Penerapan Pendidikan Konservasi pada Sekolah Dasar di Desa Wirajaya Kecamatan Jasinga Bogor

Abstract

Pendidikan konservasi bagi masyarakat sangat penting dalam menjaga kelestarian alam dan keberlanjutan ekosistem di kawasan konservasi, khususnya pada daerah yang berbatasan dengan kawasan konservasi, seperti pada Desa Wirajaya yang terletak di antara Taman Nasional Gunung Halimun Salak dan Cagar Alam Dungus Iwul. Penelitian ini bertujuan untuk menggali penerapan pendidikan konservasi di SD Desa Wirajaya, termasuk identifikasi kurikulum yang mengintegrasikan materi konservasi, serta tingkat pengetahuan, sikap, dan perilaku siswa dan guru terkait konservasi. Data dikumpulkan melalui studi dokumen, wawancara dengan siswa dan guru, serta observasi di lapangan. Hasil penelitian menunjukkan bahwa ketiga sekolah belum memuat materi terkait konservasi dalam kurikulumnya, melainkan baru sebatas materi tentang lingkungan. Pengetahuan, sikap, dan perilaku siswa dan pemahaman guru tentang konservasi masih rendah. Ketiga sekolah belum secara sistematis menerapkan pendidikan konservasi dalam proses pembelajaran.

Conservation education for the community is essential for preserving nature and ensuring ecosystem sustainability in conservation areas, particularly for the people living around conservation areas such as in Wirajaya Village. The people in the village, which is located between Gunung Halimun Salak National Park and Dungus Iwul Nature Reserve, have limited knowledge of the conservation areas. This study aims to explore the implementation of conservation education in Wirajaya’s elementary schools, including identifying curricula that integrate conservation topics and assessing students’ and teachers’ knowledge, attitudes, and behaviors. Data were collected through document analysis, interviews, and field observations. The results showed that all three schools have not yet included topic conservation in their curriculum, but only topics about the environment. Students’ knowledge, attitudes, and behaviors, as well as teachers’ understanding of conservation, were also limited. The three schools have not yet systematically implemented conservation education in the learning process.