PEMBERDAYAAN GUGUS TUGAS SEBAGAI AGEN PERUBAHAN PERILAKU HEMAT ENERGI
Main Article Content
Abstract
Energy conservation begins with energy-saving knowledge and behavior. Individuals' energy-efficient conduct as members of society or citizens is an unavoidable need. Awareness or a favorable attitude toward the environment, or being pro-environment, is required for behavioural change to occur. It will be more successful to execute energy-saving activities if students join a peer group. Peers are essential in the lives of teenagers. A adolescent must be well-accepted in order to receive social support from their peers. Teenagers and their friends can exchange information, pay attention to one another, and provide mutual support in social groupings.Social support is defined as perceived support, which consists of two main components: the sense that there are a lot of other people on whom a person may rely when required, and contentment with the existing assistance. This exercise took place in Jakarta's PERTI Tomang Islamic Vocational School. This school believes that assistance in the development of an energy-saving task group is required. This energy-saving task force serves as a change agent for the effective creation of energy-saving behavior through peer group support. Peer assistance as change agents for other students (peer groups). Peer group support serves as a source of knowledge, emotional support, self-esteem support, practical or instrumental support, and network support.
Penghematan energi, dimulai dengan kesadaran dan berperilaku hemat energi. Perilaku Efisiensi energi individu sebagai anggota masyarakat atau warga negara merupakan kebutuhan yang tidak dapat ditunda.. Agar terjadi perubahan perilaku, maka kesadaran atau sikap positif terhadap lingkungan atau pro-lingkungan merupakan hal penting. Dalam melaksanakan program hemat energi, akan lebih efektif jika dibentuk peer group di kalangan siswa. Keberadaan teman sebaya dalam kehidupan remaja merupakan keharusan, untuk itu seorang remaja harus mendapatkan penerimaan yang baik untuk memperoleh dukungan sosial (sosial support) dari kelompok teman sebayanya. Di dalam kelompok sosial, remaja bersama temannya dapat saling bertukar informasi, memberikan perhatian dan saling memberikan dukungan satu sama lain. Dukungan sosial adalah dukungan yang dirasakan, yang memiliki dua elemen dasar diantaranya adalah persepsi bahwa ada sejumlah orang lain dimana seseorang dapat mengandalkannya saat dibutuhkan dan merasakan kepuasan terhadap dukungan yang ada. Kegiatan ini dilakukan di SMK Islam Perti Tomang Jakarta. Pendampingan pembentukan gugus tugas hemat energi di sekolah ini dirasakan perlu. Peran gugus tugas hemat energi ini sebagai peer group supportmemiliki peran sebagaiagen perubahan(agent of change) untuk keberhasilan pembentukan perilaku hemat energi.Peer group supportsebagai agen perubahan bagi siswa lain (teman sebaya- peer group). Sebagai peer group support, perannya adalah memberikan informational support, emotional support, esteem support, tangible or instrumental support, dan network support.
Article Details
References
Ajzen, I. (2011). Behavioral interventions: Design and evaluation guided by the theory of planned behavior. Dalam M. M. Mark, S. I. Donaldson, & B. C. Campbell (Eds.), Social psychology for program and policy evaluation (p. 74100). New York: Guilford
Akitsu, Y., & Ishihara, K. N. (2018). An Integrated Model Approach: Exploring the Energy Literacy and Values of Lower Secondary Students in Japan. International Journal of Educational Methodology, 4(3), 161–186.
Akitsu, Y., Ishihara, K., Okumura, H., & Yamasue, E. (2017). Investigating energy literacy and its structural model for lower secondary students in Japan. International Journal of Environmental and Science Education, 12(5), 1067–1095.
Bordens, K. S., & Horowitz, I. A. (2008). Social psychology (3rded.). Minnesota: Freeload Press
Bulunga, A. A. L., & Thondhlana, G. (2018). Action for increasing energy-saving behaviour in student residences at Rhodes University, South Africa. International Journal of Sustainability in Higher Education, 19(4), 773–789.
Han, Q., Nieuwenhijsen, I., de Vries, B., Blokhuis, E., & Schaefer, W. (2013). Intervention strategy to stimulate energy-saving behavior of local residents. Energy Policy, 52, 706–715.
Casaló, L. V., & Escario, J. J. (2018). Heterogeneity in the association between environmental attitudes and pro-environmental behavior: A multilevel regression approach. Journal of Cleaner Production, 175, 155–163.
Corsini, R. J. (2002). The dictionary of psychology. New York: Brunner-Routledge
Dewi, F.I R., Setyaningsih, E., Widodo,L., Hutapea, B.., Wijayanto ,& Rafianti (2015) Research On Behavior Change Approach And Strategy, Monitoring And Evaluation Procedures For Energy And Energy Conservation. Research Report. Ministry of Energy and Mineral Resource & DANIDA
EECCHI(Energy Efficiency and Conservation Cleaning House Indonesia), 2012 dalam Panduan Penghematan Energi di Gedung Pemerintah, 2014
Eluwa, S.E., & Siong, H,C.(2013). The impact of psychological and socio-economic variables on household energy conservation: A case study of Ibadan city, Nigeria. IARPN Journal of Eart Sciences 2 (3) 81
Fatimah, K. (2015). Strategi Pembelajaran Afektif Untuk Meningkatkan Pendidikan Masa Depan. AL-Ta’dip, 8(2), 147
Kollmuss. A. & Agyyman, J. (2002) Mind the gap: Why do people act environmentally and what are the barries to pro-environmental behavior. Environmental Education Research, 8 (3) , 239-260
McClaren, M. S. (2015). Energy Efficiency and Conservation Attitudes: An Exploration of a Landscape of Choices. ProQuest Dissertations and Theses, 210. http://easyaccess.lib.cuhk.edu.hk/login?url=http://search.proquest.com/docview/1669973879?accountid=10371%5Cnhttp://findit.lib.cuhk.edu.hk/852cuhk/?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+&+theses&sid=ProQ:Pro
Mansor, R., & Sheau-Tingi, L. (2019). The psychological determinants of energy saving behavior. IOP Conference Series: Materials Science and Engineering, 620(1).
Palupi, T., & Sawitri, D. R. (2017). Hubungan Antara Sikap Dengan Perilaku Pro-Lingkungan Ditinjau dari Perspektif Theory Of Planned Behavior Relationship Between Attitude And Pro-Environmental Behavior from the Perspective of Theory of Planned Behavior Perilaku Pro-Lingkungan. Proceeding Biology Education Conference, 14, 214–217.
Yüzüak, A. V., & Erten, S. (2018). An evaluation of science teacher canditates’ energy saving behavior intention based on the theory of planned behaviour. International Electronic Journal of Environmental Education, 8(2), 123–149.