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Muatan Pendidikan Lingkungan Dalam Tayangan Jalan Sesama

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Muatan Pendidikan Lingkungan Dalam Tayangan Jalan Sesama Budiman dan Muhsinatun Siasah Muatan Pendidikan Lingkungan dalam Tayangan Jalan Sesama Mei 2014 , Vol. 11, No. 1 33-46 Muatan Pendidikan Lingkungan dalam Tayangan Jalan Sesama BUDIMAN DAN MUHSINATUN SIASAH Universitas Negeri Yogyakarta [email protected], [email protected] Abstrak Penelitian ini bertujuan untuk mendapatkan media pendidikan lingkungan di luar sekolah dalam rangka meningkatkan kepedulian lingkungan pada anak-anak.Penelitian ini merupakan penelitian analisis isi, objek penelitian adalah 10 tayangan Jalan Sesama yang ditayangkan selama Maret-April 2010.Penelitian ini dilakukan dengan menghitung frekuensi kemunculan pesan pen- didikan lingkungan dalam setiap episode.Instrumen yang digunakan dalam penelitian ini adalah lembar koding.Data yang terkumpul dianalisis dengan membandingkan data hasil koding dari tiga orang pengkoding yang berbeda.Hasil penelitian menunjukkan bahwa pesan pendidikan nyak 73,01%. Pesan tersebut paling sering muncul dalam segmen studio, yaitu sebanyak 38,67%. Pesanlingkungan pendidikan yaitu pengenalan lingkungan flora dalama dan tayangan dan fauna Jalan adalah Sesama pesan lebih yang banyak paling seringdisampaikan muncul, secara seba implisit dan menyatu dalam alur cerita, yaitu sebanyak 66,04%. Pesan-pesan pendidikan ling- kungan sebagian besar disampaikan oleh tokoh pembantu, yaitu sebanyak 87,75%. Kata Kunci: pendidikan lingkungan hidup, anak-anak, televisi, Jalan Sesama. Abstract This research aims to get environmental education media of informal education in order to im- prove children’s environment concern. This research is a content analysis research. The object of this research is 10 episodes of Jalan Sesama which were aired during March-April 2010. The research was conducted by calculating the frequency of the emergence of environmental education messag- es. The instrument used in this research is the coding sheet. The collected data were analyzed by comparing three coding results.The finding of the research indicates that environmental education messages in the form of the introduction to flora and fauna is the content that appears with highest frequency (73.01%). The messages are often delivered in studio segment (38.67%). The messages of environmental education in Jalan Sesama are mostly presented implicity and cohesively in the story (66.04%). The messages are delivered mostly by the secondary characters (87.75%). Keywords: environmental education, children, television, Jalan Sesama. 33 SOCIA Vol. 11 No. 1 Mei 2014 : 33-46 PENDAHULUAN menyatakan bahwa pendidikan lingkungan hidup perlu ditinjau kembali. Menurutnya, Kriteria kualitas SDM yang diperlukan selama ini pelajaran lingkungan hidup cen- saat ini bukan hanya unggul dalam pengua- derung pada pengajaran ekologi dan tidak saan ilmu dan teknologi semata.Kearifan memasukkan hal-hal praktis dari kehidupan dalam menggunakan sumber daya alam juga sehari-hari. Kendala lainnya adalah belum diperlukan, mengingat kerusakan lingku adanya konsep dasar PLH yang baku serta ngan saat ini sudah sangat mengkhawatir- kurangnya komitmen pelaku pendidikan kan.Kearifan seseorang dalam pengelolaan dalam pelaksanaan pendidikan lingkungan lingkungan sebagai sumber daya untuk pem- hidup. bangunan bukan terjadi dengan seketika, Selain melalui kurikulum di sekolah, pen- tetapi memerlukan suatu proses pendidikan. didikan lingkungan hendaknya juga dilaku- Untuk menunjang hal tersebut, muncul gaga- kan di lingkungan keluarga. Pendidikan yang san untuk menerapkan suatu pendidikan paling efektif adalah keteladanan dari orang- lingkungan di sekolah-sekolah melalui jalur tua, dan pembiasaan pola hidup yang ber- formal, maupun di luar sekolah melalui jalur sih, sehat, dan ramah lingkungan dalam ke- informal (di dalam keluarga dan kehidupan luarga. Selain dengan keteladanan, orangtua sehari-hari dalam masyarakat). dapat memberikan pengetahuan lingkungan Sehubungan dengan hal itu, pelaksa- hi dup kepada anak dengan mengikuti pro- naan Pendidikan Lingkungan Hidup (PLH) gram tayangan televisi. Adegan visual yang di dalam pendidikan formal diatur melalui Ke- tampilkan dalam sebuah tayangan akan lebih sepakatan Bersama Antara Menteri Nega diingat dan ditiru oleh anak-anak. Penelitian ra Lingkungan Hidup dengan Menteri Pen- Gerbner (1992) yang melahirkan teori kulti- didikan Nasional. Berdasar kesepakatan vasi menyebutkan bahwa anak-anak meniru tersebut,pelaksanaan Pendidikan Lingku- apa yang dilihatnya, baik dalam keseharian ngan Hidup dilakukan terintegrasi dengan maupun dalam media massa. Media berpe mata pelajaran yang telah ada.Melalui PLH, ran dalam membentuk sebagian dari kepri diharapkan siswa sadar untuk memelihara badian anak-anak. Artinya, televisi ideal dija- dan melestarikan sumber daya alam. Kesada- dikan sebagai salah satu media pembelajaran ran dan kepedulian lingkungan hidup yang bagi anak-anak. diintegrasikan dalam setiap mata pelajaran Penelitian yang dilakukan oleh Zamris di sekolah diharapkan membentuk perilaku Habib, dkk. (2001), dengan judul Film Anak- siswa dalam kehidupan sehari-hari. anak di TV dan Pengembangan Program Pen- Selama ini, pelaksanaan PLH di seko- didikan Budi Pekerti (Jurnal Teknodik No. lah masih mengalami berbagai macam per- 9/V/Teknodik/Oktober/2001), menunjuk- masalahan. Dalam laporan penelitian yang kan bahwa terdapat muatan pendidikan budi berjudul ‘Mapping Climate Education in - Indonesia: Opportunities for Development’, kan di televisi. Sementara itu berdasar pene- Putrawidjaja, peneliti dari British Council, litianpekerti oleh dalam John film Hopkins anak-anak Bloomberg yang ditayangSchool of mengungkapkan, bahwa meskipun sudah Public Health (2010), ada pendidikan lingkungan hidup di sekolah, Sesame Street Program tetapi belum banyak yang memanfaatkannya Improves DevelopmentFor Children In Indo- dengan baik. Pendidikan lingkungan hidup nesia (International Journal of Behavioral ), menunjuk- masih dianggap sebagai beban atau pelajaran Development, December 5, 2010 kan bahwa anak-anak yang diarahkan untuk tambahan di beberapa sekolah (Kompas, 12 menyaksikan Agustus 2009). meningkat dalam keaksaraan, matematika, Permasalahan lainnya adalah materi PLH keterampilan Jalankognitif Sesama awal, secara pengetahuan, signifikan lebih banyak bersifat teoritis dan kurang me- dan kesadaran keselamatan sosial dibanding- masukkan hal-hal praktis dari kehidupan kan dengan mereka yang tidak atau kurang sehari-hari. Soemarwoto (2001, p.180-183) diarahkan ke tayangan tersebut. 34 Budiman dan Muhsinatun Siasah Muatan Pendidikan Lingkungan dalam Tayangan Jalan Sesama Penelitian lain yang relevan dengan sehari-hari (everyday life culture), hampir penelitian ini adalah penelitian dengan judul setiap hari anak-anak memiliki waktu sen Hubungan Terpaan Media Televisi dengan diri untuk menonton program televisi. Hasil Belajar Kognitif Pada Anak (Kasus: Sekolah penelitian yang dilakukan oleh YPMA (Yayas- Dasar Negeri 04 Dramaga, Bogor, Jawa Barat) an Pengembangan Media Anak) pada 2006 (Skripsi DepartemenSains Komunikasi dan terhadap 939 anak dari 5 Sekolah Dasar di Pengembangan Masyarakat, Fakultas Ekologi Jakarta dan Bandung menunjukkan bahwa Manusia, Institut Pertanian Bogor) yang di- anak-anak menonton televisi 3,5 jam sehari lakukan oleh Viora Toriza (2010). Hasil pene- pada hari biasa dan 5 jam sehari pada hari litian menunjukan terpaan media televisi Iibur. Riset lain yang dilakukan oleh AGB pada anak cukup tinggi namun belajar kog- Nielsen selama periode Januari-Maret 2008, nitifnya rendah. Anak-anak umumnya me- anak-anak menghabiskan rata-rata 3 jam un- nonton televisi lebih dari lima jam per hari, tuk menonton TV dalam sehari. anak cenderung menonton televisisekedar Dari berbagai pilihan program anak yang memenuhi kebutuhan akan hiburan, bukan ditayangkan di stasiun televisi ternyata tidak untuk memenuhi kebutuhan kognitif. semuanya aman untuk anak-anak. Berdasar- Sedangkan dalam tesisyang diajukan kan temuan dari Komisi Penyiaran Indone- kepada Faculty Of The College Of Communi- sia dan sejumlah penelitian menunjukkan, cation Of Ohio University, penelitian Stepha- tidak sedikit acara televisi khusus anak yang nie Anne Hay (2003)dengan judul “Sesame mengandung unsur kekerasan dan seksu- Street” and the Media: The Environments, al sehingga tidak pantas dikonsumsi anak Frames and Representations Contributing to (Kompas, 14 Juli 2008). Yayasan Pengemba- Success, dihasilkan temuan bahwa tayangan ngan Media Anak menegaskan bahwa taya- Sesame Street berbeda dari program televisi ngan anak yang masuk dalam kategori aman anak-anak lainnya. Program anak-anak lain adalah tayangan yang memberikan manfaat pada umumnya berkualitas rendah, mem- lebih, seperti muatan pendidikan, dapat berikan efek negatif, mengandung kekerasan, dapat memotivasi anak untuk berprestasi dan banyak mengandung pesan komersial. dan menjadi yang terbaik, mengembangkan Hasil penelitian yang dilakukan oleh Ma- sikap percaya diri anak, serta serta berisi hallisa Dyah Pristanti (2011), Pemanfaatan penanaman nilai-nilai moral dalam kehidu- Media Rekaman Televisi untuk Meningkatkan pan. Nilai-nilai yang sering ditampilkan di Aktivitas dan Hasil Belajar Siswa Kelas III di antaranya adalah persahabatan, dan peng- SDN Kiduldalem 2 Malang Pada Mata Pelaja- hargaan terhadap orang lain. Beberapa con- ran IPS (Skripsi Universitas Negeri Malang) toh tayangan kategori aman ini antara lain menunjukkan bahwa: a) pembelajaran de Surat Sahabat, After School, Jalan Sesama, ngan memanfaatkan media rekaman tele- Buku Harian si Unyil, Si Bolang, dan dan Dora visi sangat efektif
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