Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia

Research Article

Managing the Classroom Environment-Friendly for Primary School Students

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  • @INPROCEEDINGS{10.4108/eai.27-4-2019.2286916,
        author={Sri Marmoah and Jenny I S Poerwanti},
        title={Managing the Classroom Environment-Friendly for Primary School Students},
        proceedings={Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia},
        publisher={EAI},
        proceedings_a={SEWORD FRESSH},
        year={2019},
        month={9},
        keywords={classroom environment friendly primary students},
        doi={10.4108/eai.27-4-2019.2286916}
    }
    
  • Sri Marmoah
    Jenny I S Poerwanti
    Year: 2019
    Managing the Classroom Environment-Friendly for Primary School Students
    SEWORD FRESSH
    EAI
    DOI: 10.4108/eai.27-4-2019.2286916
Sri Marmoah1,*, Jenny I S Poerwanti1
  • 1: Universitas Sebelas Maret, Surakarta, Indonesia
*Contact email: marmuah@staff.uns.ac.id

Abstract

Environmentally friendly education plays an integral role in basic education, especially in students’ development. This study aims to analyze the role of teachers in the management of environmentally friendly classes and management of environmentally friendly classes to support the implementation of learning in elementary schools in Jambi City. The design of this study uses a qualitative approach. The place of this study is located in a public elementary school with a total of 41 participants with 98 elementary school teachers in Jambi. The selection of subjects used cluster random sampling strategy. Data obtained through observation, interviews, questionnaires, and documentation. Data analysis techniques used was interactive analysis with stages of reduction, presentation, and conclusion. The result showed that the teacher had five roles used in the teaching-learning process, including inclusive students, effective learning, students who were healthy and protected, sensitive to gender, and involved with children and the teacher has managed the class through activities of planning, implementation, and evaluation in the teaching-learning process.