Mini Waste Bank Management Education to Foster Environmental Concern at UPT SPF SD Inpres Bangkala III

Abstract

Background: Environmental education in early elementary grades is essential for shaping sustainable habits, yet waste management learning often remains theoretical and lacks structured participatory practice. As a result, students understand environmental concepts but struggle to apply them in daily routines.

Aims: This study aims to describe the implementation of a mini waste bank education program using a Participatory Action Research approach to foster early waste-sorting awareness among Grade 1–3 students.

Methods: A qualitative Participatory Action Research design was employed through iterative cycles of planning, action, observation, and reflection. Data were collected from classroom observations, participation logs, teacher reflective journals, and informal interviews. Activities included guided waste sorting, recyclable material identification, and mini waste bank simulations integrated into daily classroom routines.

Results: The findings reveal progressive improvements in students’ recognition of waste categories, accuracy in waste placement, and initiative in reminding peers. Repeated, routine-based practices strengthened engagement, discipline, and environmental responsibility, while teachers reported enhanced classroom cleanliness and sustained student participation.

Conclusion: The study demonstrates that a participatory, routine-integrated mini waste bank program is a feasible and pedagogically appropriate model for early-grade environmental character education. By emphasizing habit formation through experiential learning, the program provides a transferable framework for sustainability-oriented elementary education, particularly in contexts where practical waste literacy remains limited.