Towards Eco-Friendly Responsibilities: Indonesia Field School Model Cross Review

Introduction

In the last decade, the environmental challenges with various issues have been recorded into the various impact of risks such as depletion of the ozone layer (Barnes et al., 2019) and global warming (Safieddine et al., 2020). With more attention on the issues of environmental concern, the need to empower the insightful value of sustainability engagement should begin with bringing the implementation stage associated with the sound knowledge of variety of issues on green apprehension (Rooney, 2018). Due to such profound consequence, being more knowledgeable in reflecting such issues is meaningfully transmitted into sufficient knowledge and committed awareness to continue sustainability principles for environmental responsibility towards the climate change circumstance (Liu & Lin, 2020). Moreover, being aware of the number of topical issues including ozone depletion and global warming would enable the continued support in empowering the learners to advance their essential visions to sustain the environmentally friendly assurance (van den Berg et al., 2020a). In particular, the way of their thinking style to act wisely in line with the environmental goals could be transformed into the farm school setting widely deployed to answering the natural issues.

In the attempts to enhance the threatening process on environmental education concern through farm school, it is important to develop the skilful empathy with logic thinking skills is potentially engaged into the essential value of pathway on caring with nature (Steinke et al., 2020). The implementation stage with a deep stage on looking at the whole context of nature phenomena as the challenging issues is necessary to fulfil the commitment of knowledge understanding, commitment and real practice in embedding the beliefs and attitudes to comprehensively concern the environmental consciousness (Admin, 2019). As a consequence, there many studies were employed in terms of field school basis for embedding the essentials of eco-friendly responsibilities (Khumairoh et al., 2019), approaching the initiative of innovative learning culture (Valsan & Rajesh, 2020), and model of entrepreneurship-based field school (Dharmawati, Nadiroh & Marini, 2020). While, less attention is given to the way of having eco-friendly responsibility sufficiency through approaching the learning inquiry process together with analysing the real life application and practicing the actualisation phase mainly in Indonesia field school model.

As such, this paper aims to examine the model of field school to enhance learning transmission into the children in order to embed the potentials of eco-friendly responsibilities. Through cross reviewing Indonesian field school model, the attempts to strengthen in enhancing this field school are arranged into empowering the essentials of childhood phase in having a sufficient recognizance of healthy community (Dash & Mohan, 2018). It is the field school approach in empowering sustainability taken into consideration in strengthening multi-task. Through proposing the assessment in examining the eco-friendly responsibilities, such attainment would contribute into enhancing the healthy community through cross reviewing Indonesian field school model.

By detailed exploration with the critical cross review of literature from referred journals, books, and conferences, the theoretical framework model with a significant guideline is offered in assisting the points of field school basis for innovative learning culture. Such this attainment aims to strengthen its play in bringing environmental and social responsibilities in line with sustainability goal achievement program. This paper is expected to contribute in enriching the knowledge and theoretical basis of educating and feeding children through field school model review from Indonesia’s perspective.