Pro-Environmental Behaviour in an Indonesian Adiwiyata School: Behavioural Profiles and Implications for Place-Based Geography Education

Rayhan Rayhan; Ernawati Ernawati; Affandri Jasrio; Ekanta Sembiring; Natasya Putri Suryadi; Farin Nofita Sari; Jessica Wulandary; Mohd Hairy Ibrahim

doi:10.37905/jgej.v7i2.40415

Pro-Environmental Behaviour in an Indonesian Adiwiyata School: Behavioural Profiles and Implications for Place-Based Geography Education

Rayhan Rayhan, Ernawati Ernawati, Affandri Jasrio, Ekanta Sembiring, Natasya Putri Suryadi, Farin Nofita Sari, Jessica Wulandary, Mohd Hairy Ibrahim

Abstract

This study examined pro-environmental behaviour among the school community of State Senior High School 11 Yogyakarta, an Adiwiyata-designated school, using two role-specific questionnaires completed by 97 respondents (69 students, 23 teachers, 5 educational staff). Descriptive statistics, correlation, one-way ANOVA, multiple regression, exploratory factor analysis, and cluster analysis were used to address the study aims. The school community's overall pro-environmental behaviour was rated good (M = 4.16, SD = 0.46 on a 1–5 scale); plant care/maintenance was the weakest reported behaviour in both questionnaires, rather than waste separation as earlier assumed. Environmental knowledge was associated with behaviour (r = 0.53, p < .001). School support was the strongest correlate of behaviour (β = 0.34, p < .001), followed by family/peer support (β = 0.28, p = .002) and government support (β = 0.26, p = .007), all three statistically significant. Cluster analysis identified three behavioural profiles: Highly Committed (42%), Moderately Engaged (36%), and Need Improvement (22%). These associational findings suggest that good reported behaviour in this Adiwiyata-designated school co-occurred with school-level infrastructure and family engagement, and they point to a place-based geography education opportunity: using the school itself as a learning site for examining how institutional rules, facilities, and everyday routines shape human-environment interaction.

Keywords

Adiwiyata school; Behavioural profiles; Environmental sustainability; Institutional support; Place-based geography education; Pro-environmental behaviour

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DOI: https://doi.org/10.37905/jgej.v7i2.40415