Evaluation of Green School Implementation in the South Tangerang Region at SMP 9 and SMP Islam Amalina

Valentina Efi Oknasari, Kurniawati Kurniawati, Maria Ariesta Utha


Education is very important in this globalisation era and has even become a basic need for every human being, because by obtaining education humans will be able to improve their quality of life (Amirudin & Muzaki, 2019). Education is also one of the factors supporting the progress of a country. The high level of education in a country can produce quality human resources and take part in developing their country (Rahmawati, Rosita & Asbari, 2022). According to Siregar, (2021) the higher the quality of a country's education, the higher the quality of human resources that can advance and make their country proud. To analyse the Green School Activities at SMPN 9 Tangerang and SMP Islam amalina Tangerang Selatan in South Tangerang and to analyse the Implementation of Education for Sustainable Development at SMPN 9 Tangerang and SMP Islam amalina Tangerang Selatan in implementing the sustainable development program. This study uses a qualitative approach to analyse the role of schools in Green School in terms of the implementation of education for sustainable development in Green School as well as the issues and strategies applied. The subjects of this study were SMPN 9 South Tangerang and SMP Islam amalina South Tangerang. The respondents of the survey were the Principal, Vice Principal and Teachers and staff who have worked in the school. Based on the analysis of the implementation of education for sustainable development on the governance of Adiwitaya Junior High School at SMPN 9 Tangerang and SMP Islam amalina South Tangerang, the governance carried out by the school is currently still less than optimal and many are not in accordance with the vision and mission that has been proclaimed and set by the green school programme so that many must be improved and evaluated to support the sustainability of the green school programme. To improve innovation performance, schools must be more proactive in responding to various issues related to changes in the school environment both internally and externally. These changes must be responded wisely through research and development activities so that schools can maintain their existence in the future. One of the things that need to be considered is related to governance in the implementation of Green School. Limitations Of Research - The research only discusses the Evaluation of Green School Implementation at SMP 9 South Tangerang and SMP Islam Amalina and how far the current Green School implementation and implementation is so that it can find out the challenges in implementing Green School and provide strategies for its evaluation. So that the target to achieve sustainable development can be realised.


challenges; strategies; green school; sustainable development goals

Full Text:



Ali M, (2018) Curriculum Development for Sustainability Education, Curriculum Development for Sustainability Education and Development, The United Nation (Bandung: UPI Press)

Amirudin, A., & Muzaki, I. A. (2019). Life Skill Education And It's Implementation In Study Programs Islamic Religious Education. Journal of Tarbiyah, 26(2).

Antaranews (2021). KLHK awards Green school 2021 to environmentally concerned schools. Accessed at https://www.antaranews.com/berita/2604669/klhk-anugerahkan-green school-2021-for-environment-caring-schools

Basri, (2017). Principal Management in Realising Green School (Case Study at SD Negeri 02 Tanah Pak Lambik Padang Panjang City), Al- Fikrah Journal, Vol.V, No.1

Benaim, A., Collins, A., and Raftis, L. (2008). Social dimension of sustainable development: guidance and application.

Brundtland, G.H., editor. (1987). Report of the World Commission on Environment

Brundtland, G. H. (1987). What is sustainable development. Our common future, 8(9).

Caiado, R. G. G., Leal Filho, W., Quelhas, O. L. G., de Mattos Nascimento, D. L., & Ávila, L. V. (2018). A literature-based review on potentials and constraints in the implementation of the sustainable development goals. Journal of cleaner production, 198, 1276-1288.

Cheng, E. C. K., Leung, Y. W., Yuen, W. W., & Hayes Tang, H. H. (2020). A model for promoting student participation in school governance. The International Journal of Educational Management, 34(4), 737-749.

Dernbach, J. C. (1998). Sustainable development as a framework for national governance. Case

W. Res. L. Rev., 49, 1

Diesendorf, M. (2000). Sustainability and sustainable development. Sustainability: The corporate challenge of the 21st century, 2, 19-37.

Du Pisani, J. A. (2006). Sustainable development-historical roots of the concept. Environmental sciences, 3(2), 83-96.

Edwards, A. R. (2005). The sustainability revolution: Portrait of a paradigm shift. New Society Publishers

Elkington, J. (1998). Accounting for the triple bottom line. Measuring Business Excellence.

Gray, R. (2010). Is accounting for sustainability actually accounting for sustainability... and how would we know? An exploration of narratives of organisations and the planet. Accounting, organisations and society, 35(1), 47-62.

Hák, T., Janoušková, S., and Moldan, B. (2016). Sustainable Development Goals: A need for relevant indicators. Ecological indicators, 60, 565-573.

Hermino, A., & Arifin, I. (2020). Contextual Character Education for Students in the Senior High School. European Journal of Educational Research, 9(3), 1009-1023.

Hurd, E. (2018). Transformative education and K-12 whole-school sustainability: A case study of four schools in the United States (Order No. 13422229). Available from Publicly Available Content Database. (2164271860)

Ministry of Education. (2010). Model of Education for Sustainable Development (ESD) through Intracurricular activities. Jakarta: Centre for Policy Research, Balitbang Kemdiknas.

Ministry of Environment, (2009) Regulation of the Minister of Environment LI02 of 2009 concerning guidelines for the implementation of the green school programme.

Kolk, A. (2016). The social responsibility of international business: From ethics and the environment to CSR and sustainable development. Journal of World Business, 51(1), 23- 34.

Kuzminov, Y., Sorokin, P., & Froumin, I. (2019). Generic and specific skills as components of human capital: New challenges for education theory and practice. Форсайт, 13(2 (eng)), 19-41.

Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20.

Morck, R., and Yeung, B. (2013). Agency problems in large family business groups.

Entrepreneurship theory and practice, 27(4), 367-382.

Nugroho, A., Fatonah, A., Wijaya, D. P. E., Putri, R. P., Fikri, M. N., Setiawan, O., Kurniawan, L.Y., Astuti, J. S., Primandika, F. T., & Budiarti, S. A. C. (2020). Developing Students' Environmental Awareness through Greening Activities at MIM Pakang Andong, Boyolali. Buletin KKN Pendidikan 2(2), 69

Ogundari, K., & Awokuse, T. (2018). Human capital contribution to economic growth in Sub- Saharan Africa: does health status matter more than education? Economic Analysis and Policy, 58, 131-140.

Pambudi, N. A., & Harjanto, B. (2020). Vocational education in Indonesia: History, development, opportunities, and challenges. Children and Youth Services Review, 115, 105092.

Panuluh, S., and Fitri, M. R. (2016). The development of sustainable development goals (SDGs) implementation in Indonesia. Biefing Paper, 2, 1-25.

Rahmawati, R., Rosita, R., & Asbari, M. (2022). The Role and Challenges of Islamic Religious Education in the Age of Globalisation. Journal of Information Systems and Management (JISMA), 1(1), 6-11.

Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and trends in education for sustainable development, 39, 39-59.

Schaefer, A., and Crane, A. (2005). Addressing sustainability and consumption. Journal of macromarketing, 25(1), 76-92.

Simamora, R. M. (2020). The Challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86-103.

Siregar, I. (2021). The Existence of Culture in its Relevance to the Dynamics of Globalisation: Indonesian Language Case Study. International Journal of Cultural and Religious Studies, 1(1), 33-38.

Soini, Katriina and Inger Birkeland (2014) Exploring the Scientific Discourse on Cultural Sustainability, Geoforum, 51: 213-223

Suwarto, R. S., Sanjaya, Y., & Solihat, R. (2021). Implementation of education for sustainable development and pupils' sustainability consciousness in green school and ESD-based school. Journal of Physics: Conference Series, 1806(1).

UNESCO Education for Sustainable Development Source Book. (2012). Downloaded from https://sustainabledevelopment.un.org/content/documents/926.pdf on 13 August 2016.

UNESCO (2007). Asia-Pacific Guidelines for the Development of National Education for Sustainable Development Indicators. Bangkok.UNESCO

Xinqun Yuan, Le Yu, Hao Wu, Hanshi She, Jie Luo, and Xiaowen Li, (2022) Sustainable Development Goals (SDGs) Priorities of Senior High School Students and Global Public: Recommendations for Implementing Education for Sustainable Development (ESD).

DOI: https://doi.org/10.33258/birci.v6i3.7690

Article Metrics

Abstract view : 1 times
PDF - 0 times


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.