Compost-Based Integrated Learning in IPAS for Environmental Sustainability and Responsible Behavior in Schools

Gufron Maulana; Cut Faradila; Mahfufatur Rosidah; Naila Alkamila; Badri Masduqi; Muhammad Ikbal; Ahmad Dafid; Mely Agustin Reni Pitasari

doi:10.62523/kalijaga.v3i1.59

Authors

Gufron Maulana Universitas Islam Jember
Cut Faradila Universitas Islam Jember
Mahfufatur Rosidah Universitas Islam Jember
Naila Alkamila Universitas Islam Jember
Badri Masduqi Universitas Islam Jember
Muhammad Ikbal Universitas Islam Jember
Ahmad Dafid Universitas Islam Jember
Mely Agustin Reni Pitasari Universitas Islam Jember

DOI:

https://doi.org/10.62523/kalijaga.v3i1.59

Keywords:

Compost-Based Learning, Environmental Sustainability, Education for Sustainable Development (ESD)

Abstract

This study explores the implementation of compost-based integrated learning in IPAS as an instructional approach to promoting environmental sustainability and responsible behavior in school settings. The study aims to examine how the integration of composting activities into classroom instruction supports students’ cognitive understanding, environmental attitudes, and sustainability-oriented behaviors. A qualitative descriptive design was employed in an elementary school implementing IPAS learning with environmental themes. Data were collected through classroom observations, student worksheets and learning artifacts, reflective journals, and teacher field notes. The data were analyzed thematically using an interactive qualitative analysis model to identify patterns related to learning processes and educational outcomes. The findings indicate that compost-based integrated learning enhances students’ understanding of ecological concepts, particularly decomposition and nutrient cycles. Students demonstrated increased engagement, collaboration, and responsibility in managing organic waste and maintaining school cleanliness. In addition, the learning activities fostered positive environmental attitudes and encouraged students to perceive waste as a reusable resource rather than an environmental burden. The study concludes that compost-based IPAS learning effectively supports experiential and constructivist learning processes while aligning with the principles of Education for Sustainable Development (ESD). By embedding sustainability practices within formal classroom instruction, compost-based integrated learning offers a practical and transferable pedagogical strategy for fostering environmental sustainability and responsible behavior in schools.

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