Kesedaran Pendidikan Pembangunan Lestari menerusi Program Sekolah Lestari dalam Kalangan Pelajar Sekolah di Malaysia

Awareness of Education for Sustainable Development through Sustainable School Programme Among School Students in Malaysia

Abstract

Artikel ini membincangkan tentang kesedaran pelajar dalam konteks Pengetahuan Program Sekolah Lestari Anugerah Alam Sekitar (SLAAS), Pengetahuan Kandungan (content knowledge-CK) Education for Sustainable Development (ESD), Pengetahuan Amalan ESD, sikap ESD, tingkah laku ESD dan komitmen ESD dalam melaksanakan Program SLAAS ke arah ESD. Kajian secara tinjauan melibatkan 447 orang responden menggunakan instrument soal selidik. Statistik deskriptif dan inferensi digunakan bagi menganalisis tahap setiap konstruk kesedaran. Dapatan kajian menunjukkan tahap pengetahuan bagi Program SLAAS adalah tinggi (M=16.20, SP= 3.65), tahap CK ESD tinggi (M=33.40, SP=5.24), tahap Pengetahuan Amalan ESD sederhana (M=23.76, SP=5.06), tahap sikap pelajar tinggi (M=85.48, SP=7.82), tahap tingkah laku sederhana (M=50.15, SP=8.44) dan tahap komitmen adalah sederhana (M=45.80, SP=10.02). Hasil kajian juga mendapati wujud hubungan yang signifikan antara setiap konstruk pengetahuan kecuali bagi CK ESD dan tingkah laku ESD yang berhubungan secara negatif (r= -.059). Dapatan ini menjelaskan bahawa pengetahuan dan sikap pelajar yang tinggi terhadap ESD tidak diterjemahkan menerusi tingkah laku dan komitmen. Kesedaran ESD pelajar sebenarnya turut dipengaruhi oleh golongan pendidik dan ibu bapa dan secara tidak langsung akan memberi implikasi besar terhadap pelajar dan alam sekitar di luar kawasan sekolah.

This article discusses the awareness of students in the context of the Knowledge for The Sustainable Schools Environmental Award Programed (SLAAS), Content Knowledge of ESD, Practices Knowledge of ESD, attitudes of the ESD, behavior of the ESD and commitment in implementing The Sustainable Schools Environmental Award Programed (SLAAS) towards ESD. This Survey Research involved 447 respondents using questionnaires as an instrument. Descriptive and inferential statistics are used to analyze the level of awareness of each construct. Findings indicated that the knowledge of SLAAS programed is high (M = 16.20, SD = 3.65), the level of CK for ESD is high (M = 33.40, SD = 5.24), the level of Practices Knowledge of ESD is moderate (M = 23.76, SD = 5.06), the level of student attitude is high (M = 85.48, SD = 7.82), the level of behavior is medium (M = 50.15, SD = 8.44) and the level of commitment is moderate (M = 45.80, SD = 10:02). The study also found significant relationship between each construct of knowledge except for CK ESD and ESD behavior which is negatively related (r = - .059). The finding defines that the high level of knowledge and attitudes of ESD is not translated into behavior and commitment. The awareness of ESD of students is actually being influenced by the educators and parents too, and in return provides large implications for students and the environment outside the school.