Implementation of Green-Based Learning in Effort to Realize Green Economy at Alam Elementary School Aqila Wonosari Klaten
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Objective: This study aims to determine the implementation of Green-Based Learning to realize a Green Economy at SD Alam Aqila Wonosari Klaten for the 2024/2025 school year, as well as identify its supporting and inhibiting factors. Theoretical framework: This study uses the theoretical framework of continuing education and the Green Economy, which emphasizes the importance of environmental education from an early age. Literature review: The literature review covers environment-based education, the role of nature schools, and the concept of the Green Economy, as well as the importance of policy support and community involvement in green learning. Methods: This study uses a descriptive qualitative method with observation, interview, and documentation techniques. The validity of the data was tested by triangulation of sources and analyzed interactively. Results: The implementation of Green-Based Learning is carried out through curriculum integration, environmental projects, and community collaboration. Supporting factors: school policies, involvement of all parties, and availability of facilities. Inhibiting factors: limited resources, teacher competence, and community participation. Implications: This study emphasizes the importance of cooperation between schools, parents, and the community in supporting environmental education to realize the Green Economy from an early age. Novelty: The novelty of the research lies in contextual studies in nature schools as well as the mapping of supporting and inhibiting factors that apply to the Green-Based Learning model.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it