Pemberdayaan Siswa melalui Pelatihan Eco Enzyme di Madrasah Aliyah Wahid Hasyim Bangsri Jepara

Latar belakang: Madrasah Aliyah (MA) Wahid Hasyim Bangsri, yang berlokasi di Desa Kedungleper, Jepara, menghadapi tantangan lingkungan akibat rendahnya kesadaran ekologis siswa yang mayoritas berasal dari keluarga petani dan nelayan. Permasalahan utama terletak pada pengelolaan limbah organik yang belum terstruktur, sehingga menimbulkan bau tidak sedap, pencemaran, serta menurunkan kenyamanan proses belajar. Tujuan: Menerapkan program Eco Enzyme (EE) untuk meningkatkan pemahaman dan keterampilan siswa dalam pengelolaan limbah organik, serta mengetahui dampak penerapan EE terhadap perilaku siswa dan efektivitasnya dalam mengurangi pencemaran lingkungan berkelanjutan. Metode: Pelaksanaannya kegiatan meliputi survei, sosialisasi, pelatihan pembuatan EE serta monitoring dan evaluasi. Hasil: Kegiatan yang telah dilaksanakan berkontribusi peningkatan pemahaman siswa sebesar 86% berdasarkan pre-test dan post-test, serta penurunan volume sampah organik hingga 60% dalam tiga minggu pelaksanaan. Selain itu, telah dibuat wadah fermentasi dan buku pedoman EE sebagai bahan ajar pendukung keberlanjutan program. Terbentuknya kelompok “Siswa Peduli Lingkungan” dan adanya pakta integritas memperkuat komitmen sekolah untuk melanjutkan program. Kesimpulan: Program Pelatihan EE terbukti efektif meningkatkan literasi, keterampilan, dan perilaku peduli lingkungan siswa menuju sekolah hijau berkelanjutan.
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Abstract
Background: Madrasah Aliyah (MA) Wahid Hasyim Bangsri, located in Kedungleper Village, Jepara, faces environmental challenges due to the low ecological awareness of its students, most of whom come from farming and fishing families. The main issue lies in the unstructured management of organic waste, which causes unpleasant odours, pollution, and reduces the comfort of the learning environment. Objective: This study aims to implement the Eco Enzyme (EE) program to enhance students’ understanding and skills in organic waste management, as well as to examine the impact of EE implementation on student behaviour and its effectiveness in reducing sustainable environmental pollution. Method: The activities included surveys, socialisation, training in EE production, and continuous monitoring and evaluation. Result: The program contributed to an 86% increase in students’ understanding, as measured by pre-test and post-test assessments, and a 60% reduction in organic waste volume within three weeks of implementation. In addition, fermentation containers and an EE handbook were developed as supporting teaching materials to ensure program sustainability. The establishment of the “Environmentally Concerned Students” group and the signing of an integrity pact further strengthened the school’s commitment to continuing the program. Conclusion: The EE training program proved effective in improving students’ environmental literacy, practical skills, and pro-environmental behaviour, thereby supporting the development of a sustainable green school.