Adiwiyata Evaluation Program in Special Needs Education

 Adiwiyata Evaluation Program in Special Needs Education

 

Sri Wuryanti

Sriwuryanti03@gmail.com

Center for Assessment and Learning

Research and Development Agency

Ministry of Education and Culture of the Republic of Indonesia

 ABSTRACT. This study obtained an overview of the assessment of the application of environmental conservation with the Adiwiyata program, including; (1) Curriculum (2) Activity Plans (3) Competencies of teaching staff (4) Students (5) structuring the school environment (6) Establishing partnerships (7) Availability of infrastructure (8) infrastructure (9) Results of student activities in the form academic and non academic. To understand more deeply how the Adiwiyata school character is applied to SLB schools (special needs education schools), this evaluation uses the CIPP (context, input, Process, product) evaluation model developed by Daniel Stuffebleam. The method used in this study is a qualitative method and is supported by quantitative data. The sample of informants in the study was taken purposively, that is based on the intent and purpose of the study in State 01 SKH Tangerang Regency. Criteria for selecting informants include; (1) School Principal as supervisor (2) School Adiwiyata team (3) SMPLB teacher who is deaf, blind, disabled, disabled and autistic, (2) SMPLB students (4) Committee and student guardians, (5) Alumni . Observations were made on the learning process, the school environment, and the implementation of outclass activities. Data analysis technique was performed with the help of MS word chart computer software program and interpreted in the word description. The findings of the research on the application of the Adiwiyata program can be described as follows, (1) context, first the curriculum with green school standards. Second, the school activity plan. Input, there are three components including; First, Educators have the competence in developing environmental learning activities to get a value of 7. Second, students conduct learning activities about environmental protection and management. Third, the school and students are very enthusiastic and significant in managing the school environment. The process, first is to establish a partnership of 12 standards set 11 standards are met, Secondly the availability of supporting infrastructure that is environmentally friendly; eight infrastructure facilities are available in schools for environmental protection in schools and also infrastructure as a learning medium that is well available in schools. Third: Improving the quality of management and utilization of environmentally friendly facilities and infrastructure; Improving the quality of management and utilization of environmentally friendly facilities and infrastructure is carried out and available from schools properly. Products, non-academic achievements; there are two significant ones from non-academic learning, namely the work of students who appear in the exhibition hall and are ready to sell. Whereas student achievement, every year the school sends its students at the provincial and district level to OSN (Competition the Science) , O2SN (Competition the art & craft), Fls2n (Competition Sport) , PAPERDA(Competition Sport the provincy), and SOINA(competition sport disability) is an arena of achievement and talent in academics, sports, arts some of which get gold, silver and bronze medals.

Keywords: Adiwiyata, CIPP, environmentally friendly, healthy schools, creative schools, SLB

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