IMPLEMENTASI KEBIJAKAN PENDIDIKAN LINGKUNGAN HIDUP DALAM MEWUJUDKAN SEKOLAH ADIWIYATA (STUDI MULTI KASUS DI SDIT PERMATA DAN SDN KRANGGAN IV KOTA MOJOKERTO)

IMPLEMENTATION OF ENVIRONMENTAL EDUCATION POLICY IN REALIZED ADIWIYATA SCHOOLS (MULTI CASE STUDY AT PERMATA ELEMENTARY SCHOOL AND KRANGGAN IV ELEMENTARY SCHOOL IN MOJOKERTO CITY)

ABSTRAK

Mastoni Muhajirin. 2025. Implementasi Kebijakan Pendidikan Lingkungan Hidup dalam Mewujudkan Sekolah Adiwiyata (Studi Multi Kasus di SDIT Permata dan SDN Kranggan IV Kota Mojokerto). Tesis, Program Studi S2 Manajemen Pendidikan, Fakultas Ilmu Pendidikan dan Keguruan Universitas Negeri Surabaya. Pembimbing (I) Dr. Mufarrihul Hazin, S.Pd.I., M.Pd. dan (II) Dr. Amrozi Khamidi, S.Pd., M.Pd.

Kata Kunci: implementasi, kebijakan, pendidikan, lingkungan, adiwiyata.

Implementasi kebijakan pendidikan lingkungan hidup merupakan upaya strategis dalam membentuk budaya peduli lingkungan di satuan pendidikan melalui Program Sekolah Adiwiyata. Penelitian ini bertujuan untuk memperoleh pemahaman mendalam mengenai implementasi kebijakan pendidikan lingkungan hidup dalam mewujudkan Sekolah Adiwiyata melalui studi multi kasus di SDIT Permata dan SDN Kranggan IV Kota Mojokerto. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi multi kasus. Teknik pengumpulan data meliputi wawancara mendalam, observasi partisipatif, dan studi dokumentasi, sedangkan analisis data dilakukan melalui reduksi data, penyajian data, serta penarikan kesimpulan dengan analisis lintas situs.

Kerangka analisis penelitian merujuk pada teori implementasi kebijakan George C. Edward III yang meliputi variabel komunikasi, sumber daya, disposisi pelaksana, dan struktur birokrasi, serta mempertimbangkan pengaruh faktor lingkungan eksternal berupa kondisi ekonomi, politik, dan sosial. Hasil penelitian menunjukkan bahwa komunikasi kebijakan berjalan efektif melalui transmisi yang berjenjang, kejelasan pesan, dan konsistensi pelaksanaan. Sumber daya dikelola secara adaptif, mencakup sumber daya manusia yang berkomitmen, sarana prasarana yang fungsional, anggaran yang dikelola efisien, serta kewenangan yang jelas. Disposisi pelaksana berada pada kategori positif dengan tingkat resistensi yang rendah, sementara struktur birokrasi ditopang oleh keberadaan SOP dan koordinasi lintas peran yang efektif. Faktor ekonomi, politik, dan sosial berada dalam kondisi kondusif dan berperan sebagai faktor pendukung implementasi kebijakan.

Secara keseluruhan, penelitian ini menyimpulkan bahwa keberhasilan implementasi kebijakan pendidikan lingkungan hidup dalam mewujudkan Sekolah Adiwiyata ditentukan oleh sinergi faktor internal dan eksternal sekolah, serta menegaskan relevansi teori Edward III dalam konteks pendidikan lingkungan hidup di tingkat satuan pendidikan dasar.

ABSTRACT

Mastoni Muhajirin. 2025. Implementation of Environmental Education Policy in Realizing Adiwiyata Schools (A Multi-Case Study at SDIT Permata and SDN Kranggan IV, Mojokerto City). Thesis, Master’s Program in Educational Management, Faculty of Education and Teacher Training, Universitas Negeri Surabaya. Supervisors: (I) Dr. Mufarrihul Hazin, S.Pd.I., M.Pd. and (II) Dr. Amrozi Khamidi, S.Pd., M.Pd.

Keywords: implementation, policy, educational, environmental, adiwiyata

The implementation of environmental education policy constitutes a strategic effort to cultivate an environmentally conscious culture in educational institutions through the Adiwiyata School Program. This study aims to obtain an in-depth understanding of the implementation of environmental education policy in realizing Adiwiyata Schools through a multi-case study conducted at SDIT Permata and SDN Kranggan IV in Mojokerto City. This research employed a qualitative approach with a multi-case study design. Data were collected through in-depth interviews, participant observation, and document analysis, while data analysis was carried out through data reduction, data display, and conclusion drawing using cross-site analysis.

The analytical framework of this study refers to George C. Edward III’s policy implementation theory, which encompasses the variables of communication, resources, implementers’ disposition, and bureaucratic structure, while also considering the influence of external environmental factors, including economic, political, and social conditions. The findings indicate that policy communication was implemented effectively through hierarchical transmission, clarity of messages, and consistency in implementation. Resources were managed adaptively, encompassing committed human resources, functional facilities and infrastructure, efficiently managed budgets, and clearly defined authority. The disposition of implementers was found to be positive with a low level of resistance, while the bureaucratic structure was supported by the availability of Standard Operating Procedures (SOPs) and effective cross-role coordination. Economic, political, and social factors were generally conducive and functioned as supporting elements in the policy implementation process.

Overall, this study concludes that the successful implementation of environmental education policy in realizing Adiwiyata Schools is determined by the synergy between internal and external school factors, and it further affirms the relevance of Edward III’s implementation theory in the context of environmental education at the elementary school level.