GREEN-BACK CALENDAR: KERANGKA INTEGRATIF GREEN BEHAVIOR GENERASI Z DI SEKOLAH URBAN
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Abstract
This study aims to conceptually develop and evaluate the Green-Back Calendar model as an integrative framework for internalizing green behavior among Generation Z students in urban schools, with particular emphasis on supporting zero-waste school ecosystems. The Green-Back Calendar is a habit-tracking instrument designed to systematically record and reinforce daily pro-environmental actions, symbolically representing the progressive greening back of student behavioral patterns toward ecological responsibility. Employing a semi-systematic literature review methodology, this study collected and analyzed peer-reviewed articles, institutional reports, and scholarly publications sourced from Google Scholar, ERIC, Scopus, and SINTA databases, published between 2015 and 2024. Following PRISMA-informed selection criteria, 42 studies were incorporated as primary sources of conceptual synthesis, analyzed through thematic synthesis to identify recurring patterns and theoretical convergences. The findings demonstrate that the Green-Back Calendar operates through three sequentially integrated and mutually reinforcing pillars: (1) habit formation, grounded in a minimum 66-day repetition cycle, transforms conscious recycling efforts into automated default actions; (2) digital monitoring, incorporating gamification elements, provides real-time feedback and collective accountability, substantially increasing student participation; and (3) character incentives, emphasizing social recognition over punitive measures, cultivate intrinsic motivation and durable moral responsibility. The theoretical architecture draws upon the Theory of Planned Behavior, Habit Formation Theory, Social Cognitive Theory, and Self-Determination Theory, each contributing distinct explanatory mechanisms. This integrative framework offers a scalable and contextually feasible solution toward achieving Sustainable Development Goals 4 and 12, with practical implications for educational policymakers, school administrators, and local governments in designing evidence-based character education programs oriented toward long-term environmental sustainability.
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