Available via license: CC BY 3.0
Content may be subject to copyright.
IOP Conference Series: Earth and Environmental Science
PAPER • OPEN ACCESS
Establishing sustainable habits of students in
Green School Bali through green interior design
To cite this article: N N Alimin et al 2021 IOP Conf. Ser.: Earth Environ. Sci. 905 012075
View the article online for updates and enhancements.
You may also like
Research trend on sustainable
architecture: a bibliometric analysis
emphasizing on building, material, façade,
and thermal keywords
P U Pramesti, M I Hasan and M
Ramandhika
-
Explaining Sustainable Architecture
E Donovan
-
The role of culture in implementing the
concept of sustainability
M Bakri
-
This content was downloaded from IP address 181.214.150.77 on 16/11/2021 at 00:49
Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
1
Establishing sustainable habits of students in Green School
Bali through green interior design
N N Alimin1, E G Pertiwi 2 and L Purwaningrum1
1Interior Design, Faculty of Arts and Design, Sebelas Maret University, Jl. Ir sutami
No. 36 A (57126), Surakarta, Indonesia.
2Visual Communication Design, Faculty of Industrial Technology and Informatics,
Telkom Purwokerto Institute of Technology, Jl. D.I. Panjaitan No. 128, Purwokerto,
Indonesia.
Corresponding author: nurhayatunufut@staff.uns.ac.id
Abstract. Adopting the green concept for building as a place for human activities will be
proved a sustainable environment. However, caring about the environment through habit in the
early stage of human life is valuable. This study aims to find how green building school
encourages students to be aware of their environment; and know the application of the green
concept in their school. This research uses the green design and the habitus theory to explore
how habits can be formed deliberately and how the actors in the school can create communities
that are aware of the environment. It showed that the sustainable architecture and eco-
environment encourage the user to be familiar with the environmental concept. Those were
applying sustainable materials like bamboo to construct the building; utilization of solar energy
and biogas as electricity; recycling animal waste into fertilizer; windmills through underground
tunnels as air conditioners; and organic gardening. The green concept in the school creates a
green environment and encourages students to establish green concepts in their minds. This
study shows that the sustainable architecture and eco-friendly environment make the userspace
familiar with the environment-friendly concept.
1. Introduction
Based on U.S. Energy Information Administration, Total energy production in Indonesia reached ninth
place in the World with16.062 quadrillion Btu in 2018, under eight other countries, most of which
developed countries such as the U.S and China [1]. Indonesian people need to find a solution to reduce
the use of energy. Therefore, they need to educate people to understand the situation and start applying
the sustainable environment in every aspect.
Indonesian need a tangible form of implementing the mandate of the United Nations Framework
Convention on Climate Change (UNFCCC), especially in Article 6 relating to the importance of the
role of each component of society to participate in providing education and spreading awareness to the
public about climate change (UNFCCC, 1992), this is necessary disseminated to the younger
generation [2]. Therefore, awareness of the environment needs to introduce early in the school
environment.
Public green building education is essential for some reasons. First, people are life-long building
consumers, and occupants within buildings can be crucial agents of change for resource conservation
measures such as energy efficiency and material recycling [3]. In Indonesia, people need to realize that
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
2
they need to start implementing a healthy life and concern for the environment. Green school is one of
the best solutions to educate people through education. A famous school in Bali, Indonesia, is very
concerned with this issue called Green School Bali. Therefore Indonesia's people need to learn from
this school about sustainable habits through its building design and curriculum.
Green school is located in Badung city, Bali, Indonesia. This school is under the Kul-Kul
foundation, which concentrates on using sustainable energy. The primary aim is to create awareness in
students and the community's concern for the environment through this school. It is concentrated with
the ecological principle ideals to focus on human behavior. It applies the green concept whose vision
is to create a generation conscious of the environment and sustainable futures. It has specific curricula
that focus on the green concept, so all aspects of the school are based on the green concept and
sustainability, including the architecture, interior, and all product design in this school. This research
discusses how design provides an ideal picture of thought. The buildings on this school use an
environment-friendly green concept consisting of local ingredients and an open form design, and a few
insulations.
Through this research, design becomes a place to educate users, in this case, students at green
schools in Bali, on green design missions. Indeed, lately, designers are intensively popularizing the
issue of environmental impact in their work. Twenty years ago, Victor Papanek argued convincingly
that designers, in a position of power, could help create a better world or contribute further to the
destruction of planet Earth. The idea is that designers must reject designs that are considered obsolete;
that only consumer needs, and their wants, should be addressed; and that designers should try to find
ways to use their abilities to be socially helpful [4].
Because the design profession is directly related to society and everyday life, the design products
are indirectly used to influence people's lives and shape their behavior. In practice, they are expected
to demonstrate proper ethics. The design must respond to the environment; it is necessary to consider
the natural resources that affect human beings in the future. One of the most critical aspects of this
approach is the idea of sustainability, which according to the World Commission on Environment and
Development is "must take into account the needs of the present without compromising the ability of
future generations to meet their own needs [4]. It is a new dimension in the ethics of the interior design
profession that is developing.
Residential interior architecture involves creating a relationship between the "insides" and
"outsides" together with the "human being." The different lifestyles of occupants have a direct impact
on the environment. Thus, creating sustainable residential spaces requires serious design thinking.
Aiming to collaborate with the natural physical conditions and wisely chosen materials to create self-
sufficient residential spaces [5]. Recently, the designing house also considers the environment; it is
called "Residential design" according to Nazmy Residential design aspects is aesthetic, functional, and
sustainable—sustainability including social, environmental, and economical [6].
Architecture and interior architecture designers should maintain the identity of peoples and
communities and respect their daily routine of life. The appropriate implementation of design aims to
achieve the present needs of users and make it suitable for future generations." People feel comfortable
in places that are concurrent with their place identities. Moreover, by reflecting true cultural identities,
the designer can participate in the sustainability of cultural values [7]. This research will describe
green interior design and curricula in Green School Bali becomes the solution to introduce awareness
of the environment.
2. Methods
This research uses a qualitative method where the data collection method is obtained through field
observations, interviews using recordings, and documenting anything encountered in the field through
cameras. Meanwhile, this research's data analysis uses the green design analysis of the Papanek
concept and the habitus of Bordie humans involved in it.
Previously, there had been researched discussing green building design at green schools in Bali; the
six Green Building criteria applied to the Green School Bali buildings had met Land Use, Energy
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
3
Conservation, Water Conservation, Use of environmentally friendly materials, Air quality, open
building design, and Building environment management [8]. Meanwhile, in this study, we will discuss
several other aspects of ecology design that have not been discussed previously related to interior
design problems and products used in schools as a whole. Papanek explained, in ecology design, it is
necessary to prioritize good planning comprehensively by considering several energy-efficient aspects,
such as lighting systems, ventilation systems, selection of safe materials, environmentally friendly
production processes, product packaging processes, product finishing, production transportation, and
waste industry [4].
In this study, first, we will discuss architectural and interior designs that affect the attitudes and
behavior of school residents in several school rooms according to Papanek's theory. Then the second
one will discuss the learning programs implanted in this green school, including the subjects,
regulations, and policies that are implanted in the school. Through the sociology theory by Pierre
Bourdieu on habitus, that is how habits can be formed deliberately and how the actors in the school
can create communities that are aware of the environment.
3. Results
3.1. Design in Green School Bali
The interior design consists of two parts: aesthetics related to beauty and systems related to the
fulfillment of the functions of the space in it, including its relation to lighting, ventilation, and others.
The main goal is to provide solutions to the occupants of the space in it so that they can get the desired
atmosphere, but lately, the issue of global warming has also touched on the designer profession, a
designer is responsible for the products created related to material selection, use, and waste generated.
So that one more important aspect that needs to be considered in interior design is the sustainability
aspect.
A building design must prioritize good planning comprehensively, which does not damage nature
but can blend with nature itself. In Papanek, it was stated that natural resource conservation planning
must be considered in a good design, including the use of lighting efficiently with the maximum use of
natural lighting in the room [4]. The use of natural light can be done directly or reflected into the
room. It can be done by maximizing the opening, using clear glass so that sunlight can get in
maximally, skylights, and reducing the sun's glare by using lattices and various forms of shading.
Maximizing this natural light can form an effort to save energy with a proper analysis of the area of
the room, the function of the room, and the use of space.
Apart from lighting, the ventilation system is also part of the effort to conserve natural resources.
Natural ventilation can also be used optimally in space design in order to save energy. An efficient
artificial ventilation technique to create thermal comfort in the room is a cross-ventilation system [4].
This system is considered adequate to create comfortable ventilation in buildings located in tropical
areas such as Indonesia.
Several examples of designs think about environmental ethics in both the process and the design
results. As we can see, Green School - Kul-Kul Campus Bali, located in Sibang Kaja village, is the
only school in the world whose buildings are made of environmentally friendly bamboo. This school
has been open since 2008. The air conditioning no longer uses air conditioning but a windmill through
an underground tunnel. The electric power uses bio-gas made from animal waste to light the stove.
Green School Bali has a unique interior architectural concept; it only uses bamboo to make
buildings (Figure 1). Some of the buildings using thatched roofs almost have no bulkheads, separating
the outer and inner spaces because they do not have entire closed but open walls, so they look very
integrated with nature.
The building is applied with an open building design. There are windmills in underground tunnels,
water infiltration in green open spaces, and environmentally friendly toilets. The green school also
uses environmentally friendly materials such as petung bamboo, volcanic stone, and clay. This open
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
4
design of the building causes good air circulation. Starting from the prohibition of vehicles in the
building area and providing open space for various outdoor learning activities [8].
The architectural and interior design uses bamboo as a whole. It always reminds people who see it
to be at one with nature. Looking at Bali's green school building design, it has implemented an
excellent lighting and ventilation system. It can be seen from the design of the building, which does
not use walls fully but is an open space that blends with nature; the building only consists of pillars,
floors, and roofs. So that light and air can enter freely into the room in the building. The school also
uses solar panels as the first source of energy.
Figure 1. Green School Bali classroom
In addition to the overall interior design planning mentioned above, Papanek adds that the
production process of environmentally ethical design products is also essential. It is the manufacturer's
responsibility to the interior product designer as the design and material planner. Product planning is
related to selecting safe materials, environmentally friendly production processes, product packaging
processes, product finishing, production transportation, and industrial waste [4]. People can also see
the design products at Green School Bali; they use bamboo for their furniture, including tables, chairs,
and props.
Green School Bali has implemented all of its products and is even very integrated with nature and
environmentally friendly; they are accustomed to recycling, using existing materials, and converting
them into other products. Examples of interior design elements that are pretty interesting are ropes and
fabrics that are used as elements to decorate the room, which are very interesting accentuations in the
middle of the room. In addition, there is also a collection of plastic that is converted into other
decorative products in the form of attractive installations.
Figure 2. Exhibition hall in Green School Bali
As Papanek has pointed out, interior materials are also essential in interior design. The use of
suitable materials and environmentally friendly finishing has a significant impact on the health of its
residents [4]. Using environmentally friendly materials such as natural materials is an essential aspect
of safe finishing raw materials. However, natural materials will no longer be the right choice when
designers only exploit materials that exist in nature without reforestation and conservation efforts. If
this happens, then what happens is only environmental destruction under the pretext of making
environmentally friendly buildings. In selecting materials, a designer does not just choose; the use of
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
5
certified eco-materials and legal materials is one way a designer can eradicate illegal logging and
environmental destruction.
The bamboo material was chosen because of the abundance of these raw materials built around the
school. In addition, the life cycle of bamboo is relatively fast and easy when compared to wood. The
construction adapts to the contours of the land and plants, not the plants that have to match the
building. The construction of this school did not cut down any trees on the land. The building adapts to
the existing trees without having to cut or move them.
One of the giant classrooms serves as an exhibition space to display students' works; their works
also use recycled leftover materials. In the center of the room, there is an installation of patchwork
decoration that accentuates the room. Then there is another interesting thing, namely on several
bamboo poles written the names of important people in the realization of this school building and the
names of the school's alumni. It adds meaning to the room; a pillar makes it valuable when an accent
and meaning are added. The interior design is exciting, filled with second-hand decorations. The most
exciting thing about this school is its curriculum related to the sustainability of nature and its
understanding of nature. All product designs in its class come from nature, such as bamboo and stone.
Another thing that is also interesting about this green schoolroom design is in the hall (performance
room), which is designed to be open without any walls, but only covered with or consisting of an
arrangement of bamboo, and thatch is added at the top (Figure 2 and Figure 3). It gives a sound effect
that reverberates in the room, so there is no need to add it with loudspeakers when holding a show.
Figure 3. Exhibition hall and staging room in
Green School Bali
Then there is also a toilet which is quite eye-catching there, all the walls are still made of bamboo,
and the unique thing is that they use soil to clean dirt instead of water (Figure 4). It is one solution to
reduce water use; in fact, the dirt can be used as fertilizer or biogas too, so that nothing is wasted,
everything can be used, this is following the principle of zero waste. Exciting additions are hand
washing basins made of stone and old tires and soap bottles made of natural stone.
Figure 4. Toilet and sink
Overall, the interior design applied at the Green School Bali has implemented excellent ecological
principles. The room fulfills system functions ranging from lighting, air conditioning, and acoustics,
energy-efficient and at one with nature. Meanwhile, in terms of aesthetics, it is also fascinating
because of some unusual and unique shapes that have adapted to natural forms that are organic and not
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
6
rigid. In addition, there is an additional meaning from the room by writing names on bamboo poles as
an element of decoration and providing values such as memory to make it more valuable.
Designers should also think about environmental ethics as part of design planning. The following
are some basic principles from Naess explaining five important basic principles why the application of
environmental ethics in interior design work is so important. The first principle, biospheric
egalitarianism, states that all creatures have the same position in nature so that forms of life have their
uniqueness, including humans, precisely to enrich not to dominate others, let alone exploit and destroy
whatever they do [8]. In connection with this principle, as part of nature, designers should remain
aware of their existence in coexistence with various other natural communities that also have the right
to develop. Second, humans must participate in planning nature to maintain harmony; humans must
participate following ecological wisdom [8].
Regarding design planning, designers play a wise role in integrating user interests with natural and
environmental conditions. Third, humans must realize themselves by developing their potential in an
ecological environment [8]. For designers, this can mean self-expression can be done through
creativity in and concerning the ecological environment. Fourth, a mutually beneficial symbiotic
relationship between humans and nature, humans have the right to meet their needs with nature, and
vice versa [8]. Designers have the right and are required to utilize the potential of natural resources
available strategically that can be profitable and maintain nature conservation. Fifth, changing both as
individuals and as a community as an ecopolitics movement [8]. Here we need a policy in principle
that is deemed necessary related to the environment with input from various parties.
Interior and building designs that apply the green design concept will influence the users of the
room, as written in the experimental research conducted by Karsli that when he applied the interior
design studio with the green design concept, it could affect the people in it as much as 87.5% that they
will apply sustainable design method during their personal life [6]. A design with a powerful green
design principle will make students indirectly behave following the design of the room they occupy.
3.2. Establishing a habit in Green School Bali
Habitus is a Latin word that refers to a typical or habitual condition, setting, or situation, especially in
the body [9]. Habitus is symbolized in authentic human nature. Its embodiment has three meanings in
Bordieu's work. First, in trivial reasoning, the habitus exists only as long as it exists 'in the head' of the
actor (and the head is part of the body). Habitus cannot be separated from the body; it automatically
becomes a habit even in the mind. Second, habitus exists only in, through, and is caused by the praxis
of actors and the interactions between them and the environment surrounding them: the way of
speaking, the way of moving, and making things.
Regarding the way of acting, unconsciously, it has been carried away and has become an
unavoidable habit of becoming a sign and characteristic for a person. In this case, empathic habitus is
not an abstract and idealistic concept. It is manifested in behavior and is an integral part of it (and vice
versa). It has become one in one's body and soul. Third, the 'practical taxonomy' discussed in Chapter
Two, which lies at the heart of the generative schema of the habitus, is rooted in the body.
Male/female, front/back, up/down, hot/cold, these things are accessible to the five senses – in terms of
reasoning and rooted in sensory experience – from the person's point of view, which symbolizes [10].
Things that have become commonplace are obtained based on sensory experiences related to what is
felt and experienced by the five senses.
So habitus can be formed by following patterns, behaviors, and experiences planned to become an
unavoidable habit. When students are no longer in the box or habitual environment, the behavior of
their mind while in that environment will remain embedded and will not be quickly released when he
moves. It is what green schools are trying to create to shape the behavior and habits of a child who
will continue to care about their environment. The habitus was obtained and deliberately created by
the founders by getting used to interacting with conditions and environments that care about the
environment, for example, in terms of architecture, interiors, the overall environment, then the second
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
7
based on the program created at the school, goals, vision and mission, activities at school, learning
programs that support habitus who care about the environment.
The policies instilled by the founders can create a community that cares about the environment.
They created a learning environment to be a friendly place. They teach students how to plant crops,
use the natural ingredients on their own, and collaborate with local people to guide the environment.
The mission of Green School is to build a community of learners making our world sustainable. The
way is to educate for sustainability, through community-integrated, entrepreneurial learning, in a wall-
less, natural environment. Our holistic, student-guided approach inspires and empowers us to be
changemakers. We believe in three simple rules underlying every decision: be local, let the
environment guide people, and envisage how our grandchildren will be affected by our actions. The
eight respect values that guide us are Integrity, Responsibility, Empathy, Sustainability, Peace, Equity,
Community, and Trust.
The curriculum applied in this school is based on green design, students are given compulsory
subjects according to school standards in Indonesia, but green concept values are always inserted in
each of these activities. They also have additional subjects, specifically green design, given to regular
students and guest students who want to take this class. They provide opportunities for residents to be
able to attend this nature school in addition to paying for it using garbage. Students are taught to plant,
harvest, and manage themselves in this nature school activity, right down to their cooking. All students
are provided with lunch here, which comes from the produce of their garden.
This school aims to form a new habit for its students. The habit itself is the activity that it has done
repeatedly to become a character embedded in a person's behavior. In this school, students are
accustomed to interacting with nature directly; they experience planting activities, processing the
planted materials, to reprocessing the rest. Coupled with a design that strongly reflects
environmentally friendly and energy-efficient, it will inspire students to continue this habit, even
though they graduate from this school. Their mission is to nurture changemakers with a passion and a
relentless commitment to sustaining our world. We believe each one of our students has a unique
potential to affect change and make a difference, whether that is through starting their permaculture
farms, setting off a global movement to ban plastic, advocating for climate change right out of college,
or following their passion for pursuing a university degree. Meet some of our changemakers and hear
how their ideas are shaping the world.
It is interesting to give awareness to students to respect the environment apart from building design
and product design in the room; there are also signs in the school environment that always remind
them to apply habits that respect the environment. It becomes close to them. Something that is done
repeatedly, over time it will become used to it, then it turns into a habit which then becomes a
character that cannot be separated. Here are some pictures of the signs in the Green school
environment to train students' habits (Figure 5).
Figure 5. Green sign/instruction to Green School Bali students
This sign looks simple, but it is pretty eye-catching. The media they use to convey information is
quite interesting, such as drawn wood, a delaminating paper that provides transparent information
about their vision and mission always to be remembered. They also sort waste into different categories
and order waste from leftover materials in attractive shapes.
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
8
Figure 6. Gardens, recycling laboratories, and recycled products of Green School Bali
At this school, they have been taught how to grow various crops such as rice and mint leaves
consumed every day; all the food available is everything they grow themselves and long-term plants
such as trees. Then for wilted plants and dirt are also used as compost. So awareness of cause and
effect starting from planting, consuming, and processing waste materials has been well implemented
in this school. They also have a shrimp pond where they are cultivated and, at the same time, a cattle
farm. Furthermore, other facilities to support schools activities are sports arenas, laboratories, and
libraries. They have several practice rooms for producing compost from organic waste that has been
sorted. Then, land to grow their crops, such as rice fields to grow rice and produce their rice. Also,
other crops in the garden, such as corn and mint leaves. Rice packaging is converted into bags; coir
bottles are made of natural stone (Figure 6).
This nature school aims to provide awareness to students to become a generation that cares and
continues to take care of the environment wherever they are. It is evident from several graduates of
this school who continue their studies to various parts of the world and continue to apply their green
design principles and take action to care for the environment. Because most of the students are
foreigners, so when they graduate, they also spread to various parts of the world. One of their alumni
has contributed at a young age. Sisters Melati (17) and Isabel (15) Wijsen Valedictorian were just 10
and 12 years old in 2013 when they started Bye Bye Plastic Bags. They remember being inspired by a
lesson in school about people who changed the course of history and asking themselves, 'What can we
do as children living in Bali, NOW, to make a difference?'. The answer was-Bye Bye Plastic Bags a
campaign to end single-use plastic bags in Bali, which has grown into an internationally recognized
movement for sustainability and youth empowerment. Then, Clover Hogan is a green changemaker,
climate activist, researcher on turning anxiety into the agency, and founder of Force of Nature; she is
mobilizing the emerging generation of leaders in the face of the climate crisis. She has worked
alongside the world's leading authorities on sustainability within Fortune 500 companies' boardrooms
and inside classrooms across the U.K. Also, Nicholas Saye only spent one year here, but it profoundly
impacted his journey. He shares: "I only felt the true impact Green School Bali had on me after I left.
It is where developing my interpretation of what sustainability meant to me and what my journey with
sustainability would be." Today, Nicholas is studying design at I.E., University, where he could spend
an exchange abroad in Mexico. In Mexico, he discovered a variety of cactus that are widely harvested,
and together with some friends who shared his passion for sustainability, they have launched a line of
locally-sourced wallets made of cactus bio-leather: Tumbao [11].
Higher education institutions have an essential role in sustainability. They are vital agents in the
education of future leaders that will contribute to the victorious United Nations Sustainable
Development Goals (SDGs) implementation. The geography of SDGs this implementation is very
heterogeneous, but it is clear that higher education institutions contribute decisively to creating a
mindset that facilitates the dissemination of SDGs principle [12]. So it is a crucial time for building a
sustainable habit for students. Through education and design will make people familiar with the
sustainable concept.
How design contributes to the habit – because every person uses this product and sees it every day,
they are familiar with it, become a habit, and become principal. We can see how every detail of the
design is unique and functional.
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
9
How amazing the green school makes an impact on the environment through education. Imagine
every people who graduated from this school will be the leader of a sustainable environment in the
future; they will share their knowledge and their concern with many people. However, it is not easy;
our difficulty is still many people who do not understand this situation's urgent. Our planet is already
in danger; we can see in the documentary film "An Inconvenient Truth" is a 2006 American
concert/documentary film directed by Davis Guggenheim about former United States Vice President
Al Gore's campaign to educate people about global warming. The film features a slide show that he
has presented over 1,000 times to audiences worldwide [13]. This film changed many people,
including the founder of this school, John and Cynthia Hardy. Since the film's release, An
Inconvenient Truth has raised international public awareness of global warming and reenergizing the
environmental movement. The documentary has also been included in science curricula in schools
worldwide, which has spurred some controversy [13].
People can learn from this school to start changing and not close their eyes to this situation. Global
climate will continue to undergo significant warming in response to ongoing emissions of CO2 and
other greenhouse gases to the atmosphere [14]. Therefore we do not close our eyes toward this case.
We need to realize that we need to start our project to reduce global warming by establishing the
sustainable habit. Then, a designer needs to consider the point of sustainable design. The designer
needs to think about the material, the sustainable raw material, and how the design can educate people
about the environment.
Today, sustainable urban design is challenged to create positive attitudinal shifts, to change social
perceptions that green buildings are not merely a trend and that sustainable architecture is a way of
experiencing nature in environmental design. Practitioners need to cultivate and sustain a more robust
sustainability vision through continually thinking of ways to ramp up long-term solutions for creative
integration of spatial designs, systems, and materials with technological innovations purposed for the
urban buildings of tomorrow [15].
Of all the efforts of Green School Bali in achieving world sustainability, almost all programs are
not profit-oriented. Although tourism education and Kul-Kul farm make money, the proceeds from the
business are fully used for scholarship financing. Although different from the KLH concept, which
prioritizes economic profit, the Green School Bali programs can impact the economic distribution of
the local community. Green School Bali has considered the social and economic impacts by involving
the surrounding community, although the main focus is nature conservation [16].
Green School Bali had already applied sustainable design and sustainable curricula to familiarize
the students with and understand the global warming issue and reduce it. Through the students, they
make a change to the world to spread caring with the environment.
4. Conclusion
From the description above, it can be seen that all space facilities and building designs, and spaces in
this Bali Green School have consistently utilized natural energy as much as possible. By not
eliminating the aesthetic elements and system elements in it. Sustainable Design has been applied
following lighting systems, energy-efficient ventilation, and the use of sustainable materials. Thus,
people who directly interact with the design of such a building will feel familiar with everything
applied. Coupled with the activities and green design curriculum implemented in this school which
always involves sustainable thinking, it will undoubtedly be a good provision for students when they
graduate from this school.
Acknowledgments
We would like to express our great appreciation to all staff in Green School Bali for their valuable
response and contribution to this research.
References
[1] EIA 2018 Independent Statistics an analysis (US: Energy Information Administration)
The 8th International Conference on Sustainable Agriculture and Environment
IOP Conf. Series: Earth and Environmental Science 905 (2021) 012075
IOP Publishing
doi:10.1088/1755-1315/905/1/012075
10
[2] Luthfia A R 2019 J. Abadimas Adi Buana 3 39–42
[3] Cole L B 2019 Int. J. STEM Educ. 6 18
[4] Papanek V 1995 The Green Imperative. Ecology and Ethics in Design and Architecture
(Singapore: Thames and Hudson)
[5] Unwin S 2013 Analysing Architecture (London: Routledge)
[6] Nazmy H S 2016 Environment-Behaviour Proceedings Journal 1 311–19
[7] Mahmoud H T H 2017 The Academic Research Community Publication 1 112
[8] Hapsari O E 2018 Al-Ard J. Tek. Lingkung. 3 54–61
[9] Gray B 2015 International DEFSA Conference 7142–50
[10] Harker R, Mahar C and Wilkes C 1990 An Introduction to the Work of Pierre Bourdieu
Translated version (Habitus x Modal) + Ranah = Praktik. Pengantar Paling Komprehensif
Kepada Pemikian Pierre Bourdieu (London: Palgrave Macmillan Ltd - Jalasutra (Indonesia))
[11] Green School Bali 2021 Our Alumni https://www.greenschool.org/bali/our-alumni/
[12] Žalėnienė I and Pereira P 2021 Geogr. Sustain. 2 99–106
[13] Guggenheim D 2016 An Inconvenient Truth Documentary Movie Synopsis Available at:
Wikipedia
[14] Anderson T R, Hawkins E and Jones P D 2016 Endeavour 40 178–87
[15] Poon S 2020 Int. J. Built Environ. Sustain. 8 91–101
[16] Shertina R 2020 Glob. Policy J. Int. Relations 8 2387
