juga memiliki kompetensi ekologis, perilaku profesional yang bertanggung jawab terhadap lingkungan, dan kesiapan menghadapi transisi menuju green jobs. Sebagai respons terhadap kesenjangan tersebut, penelitian ini menempatkan eco-pedagogy sebagai pendekatan pembelajaran yang mengintegrasikan kesadaran ekologis, refleksi kritis, pengalaman kontekstual, partisipasi aktif, dan tindakan nyata untuk mentransformasikan perilaku pro-lingkungan peserta didik. Penelitian bertujuan (1) menganalisis implementasi green curriculum sebagai fondasi penerapan pendekatan eco-pedagogy pada SMK Pusat Keunggulan di wilayah urban dan rural; (2) menganalisis mekanisme transformasi perilaku pro-lingkungan melalui hubungan antara kurikulum ekologis, literasi ekologis, kompetensi psikomotor, perilaku pro-konservasi, dan luaran sekolah; (3) menganalisis implementasi eco-pedagogy dalam membentuk sustainability communication, ecological professional competence, dan green jobs readiness; serta (4) mengembangkan model transformasi perilaku pro-lingkungan berbasis eco-pedagogy (MTPP-ECO). Penelitian menggunakan desain Concurrent Transformative Mixed Methods yang mengintegrasikan pendekatan kuantitatif dan kualitatif secara paralel. Penelitian dilaksanakan pada dua SMK Pusat Keunggulan di Provinsi Jawa Barat yang mewakili konteks sosial-ekologis urban dan rural. Tahap pertama penelitian menganalisis implementasi green curriculum melalui observasi, analisis dokumen, dan wawancara sebagai dasar penerapan eco-pedagogy. Tahap kedua mengimplementasikan pembelajaran berbasis eco-pedagogy menggunakan desain one-group pretest–posttest. Tahap ketiga menganalisis mekanisme transformasi perilaku menggunakan Structural Equation Modeling–Partial Least Squares (SEM-PLS) dan Multi-Group Analysis (MGA), yang diperkaya dengan observasi, wawancara mendalam, focus group discussion (FGD), dan analisis dokumen. Tahap terakhir mengintegrasikan seluruh temuan melalui triangulasi untuk menghasilkan Model MTPP-ECO. Hasil penelitian menunjukkan bahwa implementasi green curriculum pada kedua sekolah telah mengintegrasikan isu lingkungan ke dalam kurikulum, pembelajaran, budaya sekolah, dan kegiatan kokurikuler, namun masih menunjukkan orientasi yang berbeda sesuai konteks sosial-ekologis. Sekolah urban lebih menekankan kebijakan kelembagaan, efisiensi energi, dan pemanfaatan teknologi digital, sedangkan sekolah rural lebih mengembangkan pembelajaran berbasis pengalaman, konservasi biodiversitas, dan pemanfaatan lingkungan sebagai sumber belajar. Temuan ini menunjukkan bahwa green curriculum merupakan fondasi penting bagi implementasi pendekatan eco-pedagogy, meskipun implementasinya masih didominasi oleh pendidikan lingkungan dan belum sepenuhnya berkembang menjadi pendidikan keberlanjutan yang komprehensif. Analisis SEM-PLS menunjukkan bahwa transformasi perilaku pro-lingkungan berlangsung melalui mekanisme yang menghubungkan kurikulum ekologis, literasi ekologis, kompetensi psikomotor, perilaku pro-konservasi, dan luaran sekolah. Kompetensi psikomotor merupakan prediktor terkuat dalam membentuk perilaku pro-konservasi, sedangkan kurikulum ekologis meningkatkan literasi ekologis yang selanjutnya memperkuat kompetensi peserta didik. Analisis Multi-Group Analysis memperlihatkan bahwa mekanisme transformasi tersebut berbeda antara sekolah urban dan rural, sehingga implementasi eco-pedagogy bersifat kontekstual sesuai karakteristik sosial-ekologis sekolah. Temuan kualitatif menunjukkan bahwa implementasi eco-pedagogy membentuk transformasi perilaku melalui enam komponen utama, yaitu socio-ecological school context, communication practices, actor interaction, sensemaking, meaning construction, dan internalisation. Keenam komponen tersebut menghasilkan dua pola komunikasi keberlanjutan, yaitu Institutional–Symbolic Sustainability Communication Logic (ISSCL) pada sekolah urban dan Experiential–Ecological Sustainability Communication Logic (EESCL) pada sekolah rural. Perbedaan tersebut menunjukkan bahwa konteks sosial-ekologis memengaruhi proses pemaknaan, internalisasi nilai, pembentukan kompetensi profesional ekologis, dan kesiapan peserta didik menghadapi green jobs. Sintesis seluruh hasil penelitian menghasilkan model transformasi perilaku pro-lingkungan berbasis eco-pedagogy (MTPP-ECO) yang menempatkan eco-pedagogy sebagai mekanisme utama transformasi perilaku melalui hubungan antara school support, green curriculum, sustainability communication, ecological competencies, pro-environmental behaviour, dan green jobs readiness. Model ini menunjukkan bahwa transformasi perilaku tidak berlangsung secara linear dari pengetahuan menuju tindakan, tetapi melalui proses pembelajaran yang mengintegrasikan dimensi kognitif, afektif, psikomotor, sosial, dan ekologis dalam perspektif Human Dimension of Biodiversity Conservation. Penelitian ini memberikan kontribusi teoretis melalui pengembangan kerangka transformasi perilaku pro-lingkungan berbasis eco-pedagogy dalam pendidikan vokasi, kontribusi metodologis melalui penerapan Concurrent Transformative Mixed Methods, kontribusi empiris melalui pembuktian mekanisme transformasi perilaku pada konteks sosial-ekologis urban dan rural, serta kontribusi konseptual melalui pengembangan Model MTPP-ECO sebagai model implementatif pendidikan vokasi yang mendukung konservasi biodiversitas dan pembangunan berkelanjutan.

Kata kunci: eco-pedagogy, green curriculum, human dimension, konservasi biodiversitas, pendidikan vokasi, perilaku pro-lingkungan.

SITI KHODIJAH DEWI UTARI. Pro-environmental Behavioural Transformation Through an Eco-pedagogy Approach at Centres of Excellence in Urban and Rural Areas. Supervised by ANI MARDIASTUTI, DIN WAHYUDIN, and ARZYANA SUNKAR.

The global environmental crisis, characterized by climate change, ecosystem degradation, and biodiversity loss, has highlighted human behavioural change as a fundamental prerequisite for biodiversity conservation and sustainable development. Within the perspective of the Human Dimension of Biodiversity Conservation, education plays a strategic role in fostering pro-environmental behaviour. Nevertheless, the persistent knowledge–behavior gap indicates that increased environmental knowledge does not consistently translate into environmentally responsible actions. This challenge is particularly relevant to vocational education, where graduates are expected not only to possess technical competencies but also ecological competencies, professional environmental responsibility, and readiness for the transition toward green jobs. In response to this challenge, this study positions eco-pedagogy as the principal educational approach for transforming students' pro-environmental behaviour through ecological awareness, critical reflection, contextual learning, active participation, and environmental action. This study aimed to (1) analyse the implementation of the green curriculum as the foundation of the eco-pedagogy approach in Centres of Excellence Vocational High schools located in urban and rural areas; (2) examine the mechanism of pro-environmental behaviour transformation linking ecological curriculum, ecological literacy, psychomotor competence, pro-conservation behaviour, and school outcomes; (3) investigate the implementation of eco-pedagogy in developing sustainability communication, ecological professional competence, and green jobs readiness; and (4) develop the eco-pedagogy-Based Pro-environmental Behaviour Transformation Model (MTPP-ECO). The study employed a Concurrent Transformative Mixed Methods design integrating quantitative and qualitative approaches conducted simultaneously. The research was undertaken in two Centres of Excellence Vocational High schools representing urban and rural socio-ecological contexts in West Java Province. The first stage analysed green curriculum implementation through document analysis, observations, and interviews as the basis for eco-pedagogy implementation. The second stage implemented eco-pedagogy-based learning using a one-group pretest–posttest design. The third stage examined behavioural transformation mechanisms using PLS-SEM and Multi-Group Analysis (MGA), complemented by classroom observations, in-depth interviews, focus group discussions, and document analysis. Finally, all findings were integrated through triangulation to develop the MTPP-ECO Model. The findings revealed that the green curriculum had been integrated into curriculum documents, classroom learning, school culture, and co-curricular activities in both schools, although its implementation reflected different socio-ecological characteristics. Urban schools emphasised institutional policies, energy efficiency, and digital technology, whereas rural schools promoted experiential learning, biodiversity conservation, and the surrounding environment as learning resources. These findings indicate that the green curriculum serves as the foundation for implementing eco-pedagogy, although its orientation remains largely focused on environmental education rather than comprehensive sustainability education. PLS-SEM analysis demonstrated that pro-environmental behaviour transformation occurred through relationships among ecological curriculum, ecological literacy, psychomotor competence, pro-conservation behaviour, and school outcomes. Psychomotor competence emerged as the strongest predictor of pro-conservation behaviour, while ecological curriculum significantly enhanced ecological literacy and students' competencies. Multi-Group Analysis further confirmed that behavioural transformation mechanisms differed between urban and rural schools, indicating that the implementation of eco-pedagogy is highly context-dependent. Qualitative findings identified six interconnected components of behavioural transformation, namely socio-ecological school context, communication practices, actor interaction, sensemaking, meaning construction, and internalisation. These components generated two sustainability communication patterns: Institutional–Symbolic Sustainability Communication Logic (ISSCL) in urban schools and Experiential–Ecological Sustainability Communication Logic (EESCL) in rural schools. The socio-ecological context therefore influenced the internalisation of sustainability values, ecological professional competence, and students' readiness for green jobs. The synthesis of all findings resulted in the eco-pedagogy-Based Pro-environmental Behaviour Transformation Model (MTPP-ECO), which conceptualises eco-pedagogy as the central mechanism connecting school support, green curriculum, sustainability communication, ecological competencies, pro-environmental behaviour, and green jobs readiness. The model demonstrates that behavioural transformation is not a linear progression from knowledge to action but rather a multidimensional learning process integrating cognitive, affective, psychomotor, social, and ecological dimensions within the Human Dimension of Biodiversity Conservation perspective. This study contributes theoretically by extending the framework of pro-environmental behaviour transformation through eco-pedagogy in vocational education, methodologically by applying a Concurrent Transformative Mixed Methods design, empirically by explaining behavioural transformation across different socio-ecological contexts, and conceptually by developing the MTPP-ECO Model as an implementation framework for vocational education supporting biodiversity conservation and sustainable development.

Keywords: eco-pedagogy, biodiversity conservation, green curriculum, human dimension, pro-environmental behaviour, vocational education.