GREEN SCHOOL: Creating an Environmental Friendly and Sustainable School at Muhammadiyah PK Sambi Elementary School

Authors

  • Yuli Priyana
  • Iqbal Agung Hidayat Faculty of Geography, Universitas Muhammadiyah Surakarta, Indonesia
    Indonesia
  • Maulida Fatkhiyah Faculty of Geography, Universitas Muhammadiyah Surakarta, Indonesia
    Indonesia
  • Dewi Novita Sari Faculty of Geography, Universitas Muhammadiyah Surakarta, Indonesia
    Indonesia

DOI:

https://doi.org/10.23917/voc.v4i2.5604

Keywords:

Green school, environmental awareness, environmentally friendly, childrens

Abstract

Green School is a concept that promotes the use of environmental friendly and sustainable practices in daily school activities. This includes efficient energy use, waste reduction, responsible water management, and comprehensive environmental education. The goal of this initiative is to raise awareness and implement eco-friendly school practices at Muhammadiyah PK Sambi Elementary School, Boyolali.   The implementation methods involve brief lectures, discussions, and hands-on activities, such as planting greenery in the schoolyard. The research results indicate an increase in environmental awareness and the implementation of eco-friendly practices in the school. Key findings include reduced energy consumption, more efficient waste management, and heightened environmental awareness among students and school staff. In conclusion, the application of the Green School concept is effective in creating an environmental friendly and sustainable school and can serve as a model for other educational institutions. This effort can contribute positively to addressing global environmental challenges and preparing future generations who care about the environment.

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Submitted

2024-06-26

Accepted

2025-03-03

Published

2025-03-03

How to Cite

Priyana, Y., Hidayat, I. A., Fatkhiyah, M., & Sari, D. N. (2025). GREEN SCHOOL: Creating an Environmental Friendly and Sustainable School at Muhammadiyah PK Sambi Elementary School. Journal of Community Services and Engagement: Voice of Community (VOC), 4(2), 28–39. https://doi.org/10.23917/voc.v4i2.5604

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