A Phenomenological Study of Value Internalization: The TATA Program as a Model for Building Environmental School Culture

Yuli Kurniasih; Wakhudin Wakhudin; Subuh Anggoro; Ine Kusuma Aryani

doi:10.17509/g19nxr30

Authors

Yuli Kurniasih Universitas Muhammadiyah Purwokerto Author
Wakhudin Wakhudin Universitas Muhammadiyah Purwokerto Author
Subuh Anggoro Universitas Muhammadiyah Purwokerto Author
Ine Kusuma Aryani Universitas Muhammadiyah Purwokerto Author

DOI:

https://doi.org/10.17509/g19nxr30

Keywords:

Character Education, Environmental Care, School Culture, TATA Program

Abstract

Environmental character education plays a crucial role in fostering sustainable behavior within elementary school culture. However, prior studies largely emphasize measurable outcomes, leaving the experiential process of value internalization underexamined, while students’ behavior often remains situational and dependent on supervision. This study aims to explore the internalization of environmental care values through the TATA (Tertib, Aman, Terkendali, and Asri) Program by examining the lived experiences of school community members. A qualitative phenomenological approach was employed, involving the principal, teachers, students, and supporting stakeholders at SD Negeri Sidareja 06 Cilacap. Data were collected through in-depth interviews, observations, and documentation, and analyzed using phenomenological procedures, including bracketing, horizonalization, and thematic development. The findings reveal that value internalization occurs gradually through habituation, social interaction, and reflective experiences, transforming students’ behavior from externally driven compliance into internally motivated awareness and action. This transformation is supported by the cyclical interaction of TATA values, integrating moral knowing, moral feeling, and moral action. The cyclical interaction of clear behavioral boundaries and a supportive psychological climate fosters students’ independent self-regulation, which is emotionally reinforced by the pride of experiencing a sustainable environment. The study contributes theoretically by offering a phenomenological perspective on value internalization and practically by providing a contextual model for sustainable, culture-based character education

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