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Judul Dalam Bahasa Indonesia, Ditulis Dengan 1 MUATAN PENDIDIKAN LINGKUNGAN DALAM TAYANGAN JALAN SESAMA THE ENVIRONMENTAL EDUCATION CONTENT IN JALAN SESAMA TELEVISION PROGRAM Budiman, Dr. Muhsinatun Siasah, Universitas Negeri Yogyakarta, [email protected], [email protected] Abstrak 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 pendidikan 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 lingkungan yaitu pengenalan flora dan dan fauna adalah pesan yang paling sering muncul, sebanyak 73,01%. Pesan tersebut paling sering muncul dalam segmen studio, yaitu sebanyak 38,67%. Pesan pendidikan lingkungan dalama tayangan Jalan Sesama lebih banyak disampaikan secara implisit dan menyatu dalam alur cerita, yaitu sebanyak 66,04%. Pesan-pesan pendidikan lingkungan 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 improve 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 messages. The instrument used in this research is the coding sheet. The collected data were analyzed by comparing three coding results. The result of the research indicates that environmental education messages in the form of the introduction to flora and fauna is the content that appears most frequently (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. 2 pendidikan dalam pelaksanaan pendidikan Pendahuluan lingkungan hidup. Kriteria kualitas SDM yang diperlukan Selain melalui kurikulum di sekolah, saat ini bukan hanya unggul dalam penguasaan pendidikan lingkungan hendaknya juga dilakukan ilmu dan teknologi semata. Kearifan dalam di lingkungan keluarga. Pendidikan yang paling menggunakan sumber daya alam juga diperlukan, efektif adalah keteladanan dari orangtua, dan mengingat kerusakan lingkungan saat ini sudah pembiasaan pola hidup yang bersih, sehat, dan sangat mengkhawatirkan. Kearifan seseorang ramah lingkungan dalam keluarga. Selain dengan dalam pengelolaan lingkungan sebagai sumber keteladanan, orangtua dapat memberikan daya untuk pembangunan bukan terjadi dengan pengetahuan lingkungan hidup kepada anak seketika, tetapi memerlukan suatu proses dengan mengikuti program tayangan televisi. pendidikan. Untuk menunjang hal tersebut, Adegan visual yang ditampilkan dalam sebuah muncul gagasan untuk menerapkan suatu tayangan akan lebih diingat dan ditiru oleh anak- pendidikan lingkungan di sekolah-sekolah anak. Penelitian Gerbner (1992) yang melahirkan melalui jalur formal, maupun di luar sekolah teori kultivasi menyebutkan bahwa anak-anak melalui jalur informal (di dalam keluarga dan meniru apa yang dilihatnya, baik dalam kehidupan sehari-hari dalam masyarakat). keseharian maupun dalam media massa. Media Sehubungan dengan hal itu, pelaksanaan berperan dalam membentuk sebagian dari Pendidikan Lingkungan Hidup (PLH) dalam kepribadian anak-anak. Artinya, televisi ideal pendidikan formal diatur melalui Kesepakatan dijadikan sebagai salah satu media pembelajaran Bersama Antara Menteri Negara Lingkungan bagi anak-anak. Hidup dengan Menteri Pendidikan Nasional. Penelitian yang dilakukan oleh Zamris Berdasar kesepakatan tersebut, pelaksanaan Habib, dkk. (2001), dengan judul Film Anak- Pendidikan Lingkungan Hidup dilakukan anak di TV dan Pengembangan Program terintegrasi dengan mata pelajaran yang telah Pendidikan Budi Pekerti (Jurnal Teknodik No. ada. Melalui PLH, diharapkan siswa sadar untuk 9/V/Teknodik/Oktober/2001), menunjukkan memelihara dan melestarikan sumber daya alam. bahwa terdapat muatan pendidikan budi pekerti Kesadaran dan kepedulian lingkungan hidup dalam film anak-anak yang ditayangkan di yang diintegrasikan dalam setiap mata pelajaran televisi. Sementara itu berdasar penelitian oleh di sekolah diharapkan membentuk perilaku siswa John Hopkins Bloomberg School of Public dalam kehidupan sehari-hari. Health (2010), Sesame Street Program Improves Selama ini, pelaksanaan PLH di sekolah Development For Children In Indonesia masih mengalami berbagai macam permasalahan. ( International Journal of Behavioral Dalam laporan penelitian yang berjudul Development, December 5, 2010), menunjukkan 'Mapping Climate Education in Indonesia: bahwa anak-anak yang diarahkan untuk Opportunities for Development', Putrawidjaja, menyaksikan Jalan Sesama secara signifikan peneliti dari British Council, mengungkapkan, meningkat dalam keaksaraan, matematika, bahwa meskipun sudah ada pendidikan keterampilan kognitif awal, pengetahuan, lingkungan hidup di sekolah, tetapi belum dan kesadaran keselamatan sosial dibandingkan banyak yang memanfaatkannya dengan baik. dengan mereka yang tidak atau kurang diarahkan Pendidikan lingkungan hidup masih dianggap ke tayangan tersebut. sebagai beban atau pelajaran tambahan di Penelitian lain yang relevan dengan beberapa sekolah (Kompas, 12 Agustus 2009). penelitian ini adalah penelitian dengan judul Permasalahan lainnya adalah materi PLH Hubungan Terpaan Media Televisi dengan lebih banyak bersifat teoritis dan kurang Belajar Kognitif Pada Anak (Kasus: Sekolah memasukkan hal-hal praktis dari kehidupan Dasar Negeri 04 Dramaga, Bogor, Jawa Barat) sehari-hari. Soemarwoto (2001: 180-183) (Skripsi Departemen Sains Komunikasi dan menyatakan bahwa pendidikan lingkungan hidup Pengembangan Masyarakat, Fakultas Ekologi perlu ditinjau kembali. Menurutnya, selama ini Manusia, Institut Pertanian Bogor) yang pelajaran lingkungan hidup cenderung pada dilakukan oleh Viora Toriza (2010). Hasil pengajaran ekologi dan tidak memasukkan hal- penelitian menunjukan terpaan media televisi hal praktis dari kehidupan sehari-hari. Kendala pada anak cukup tinggi namun belajar lainnya adalah belum adanya konsep dasar PLH kognitifnya rendah. Anak-anak umumnya yang baku serta kurangnya komitmen pelaku menonton televisi lebih dari lima jam per hari, anak cenderung menonton televisi sekedar 3 memenuhi kebutuhan akan hiburan, bukan untuk unsur kekerasan dan seksual sehingga tidak memenuhi kebutuhan kognitif. pantas dikonsumsi anak (Kompas, 14 Juli 2008). Sedangkan dalam tesis yang diajukan Yayasan Pengembangan Media Anak kepada Faculty Of The College Of menegaskan bahwa tayangan anak yang masuk Communication Of Ohio University, penelitian dalam kategori aman adalah tayangan yang Stephanie Anne Hay (2003) dengan judul memberikan manfaat lebih, seperti muatan “Sesame Street” and the Media: The pendidikan, dapat dapat memotivasi anak untuk Environments, Frames and Representations berprestasi dan menjadi yang terbaik, Contributing to Success, dihasilkan temuan mengembangkan sikap percaya diri anak, serta bahwa tayangan Sesame Street berbeda dari serta berisi penanaman nilai-nilai moral dalam program televisi anak-anak lainnya. Program kehidupan. Nilai-nilai yang sering ditampilkan di anak-anak lain pada umumnya berkualitas antaranya adalah persahabatan, dan penghargaan rendah, memberikan efek negatif, mengandung terhadap orang lain. Beberapa contoh tayangan kekerasan, dan banyak mengandung pesan kategori aman ini antara lain Surat Sahabat, After komersial. School, Jalan Sesama, Buku Harian si Unyil, Si Hasil penelitian yang dilakukan oleh Bolang, dan dan Dora The Explorer (Kidia, Mei Mahallisa Dyah Pristanti (2011), Pemanfaatan 2008). Media Rekaman Televisi untuk Meningkatkan Program Jalan Sesama termasuk salah Aktivitas dan Hasil Belajar Siswa Kelas III di satu program terbaik dan paling banyak ditonton. SDN Kiduldalem 2 Malang Pada Mata Pelajaran Dalam rilis rating publik berdasarkan penelitian IPS (Skripsi Universitas Negeri Malang) yang dilakukan Yayasan SET tahun 2009, menunjukkan bahwa: a) pembelajaran dengan program Jalan Sesama masuk dalam program memanfaatkan media rekaman televisi sangat televisi terbaik dengan persentase pemirsa 2,5% - efektif digunakan dalam kegiatan pembelajaran 3,5%. Jalan Sesama tidak hanya masuk kategori pada mata pelajaran IPS; b) siswa yang belajar program terbaik, tetapi juga mendapat rating dengan media rekaman televisi, memiliki tinggi untuk acara anak-anak, yakni 1,6 dengan aktivitas yang sangat baik dibandingkan sebelum share sebesar 11,7. belajar dengan memanfaatkan media rekaman Berdasarkan alasan di atas, peneliti televisi; c) hasil belajar siswa setelah belajar tertarik untuk meneliti bagaimana muatan dengan media rekaman televisi juga ikut pendidikan lingkungan dalam tayangan Jalan meningkat. Sesama. Berdasarkan survei kepemirsaan TV Tujuan dari penelitian ini adalah untuk AGB Nielsen (AGB Nilesen Newsletter Edisi 20, mendapatkan media pendidikan lingkungan di
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