Assessing Needs for Quality Improvement: A Study of Nature-Based Education Principles (Sekolah Alam Way) at Saga Lifeschool, Indonesia

Febi Robianti; Mufutau Raufu; Marsahid Sasongko; Sikirat Abolanle Busari-Raufu; Jemilat Raufu; Khalila Yamani

doi:10.47134/jpn.v2i2.1150

Authors

Febi Robianti Faculty of Liberal Arts and Sciences, Department of Education, International Open University, The Gambia
Mufutau Oyedapo Raufu Faculty of Liberal Arts and Sciences, Departement of Business Administration, International Open University, The Gambia
Marsahid Agung Sasongko Sasongko Faculty of Liberal Arts and Sciences, Departement of Business Administration, International Open University, The Gambia
Sikirat Abolanle Busari-Raufu Faculty of Arts and Social Sciences, Department of General Studies, Ladoke Akintola University of Technology, Ogbomoso, Nigeria
Jemilat Olasukanmi Kalejaiye-Raufu Faculty of Liberal Arts and Sciences, Department of Islamic Studies, International Open University, The Gambia
Khalila Amalia Raisya Yamani PKBM Alam Jingga

DOI:

https://doi.org/10.47134/jpn.v2i2.1150

Keywords:

Nature-based Education, Sustainable Education, Sekolah Alam Way

Abstract

Nature-based education offers a transformative approach to sustainable education by integrating natural environments and sustainability principles into active learning experiences. In Indonesia, Saga Lifeschool, along with over 200 nature-based schools under Jaringan Sekolah Alam Nusantara (JSAN), exemplifies this model through its "Sekolah Alam Way" (SA WAY) system. This system emphasizes holistic education aligned with sustainable development goals and the core values of Pancasila, including environmental stewardship, community spirit, and global diversity appreciation. This research aims to assess the quality improvement needs in SA WAY’s implementation of nature-based education, focusing on enhancing educational practices that promote academic, ethical, social, and environmental growth. The study applies theories such as experiential learning, place-based education, and embodied cognition to evaluate how hands-on activities—such as outdoor projects, environmental conservation, and community engagement—support cognitive, ethical, and social development. Findings indicate that while SA WAY effectively instills these values, improvements in resources, teacher training, and outdoor learning infrastructure are needed to further enhance educational quality and sustainability. The research highlights the importance of continuous development in these areas to ensure the long-term success of nature-based education and its alignment with sustainable practices.

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