Ria Rizkia Alvi, Uyu Wahyudin, Jajat Sudrajat Ardiwinata, Babang Robandi
Household waste mismanagement persists as a significant barrier to achieving Sustainable Development Goal 12, particularly in low- and middle-income neighbourhoods where residents often lack the skills to sort, transform, and valorise domestic refuse. This study tested a Contextual Teaching and Learning (CTL)-based empowerment model designed to bridge the competence gap through authentic, locally grounded learning tasks. Using a quasi-experimental mixed-methods design, 98 households from two demographically similar urban communities in Riau. Over eight weekly sessions, the intervention group participated in situational waste-processing workshops (composting, ecobrick construction, and greywater biofiltration), completed guided reflection logs, and showcased their work to peers. In contrast, the comparison group received standard brochure-based information. Competence was measured pre- and post-intervention with a validated rubric (α = 0.87), a self-efficacy scale, and household waste-audit checklists; qualitative insights were gathered through focus-group interviews. Waste diversion rates increased by 36%, and thematic analysis revealed enhanced self-efficacy (“I can teach neighbours now”) and collective efficacy (“We plan to set up a green corner”). The findings demonstrate that embedding empowerment activities in participants’ real-life contexts substantially accelerates the adoption of competence and sustainable behavior. Scaling the model through community learning centres and municipal partnerships could strengthen circular economy initiatives region-wide. © (2025), (International Information and Engineering Technology Association). All rights reserved.
Department of Community Education, Faculty of Education, Universitas Pendidikan Indonesia, Jawa Barat, Kota Bandung, 40154, Indonesia
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