SULAP SAMPAH JADI KARYA: GERAKAN APIK UNTUK MEWUJUDKAN SEKOLAH KREATIF DAN PEDULI LINGKUNGAN

Selly Pramuswari; Silsilia Sasi Armei Lita Putri; Siti Nur Aisah; Soffia Febriana; Syahrawi Mahendra; Vikri Trisnadiansyah; Wahyu Dini Pramudyastuti; Yoga Yuli Rachman; Yuliani Budi Lestari; Yurike Bunga Verentina; Endah Andayani

doi:10.57094/haga.v5i1.5783

Selly Pramuswari Universitas PGRI Kanjuruhan Malang
Silsilia Sasi Armei Lita Putri Universitas PGRI Kanjuruhan Malang
Siti Nur Aisah Universitas PGRI Kanjuruhan Malang
Soffia Febriana Universitas PGRI Kanjuruhan Malang
Syahrawi Mahendra Universitas PGRI Kanjuruhan Malang
Vikri Trisnadiansyah Universitas PGRI Kanjuruhan Malang
Wahyu Dini Pramudyastuti Universitas PGRI Kanjuruhan Malang
Yoga Yuli Rachman Universitas PGRI Kanjuruhan Malang
Yuliani Budi Lestari Universitas PGRI Kanjuruhan Malang
Yurike Bunga Verentina Universitas PGRI Kanjuruhan Malang
Endah Andayani Universitas PGRI Kanjuruhan Malang

DOI: https://doi.org/10.57094/haga.v5i1.5783

Keywords: Waste management; Recycling; Elementary school; Environmental education; A.P.I.K. movement; Adiwiyata

Abstract

Abstract Elementary schools play a strategic role in shaping environmental awareness from an early age. However, available waste-sorting facilities have not been followed by consistent sorting habits or by the conversion of waste into useful items, including at SD Negeri Tanjungrejo 3 Malang, which has received a city-level Adiwiyata (green school) award. This community service aimed to improve students’ knowledge, sorting habits, and waste-processing skills through the A.P.I.K. Waste Processing Movement, whose letters stand for Aesthetic, Productive, Innovative, and Creative. The partner was SD Negeri Tanjungrejo 3 Malang, involving students, teachers, and school managers. The activity used a participatory, project-based approach in three stages: planning, implementation, and monitoring and evaluation. Five programs were carried out: socialization of waste sorting and the principles of reducing, reusing, and recycling; construction of plastic bottle collection bins from used water gallons; installation of a waste literacy board; and training in processing plastic and paper waste into valuable products. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed descriptively. All programs were completed and produced four types of products. In total, 90% of respondents rated the products as aesthetic, 80% of participants could propose product development ideas, and 80% created works from their own ideas. Teachers, students, and parents reported high satisfaction. The activity also established A.P.I.K. Ambassadors and a waste-sorting duty schedule within the weekly School Cleaning Friday routine.

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