EVALUASI IMPLEMENTASI PROGRAM ISLAMIC GREEN SCHOOL DALAM MEMBENTUK KESADARAN LINGKUNGAN SISWA (STUDI KASUS SD ISLAM AL AZHAR 13 RAWAMANGUN)

FADIA TUFFAHATI, . (2026) EVALUASI IMPLEMENTASI PROGRAM ISLAMIC GREEN SCHOOL DALAM MEMBENTUK KESADARAN LINGKUNGAN SISWA (STUDI KASUS SD ISLAM AL AZHAR 13 RAWAMANGUN). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan mendeskripsikan latar belakang Program Islamic Green School (IGS) di SD Islam Al Azhar 13 Rawamangun, menganalisis hasil evaluasinya berdasarkan aspek Context, Input, Process, dan Product (CIPP), serta menganalisis proses pembentukan kesadaran lingkungan siswa sebagai hasil (Product) dari program tersebut. Masalah yang diangkat adalah bagaimana pelaksanaan Program IGS dievaluasi berdasarkan model CIPP Stufflebeam, serta bagaimana kesadaran lingkungan siswa terbentuk melalui tahapan pembentukan realitas sosial menurut perspektif Berger dan Luckmann. Metode yang digunakan adalah Evaluasi Program dengan model CIPP dan pendekatan kualitatif. Data penelitian diperoleh melalui observasi, wawancara mendalam, dokumentasi, dan angket sebagai data pendukung. Subjek penelitian terdiri dari penggagas Program IGS, kepala sekolah, wakil kepala sekolah, dan guru penanggung jawab, perwakilan siswa duta dan non duta IGS. Data utama juga diperoleh dari 35 siswa duta dan non-duta IGS melalui angket, serta didukung triangulasi data dari orang tua siswa, pedagang kantin, dan petugas kebersihan sekolah. Lokasi penelitian di SD Islam Al Azhar 13 Rawamangun, dilaksanakan pada Januari 2026 hingga Juni 2026 Hasil penelitian menunjukkan bahwa komponen Context memperoleh persentase sebesar 100% (sangat baik), yang menandakan bahwa Program IGS memiliki landasan, kebijakan, dan tujuan yang jelas. Komponen Input memperoleh persentase sebesar 83% (sangat baik), menunjukkan kesiapan sumber daya manusia, sarana dan prasarana, serta strategi program yang mendukung implementasi. Komponen Process memperoleh persentase sebesar 75% (baik), yang menunjukkan bahwa sosialisasi, pelaksanaan kegiatan, serta monitoring dan evaluasi telah berjalan dengan baik, meskipun masih perlu ditingkatkan konsistensi dan keterlibatan peserta didik. Komponen Product memperoleh persentase sebesar 73% (baik), yang menunjukkan adanya peningkatan kesadaran lingkungan serta perubahan kondisi dan budaya sekolah, meskipun perubahan perilaku peduli lingkungan belum merata. Secara keseluruhan, implementasi Program IGS memperoleh persentase sebesar 81% dengan kategori sangat baik. Berdasarkan teori konstruksi sosial Peter L. Berger dan Thomas Luckmann, pembentukan kesadaran lingkungan berlangsung melalui proses eksternalisasi, objektivasi, dan internalisasi sehingga nilai-nilai peduli lingkungan mulai menjadi bagian dari kesadaran dan perilaku peserta didik, meskipun belum sepenuhnya terinternalisasi pada seluruh siswa **** This study aims to describe the background of the Islamic Green School (IGS) Program at SD Islam Al Azhar 13 Rawamangun, analyze its evaluation results based on the Context, Input, Process, and Product (CIPP) model, and examine the process of developing students’ environmental awareness as the Product of the program. The study addresses the issue of how the implementation of the IGS Program can be evaluated using Stufflebeam’s CIPP evaluation model and how students’ environmental awareness is developed through the stages of social reality construction from the perspective of Berger and Luckmann. This study employed a qualitative program evaluation approach using the CIPP evaluation model. Data were collected through observation, in-depth interviews, documentation, and questionnaires. The research participants consisted of the initiator of the IGS Program, the principal, the vice principal, and the teacher responsible for the IGS Program. Primary data were also obtained from 35 IGS ambassador and non-ambassador students through questionnaires and were further strengthened through data triangulation involving parents, school canteen vendors, and school cleaning and security staff. The research was conducted at SD Islam Al Azhar 13 Rawamangun from January to June 2026. The findings revealed that the Context component achieved a score of 100% (excellent), indicating that the IGS program is supported by clear objectives, policies, and program foundations. The Input component scored 83% (excellent), demonstrating that human resources, facilities, infrastructure, and implementation strategies adequately support the program. The Process component achieved 75% (good), indicating that program socialization, environmental activities, and monitoring and evaluation have been implemented effectively, although greater consistency and broader student participation are still needed. The Product component scored 73% (good), showing improvements in students' environmental awareness as well as positive changes in the school's environmental conditions and culture. However, pro-environmental behavior has not yet developed evenly among all students. Overall, the implementation of the IGS program achieved a score of 81% (excellent). Based on Berger and Luckmann's social construction theory, students' environmental awareness develops through the processes of externalization, objectivation, and internalization, allowing environmental values to gradually become part of students' daily awareness and behavior, although the internalization process has not yet been fully achieved among all students. Keywords: Program Evaluation, CIPP Model, Social Construction

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prima Yustitia Nurul Islami, S.KPm., M.Si.; 2). Devi Septiandini, M.Pd
Subjects:	Pendidikan > Evaluasi Pendidikan Ilmu Sosial > Sosiologi
Divisions:	FIS > S1 Pendidikan Sosiologi
Depositing User:	Fadia Tuffahati .
Date Deposited:	07 Aug 2026 03:18
Last Modified:	07 Aug 2026 03:18
URI:	http://repository.unj.ac.id/id/eprint/69024

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