Developing a conceptual model for integrating curriculum and eco school activities to strengthen ecological citizenship in boarding schools: A case study of SMAN Titian Teras, Jambi

Melisa Melisa; Muhammad Ichsan; Khusnul Khotimah; Agustin Wela Sasih; Siti Tiara Maulia; Alif Aditya Chandra; Fajar Nugraha

doi:10.21831/jc.v23i2.100114

Authors

Melisa Melisa Universitas Jambi, Indonesia https://orcid.org/0009-0000-3100-9057
Muhammad Ichsan Universitas Jambi, Indonesia
Khusnul Khotimah Universitas Jambi, Indonesia
Agustin Wela Sasih Universitas Jambi, Indonesia
Siti Tiara Maulia Universitas Jambi, Indonesia
Alif Aditya Chandra Universitas Jambi, Indonesia
Fajar Nugraha Universitas Muhammadiyah Tasikmalaya, Indonesia

DOI:

https://doi.org/10.21831/jc.v23i2.100114

Keywords:

boarding school, curriculum integration, eco school, ecological citizenship, model development

Abstract

Recurring forest and land fires and persistent solid waste mismanagement in Jambi Province point to a gap between environmental knowledge and ecological practice among Indonesian secondary students. This study addresses that gap by developing and testing an Integrated Curriculum and Eco-School Model to strengthen Ecological Citizenship in a boarding school setting. Employing a Research and Development design structured around the ADDIE framework, the study was conducted at SMAN Titian Teras Jambi, a full boarding senior high school. Data were gathered through a student profile questionnaire administered to 120 Year 10 and 11 students, focus group discussions with education experts, and daily behavioural observations in classrooms and dormitories. The resulting model embeds Ecological Citizenship indicators within the learning outcomes of Pancasila Education, Biology, and Economics, and introduces an Eco Block habituation system into dormitory routines, linking instruction to boarding life. Validation by three experts in curriculum design, ecopedagogy, and boarding management produced an average feasibility score of 88.57%. Pre-test and post-test scores, analysed using a paired-sample t-test and N-gain across ecological knowledge, attitude, eco-responsibility, and practice, showed that Ecological Citizenship rose from a mean of 62.45 to 84.10 after eight weeks (p < 0.001), with an average N-gain of 0.58. Corresponding gains were recorded in waste sorting (32.5%), resource-saving behaviour (28.4%), and participation in ecological activities (35.1%). These findings demonstrate that integrating curriculum with eco-school habituation in a boarding environment can translate environmental awareness into sustained ecological practice, offering a transferable model for citizenship education linking formal learning with institutional life.

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