PROGRAM PENGUATAN KEPEDULIAN LINGKUNGAN MELALUI MERAWAT TANAMAN UNTUK ANAK USIA DINI

Abstract

Program Penguatan Kepedulian Lingkungan Melalui Merawat Tanaman untuk Anak Usia Dini dilaksanakan sebagai upaya membentuk karakter peduli lingkungan sejak usia dini melalui pendekatan pembelajaran yang kontekstual dan menyenangkan. Kegiatan ini dilaksanakan di PAUD Mawar Ceria, Kramat Jati, Jakarta Timur, dengan melibatkan anak-anak usia 4–6 tahun dalam kegiatan mengenal, menanam, dan merawat tanaman sederhana. Program dirancang melalui tiga tahapan utama: persiapan, pelaksanaan, dan evaluasi-refleksi. Evaluasi dilakukan berdasarkan tiga dimensi penilaian, yaitu tingkat keterlibatan, kemampuan mengikuti instruksi, dan kerja sama dalam kelompok. Hasil observasi menunjukkan bahwa seluruh indikator mencapai kategori cukup (skor 2 dari skala 1–3), yang berarti sebagian besar anak mulai menunjukkan sikap peduli lingkungan namun masih memerlukan pendampingan dan pembiasaan yang berkelanjutan. Program ini menunjukkan bahwa kegiatan merawat tanaman dapat menjadi alternatif edukasi karakter yang relevan dan dapat ditingkatkan melalui penguatan peran guru dan dukungan orang tua di rumah. Oleh karena itu, keberlanjutan program sangat diperlukan agar dampaknya lebih optimal.

The Environmental Awareness Strengthening Program Through Plant Care for Early Childhood was implemented as an effort to form an environmentally conscious character from an early age through a contextual and fun learning approach. This activity was carried out at PAUD Mawar Ceria, Kramat Jati, East Jakarta, by involving children aged 4-6 years in activities to recognize, plant, and care for simple plants. The program was designed through three main stages: preparation, implementation, and evaluation-reflection. The evaluation was carried out based on three assessment dimensions, namely the level of involvement, the ability to follow instructions, and cooperation in groups. The results of the observation showed that all indicators reached the sufficient category (score 2 on a scale of 1-3), which means that most children began to show an attitude of caring for the environment but still needed ongoing guidance and habituation. This program shows that plant care activities can be an alternative relevant character education and can be improved by strengthening the role of teachers and parental support at home. Therefore, the sustainability of the program is very much needed so that its impact is more optimal.