Penguatan Identitas Lingkungan sebagai Media Pendidikan Masyarakat Melalui Program Kkn Berbasis Participatory Action Research

Amal Fathullah; Reza Wardana; Muhammad Iqbal Afifbry; Muhammed Jamiel Husein; Ricky Fernando

doi:10.64008/jdpp.v2i1.60

Authors

Amal Fathullah Pendidikan Agama Islam, Universitas Islam Negeri Antasari Banjarmasin, Indonesia Author
Reza Wardana Pendidikan Agama Islam, Universitas Islam Negeri Antasari Banjarmasin, Indonesia Author
Muhammad Iqbal Afifbry Pendidikan Agama Islam, Universitas Islam Negeri Antasari Banjarmasin, Indonesia Author
Muhammed Jamiel Husein Pendidikan Agama Islam, Universitas Islam Negeri Antasari Banjarmasin, Indonesia Author
Ricky Fernando Pendidikan Agama Islam, Universitas Islam Negeri Antasari Banjarmasin, Indonesia Author

DOI:

https://doi.org/10.64008/jdpp.v2i1.60

Keywords:

community education, environmental identity, kuliah kerja nyata, participatory action research, social literacy

Abstract

This community service activity aims to strengthen environmental identity while utilizing it as a medium for community education through a Kuliah Kerja Nyata (KKN) program. The activity was conducted by students of Universitas Islam Negeri Antasari in Sungai Lakum Village, Kertak Hanyar District, Banjar Regency, South Kalimantan, during the period of May–June, 2025. The method employed was Participatory Action Research (PAR) using a qualitative descriptive approach that positioned community members as active learners throughout all stages of the program, including problem identification, planning, implementation, and evaluation. The program focused on organizing environmental identity through the reinstallation of neighborhood head signboards and the creation of alley nameplates. The results indicate improved clarity of territorial identity, easier access to administrative services, and increased community awareness regarding environmental order, civic participation, and collective responsibility. The discussion highlights that the PAR-based KKN program not only produced tangible physical outcomes but also functioned as an effective form of non-formal community education, fostering social literacy and contextual learning based on real community needs.

References

Chan, C. K. Y. (2012). Identifying and understanding the graduate attributes learning outcomes in a case study of community service experiential learning project. International Journal of Continuing Engineering Education and Life Long Learning, 22(1-2), 148-159. https://doi.org/10.1504/IJCEELL.2012.047040

Charnley, S., & Engelbert, B. (2005). Evaluating public participation in environmental decision-making: EPA's superfund community involvement program. Journal of environmental management, 77(3), 165-182. https://doi.org/10.1016/j.jenvman.2005.04.002

Culhane, J., Niewolny, K., Clark, S., & Misyak, S. (2018). Exploring the intersections of interdisciplinary teaching, experiential learning, and community engagement: A case study of service learning in practice. International Journal of Teaching and Learning in Higher Education, 30(3), 412-422.

Demmanggasa, Y. (2024). Pengaruh partisipasi masyarakat dalam pengelolaan lingkungan: Studi perbandingan di lingkungan pedesaan. Jurnal Cahaya Mandalika ISSN 2721-4796 (online), 5(2), 737-745. https://doi.org/10.36312/jcm.v4i3.3324

Edwards Jr, D. B., DeMatthews, D., Spear, A., & Hartley, H. (2021). Community participation and empowerment in marginalised contexts: Leveraging parental involvement, adult education, and community organising through social justice leadership. Compare: A Journal of Comparative and International Education, 51(8), 1190-1207. https://doi.org/10.1080/03057925.2020.1717927

Goldman, D., Assaraf, O. B. Z., & Shaharabani, D. (2013). Influence of a non-formal environmental education programme on junior high-school students’ environmental literacy. International Journal of Science Education, 35(3), 515-545. https://doi.org/10.1080/09500693.2012.749545

Hadi, S. (2000). Metodologi research. Yogyakarta: Andi Offset.

Ishaq, M., Mubassir, A., Arifin, M. Z., & Saiful, M. (2025). Membangun kesadaran masyarakat di lingkungan perkampungan desa transisi kota: Pendekatan participatory action research. Jurnal Pengabdian Masyarakat, 2(1), 45–58.

Ismawan, D., Tullah, N. H., Asbari, M., & Fauzan, D. A. (2022). Community service in the higher education environment. Journal of Community Service and Engagement, 2(6), 34-43. https://doi.org/10.9999/jocosae.v2i6.127

Jiang, L., Chen, J., Tian, Y., & Luo, J. (2022). Spatial pattern and influencing factors of basic education resources in rural areas around metropolises—A case study of Wuhan City’s New Urban districts. ISPRS International Journal of Geo-Information, 11(11), 576. https://doi.org/10.3390/ijgi11110576

Lindsey, E., & McGuinness, L. (1998). Significant elements of community involvement in participatory action research: Evidence from a community project. Journal of Advanced Nursing, 28(5), 1106-1114. https://doi.org/10.1046/j.1365-2648.1998.00816.x

Mackenzie, J., Tan, P. L., Hoverman, S., & Baldwin, C. (2012). The value and limitations of participatory action research methodology. Journal of hydrology, 474, 11-21. https://doi.org/10.1016/j.jhydrol.2012.09.008

Mariatul, K., & Dian Agus, R. (2018). Implementasi civic skill dalam pengembangan warga negara peduli lingkungan pada masyarakat pinggiran sungai Kota Banjarmasin.

McClenaghan, P. (2000). Social capital: Exploring the theoretical foundations of community development education. British Educational Research Journal, 26(5), 565-582. https://doi.org/10.1080/713651581

Pais, S. C., Rodrigues, M., & Menezes, I. (2014). Community as locus for health formal and non-formal education: The significance of ecological and collaborative research for promoting health literacy. Frontiers in public health, 2, 283. https://doi.org/10.3389/fpubh.2014.00283

Pan, M., Huang, Y., Qin, Y., Li, X., & Lang, W. (2022). Problems and strategies of allocating public service resources in rural areas in the context of county urbanization. International Journal of Environmental Research and Public Health, 19(21), 14596. https://doi.org/10.3390/ijerph192114596

Parker, E. A., Myers, N., Higgins, H. C., Oddsson, T., Price, M., & Gould, T. (2009). More than experiential learning or volunteering: A case study of community service learning within the Australian context. Higher Education Research & Development, 28(6), 585-596. https://doi.org/10.1080/07294360903161147

Reed, M. S. (2008). Stakeholder participation for environmental management: A literature review. Biological conservation, 141(10), 2417-2431. https://doi.org/10.1016/j.biocon.2008.07.014

Savin-Baden, M., & Wimpenny, K. (2007). Exploring and implementing participatory action research. Journal of Geography in Higher Education, 31(2), 331-343. https://doi.org/10.1080/03098260601065136

Siswadi, S., & Syaifuddin, A. (2024). Penelitian tindakan partisipatif metode PAR: Tantangan dan peluang dalam pemberdayaan komunitas. Ummul Qura: Jurnal Institut Pesantren Sunan Drajat, 19(2), 111–125. https://doi.org/10.55352/uq.v19i2.1174

Soekanto, S. (2013). Faktor-faktor yang mempengaruhi penegakan hukum (Ed. revisi). Jakarta: Rajawali Pers.

Sugiyono. (2005). Memahami penelitian kualitatif. Bandung: Alfabeta.

Solehuddin, M., Faliza, N., Fahrizal, E., & Yani, A. (2025). Community empowerment through non-formal education: An analysis of community service programs in village A. International Journal of Community Service (IJCS), 4(1). https://doi.org/10.55299/ijcs.v4i1.772

Suwignyo, A. (2024). Higher education as an instrument of decolonisation: The community service programme in Indonesia, 1950–1969. Asian Studies Review, 48(3), 447-466. https://doi.org/10.1080/10357823.2023.2222225

Warmansyah, J., & Marwan, S. (2025). Community empowerment in the disadvantaged village of Koto Dalam Barat through an integrated KKN program. Journal of Comunity Service in Early Childhood Education, 1(1), 33-42. https://doi.org/10.64840/jcosece.v1i1.31

Widiyanto, W., Rusdiyana, E., Lestary, E., Setyowati, R., Anggraini, N. T., & Sugihardjo, S. (2025). The implementation of climate village program (Proklim) through Student Community Service (KKN): An action research. In IOP Conference Series: Earth and Environmental Science (Vol. 1518, No. 1, p. 012025). IOP Publishing. https://doi.org/10.1088/1755-1315/1518/1/012025

Williams, C. C., & Chawla, L. (2016). Environmental identity formation in nonformal environmental education programs. Environmental Education Research, 22(7), 978-1001. https://doi.org/10.1080/13504622.2015.1055553

Wilson, N., Minkler, M., Dasho, S., Carrillo, R., Wallerstein, N., & Garcia, D. (2006). Training students as facilitators in the Youth Empowerment Strategies (YES!) project. Journal of Community Practice, 14(1-2), 201-217. https://doi.org/10.1300/J125v14n01_12

Wilson, N., Minkler, M., Dasho, S., Wallerstein, N., & Martin, A. C. (2008). Getting to social action: The youth empowerment strategies (YES!) project. Health Promotion Practice, 9(4), 395-403. https://doi.org/10.1177/1524839906289072.