Learning Management Based on Six Value Systems and Local Wisdom in Increasing Environmental Awareness of Elementary School Students (Descriptive Study at SDN Pasawahan Kidul and SDN 1 Nagrikidul)

Abstract

Education in elementary schools is not only aimed at transferring academic knowledge, but also instilling local wisdom values ​​and concern for the environment, the lack of student awareness of environmental issues and the weak integration of local wisdom contexts in the learning process. This condition causes learning in schools to seem detached from the real life of students, so that local cultural values ​​and attitudes of responsibility towards the environment have not been optimally embedded. This study aims to analyze local wisdom-based learning management through Tatanen di Bale Atikan (TdBA) in increasing environmental awareness of students in elementary schools. The study was conducted at SDN Pasawahan Kidul and SDN 1 Nagrikidul using a descriptive qualitative approach. Data were collected through interviews, observations, and documentation studies, with data sources including the principal, teachers, and students. Data analysis was carried out by referring to G.R. Terry's management functions, namely (Planning, Organizing, Actuating, Controlling) and to examine problems and solution approaches in learning implementation. The results of the study indicate that TdBA learning planning in both schools is integrated into official documents, such as the Education Unit Curriculum, teaching modules, Annual and Semester Programs, and school projects. Organization is carried out through the division of teacher and student roles, group work, and support for infrastructure from both internal and external schools. The implementation of project-based learning and direct practice allows students to be actively involved in planting activities, caring for gardens, managing waste, and cultivating environmentally conscious behavior. Supervision is carried out through the principal's supervision, the use of reflective instruments to evaluate student behavior, teacher reflection, and ongoing monitoring. In the context of local wisdom-based learning management, various obstacles are faced, including low student consistency in maintaining cleanliness and the environment, limited facilities and infrastructure, teacher readiness to integrate local values ​​into learning, and external factors such as weather conditions and teacher turnover. To overcome these obstacles, efforts include daily positive behavioral habits, role models demonstrated by teachers, providing simple rewards, implementing field experience projects, integrating the learning through direct experience (TdBA) approach into thematic learning, as well as active collaboration with parents and regular supervision. The results of the study indicate that local wisdom-based learning management through the TdBA approach contributes to strengthening students' environmental awareness with the support of structured planning, collaborative organization, direct practice, and continuous supervision as well as consistent behavioral reinforcement strategies. In addition, this study found the implementation of six value systems that contribute to changes in student behavior. Religious values ​​foster awareness that protecting the environment is a mandate, moral values ​​foster discipline and responsibility, social values ​​strengthen attitudes of mutual cooperation and concern, and logical values ​​help students understand the cause-and-effect relationship between behavior and environmental conditions. The integration of these values ​​contributes to changes in student behavior to become more caring, responsible, and sustainability-oriented. Thus, this study provides important implications for elementary schools to integrate local wisdom as an integral part of character education and the development of environmental awareness through adaptive and sustainable managerial strategies.