Edukasi Pemilahan Sampah Berbasis Media Visual dan Praktik di Sekolah Dasar Adhi Mekar Indonesia

Education on Waste Sorting Based on Visual Media and Practical Activities at Adhi Mekar Indonesia Elementary School

Abstract

Abstrak

Permasalahan sampah global menuntut penanganan sistematis sejak dini, namun SD Adhi Mekar Indonesia (AMI) belum memiliki sistem pemilahan sampah terstandar. Pengabdian masyarakat ini bertujuan meningkatkan kesadaran lingkungan dan keterampilan praktis siswa menggunakan kerangka kerja Design Thinking. Metode pelaksanaan melibatkan 25 siswa kelas 6 melalui sosialisasi interaktif, gim edukatif berbasis pengalaman, dan pemasangan poster pendidikan. Evaluasi keberhasilan program diukur secara kuantitatif dengan membandingkan tingkat akurasi pemilahan sampah pada sesi praktik mandiri (sebelum pendampingan) dan sesi terbimbing (setelah pendampingan), yang diperkuat dengan wawancara evaluasi daring bersama guru dan siswa. Media visual juga terbukti efektif sebagai pengingat perilaku proaktif. Simpulan dari pengabdian ini adalah pembelajaran berbasis pengalaman sangat adaptif dengan karakteristik kognitif siswa sekolah dasar. Praktik ini perlu diintegrasikan ke dalam regulasi sekolah dan didukung infrastruktur permanen guna menjamin keberlanjutan budaya peduli lingkungan jangka panjang.

Kata Kunci: Design Thinking, Kesadaran Lingkungan, Pembelajaran Berbasis Pengalaman, Pemilahan Sampah, Sekolah Dasar.

Abstract

Global waste management issues require systematic intervention from an early age. However, SD Adhi Mekar Indonesia (AMI) has not yet implemented a standardized waste segregation system. This community service program aimed to improve students’ environmental awareness and practical waste-sorting skills using the Design Thinking framework. The implementation involved 25 sixth-grade students through interactive socialization sessions, experience-based educational games, and the installation of educational posters. Program effectiveness was quantitatively evaluated by comparing the accuracy of waste segregation during independent practice sessions (before assistance) and guided practice sessions (after assistance), supported by online evaluation interviews with teachers and students. Visual media also proved effective as a reminder to encourage proactive behavior. The results indicate that experiential learning is highly adaptive to the cognitive characteristics of elementary school students. This practice should be integrated into school regulations and supported by permanent infrastructure to ensure the long-term sustainability of an environmentally responsible culture.

Keywords: Design Thinking, Elementary School, Environmental Awareness, Experiential Learning, Waste Sorting.