Preferensi Guru dan Efektivitas Pelatihan Hidrogel–Vertikultur dalam Mendukung Praktik Urban Farming di Sekolah Inklusi

Abstract

This study analyzes teachers’ preferences toward farming activities and the implementation strategies of urban farming–based learning at Sinar Indonesia Inclusive School. The program was motivated by national challenges in strengthening food security and the declining interest of younger generations in the agricultural sector. The community service activities introduced training on the use of hydrogel planting media and verticulture techniques for teachers, staff, and parents, aiming to provide practical, engaging, and space-efficient farming methods suitable for schools with limited land. The research employed a quantitative approach through Google Form–based surveys complemented by observation and documentation of activities. The results show that most teachers, predominantly aged 22–25 years, demonstrated high interest and positive perceptions toward farming activities. Post-test scores showed significant improvements in understanding the importance of planting, motivation to engage in farming practices, and knowledge of hydrogel and verticulture technologies. The training also enhanced teachers’ readiness to integrate farming activities as part of inclusive learning. Supporting literature affirms that urban farming contributes to character building, experiential learning, increased environmental literacy, and students’ psychological well-being. The adoption of hydrogel and verticulture proved to be an effective solution for schools with limited planting space. These findings provide a strategic foundation for developing adaptive and sustainable environmental learning models and encourage collaboration among teachers, parents, and the community to support urban agriculture education in inclusive schools.