The Zero Waste School program has
proven effective in building an environmental care culture and reducing
single-use plastic waste in vocational high schools. This success was revealed
in a scientific study conducted by a research team from Universitas Papua—Suci
Dwi Handayani, Amestina Matualage, and Syafrudin Rahardjo—published in 2026.
The study evaluated the implementation of sustainable waste management at SMK
Negeri Tandia, Teluk Wondama Regency, West Papua, as a concrete step to protect
sensitive coastal ecosystems while developing student character.
Amid a national waste management
crisis that reached 35 million tons annually as of 2024, educational
institutions play a strategic role in instilling environmental awareness from
an early age. Vocational high schools frequently generate various types of
practical training waste and daily consumption trash, requiring a structured
and consistent waste management system. Located in the semi-rural area of Teluk
Wondama, SMK Negeri Tandia faces limited regency-level sanitation
infrastructure, compelling the school to manage its waste independently.
The study utilized a qualitative
descriptive method involving 30 respondents, comprising 24 students and 6
teachers. Data were collected from January to March 2025 through open and
closed questionnaires, in-depth interviews with the principal and supervising
teachers, and periodic field observations to monitor daily waste segregation
activities.
The findings show that SMK Negeri
Tandia has implemented the 5R principles (Refuse, Reduce, Reuse, Recycle, Rot)
through several core activities:
- Single-Use Plastic Reduction (Reduce): School members are required to bring
personal tumblers and lunchboxes from home, significantly decreasing
single-use plastic waste in the canteen.
- Waste Segregation (Segregation): Color-coded and labeled bins are placed
in classrooms and common areas to separate organic, inorganic, and
residual waste.
- Organic Waste Processing (Composting): Food scraps and fallen leaves are
processed using composters into organic fertilizer for ornamental plants
and the school garden.
- Waste Bank System: Economically valuable inorganic waste,
such as plastic bottles and cardboard, is collected by students and
exchanged for reward points or academic extra credit.
Despite these positive impacts,
the research identified several major obstacles, including operational budget
constraints (representing only 5% of the total school budget), damaged
composter units, declining student participation when unsupervised, and the
absence of formal partnerships with regency-level recyclers. To address these
challenges, the school introduced monthly rewards for the cleanest classes,
bi-weekly educational sessions, and daily monitoring by duty teachers.
The study emphasizes that the
success of a zero-waste school program cannot rely on physical facilities
alone; it requires environmental curriculum integration, strong school
leadership commitment, and policy and funding support from local government.
Author Profile
- Suci Dwi Handayani: Researcher from Universitas Papua,
Indonesia, specializing in environmental education and school management.
- Amestina Matualage: Researcher from Universitas Papua,
Indonesia, with expertise in sustainable development studies and
vocational education.
- Syafrudin Rahardjo: Researcher and academic from Universitas
Papua, Indonesia, focusing on environmental technology and applied social
sciences.
Research Source
- Article Title: Implementation of the Zero Waste
School Program and Analysis of Its Challenges in Vocational High Schools
- Journal: International Journal of Advanced Technology and Social
Sciences (IJATSS), Vol. 4, No. 8, Year 2026, Pages 959–972
- Authors: Suci Dwi Handayani, Amestina Matualage, & Syafrudin Rahardjo
- DOI: https://doi.org/10.59890/ijatss.v4i8.308
- https://aprmultitechpublisher.my.id/index.php/ijatss
0 Komentar