Green Building Implementation at Schools in North Sulawesi, Indonesia

This research aims at investigating the green building implementation at schools in North Sulawesi, Indonesia; and to analysis the relationship between implementation of green building concept at school with students’ green behaviour. This research is Survey Research with quantitative descriptive method. The analysis unit is taken purposively, that is school that had been implemented the green building concept, Manado’s 3rd Public Vocational High School, Lokon High School at Tomohon, Manado Independent School at North Minahasa, and Tondano’s 3rd Public Vocational High School. Data collecting is acquired by observation and questionnaire. The Assessment Criteria of green building on Analysis Unit, is taken from Greenship Existing Building ver 1. There are 4 main points that being assessed, which are Energy Conservation and Efficiency; Water Conservation; Indoor Health and Comfort; Waste Managerial. The Analysis technique used in this research is the simple regression analysis. The result of the research shows that there is a significant relation between green building implementation at school and students’ green behavior. The result is accordance with the Gesalts Psychologist theories, that architecture can change the user’s behaviour.


Introduction
Global warming is not only a story comes from a land far away; about gas pollution, huge factory disposal, melting ice, polar bear in the verge of extinction, and descending agricultural land in Africa are truly real. On the other side, most of people assume that the effect of global warming will only happen in tens year ahead. Unaware that the horrible effect from the global warming is coming closer to visit our lives. The impact can be felt now, likes the disorderly seasons, flood and drought happens at the same time, disaster often occurs related to the climate. In Indonesia, since 2003, has occurred 4 times escalation of disaster. In 2003 to 2005, there were 1.429 disasters and approximately about 53.3% among them, related to the climate, hydrology, such as flood, drought, forest fires and typhoon. In North Sulawesi, in recent years has occurred a wretched disaster [1].   (Figure 1), caused many people lost their lives, damaged home, and landslide followed by a long drought that caused forest fires in 2015 (see Figure 2), including the forest in the valley near Mount Lokon [2]. In truth, every of our choices and habits, like in choosing transportation, building, up to the habits of saving energy, water and not to carelessly littering, contributes importantly in the deteriorating global warming, or we can be the solution [3][4] [5].
Based on the experiences from the disasters occurred in recent years, seems that the schools, especially in Manado, in Minahasa, and North Sulawesi in general, has started to introduce students about the go green act, and trying to implement the green building concept into their infrastructures at school. Such act can be seen through the slogans hang on the wall and school's magazine board (madding), also the availability of trash can, separating the organic and non-organic waste, and etc. This is interesting and urgent to be investigated and discussed, about the application of the concept of green building at school in Minahasa affecting the go green habits of theirs students. According to the explanation in the background, the research questions of these researches are; what are the green building concepts that have been implemented at schools in Minahasa? And how is the effect of implemented green building concept toward students' go green habits at schools in Minahasa?

Research Methods
The analysis techniques used in this research are the simple regression analysis and descriptive analysis. In order to get a representative picture, thus the research location was held in Manado, Tomohon, North Minahasa and Minahasa. The objects of the research from schools can see in Figure 3. UNIT

Implementation of "Green building" concept
Criteria assessment of the implementation of green building concept at analysis unit, conclude from green ship rating tools for established building, version 01. There were 4 main points that was assessed, which were; 1) energy efficiency and conservation; 2) water conservation; 3) indoor health and comfort; 4) waste managerial [6] [7].
The field observation result of the energy efficiency and conservation shows in Table 1. There are four unit of analysis schooling in North Sulawesi only applied given electric meter for every building (Figure 5), only some of them regularly do the evaluation to calculate the use of energy, and three unit of analysis prioritizing natural lighting (Figure 4) and the management of room temperature by air ventilation of each room. Four unit of analysis schooling in North Sulawesi didn't apply OTTV circulation, on site renewable energy, and anticipate climate change impact.  The field observation result for water conservation shows in Table 2. The application of water conservation of four unit of analysis at schools in North Sulawesi is the implementation of the total amount of water use, water circulation, rain water catchment (Figure 6), and efficiency ( Table 7) in using the water for the field, and also the availability of water absorption at school environment. Four unit of analysis schooling in North Sulawesi didn't apply water use reduction, water fixtures, and alternative water resources.  Rainwater harvesting X • X X 5 Water efficiency landscaping X • X X The field observation result for indoor health and comfort shows in Table 3. The application of indoor health and comfort aspect of four unit of analysis at schools in North Sulawesi is about the application of fresh air circulation from outside to inside the room (Figure 8), minimizing the use of machine or motor transportation that produces CO, no smoking area at every corner of the schools, paying attention to the thermal comfort and protecting each classroom from noises.   Figure 8. Landscape of unit of analysis 2 application of fresh air circulation from outside to inside the room The field observation result for waste managerial shows in Table 4. The availability of trash can in every corner of school environment; along with the regular schedule to dump the trash are the aspects that have been done at the observed four unit analysis (see on Figure 9). Four unit of analysis schooling in North Sulawesi didn't apply composting the waste and didn't use waste incinerator . In general, the implementation of green building concept at four unit of analysis at schools in North Sulawesi, which are: the first unit of analysis has implemented 29.63%, the second unit of analysis has implemented 55.65 %, the third unit of analysis has implemented 18.52%, and the fourth unit of analysis has implemented 40.74%.

Students' Green Behavior
Students' green habits toward energy conservation and efficiency aspect can be measured from; students preference to use natural lighting than man-made lighting or electric lamp, students always turn off the lamp after they use the room, students that choose to let the window open and the air can circulate freely, students are automatically can always make sure that they have turned off the electrical tools before they leave the room. Students' green behavior toward the water conservation can be measured from, students are sure to turn off the tap water every time they leave the kitchen, bathroom/ lavatory, students also care to make sure that they have turned off the tap water at outside the room after they finish. Students' green habits toward indoor health and comfort aspect measured by, students prefer to use natural air conditioner than machine one, students do not smoke at school, and students do not make unnecessary noises around the learning environment. Students' green ha-bits toward the waste management aspect can be measured by, students always throw the trash at the bin, students are able to separate organic and non-organic waste, and dangerous waste toward the environment, students with their creative effort use the waste to create a product, and also the students know how to make fertilizer [8] [9]. The result of questionnaire data toward students' green behavior shows in Table 5

The implementation effect of green building concept at school toward students' green habits
The analysis impact of the schools' effort to apply green building concept toward students' green habits using simple regression has shown in Figure 10. The simple equation regression output shows: The intercept or constants worth 13.18 % shows that without the implementation of green building concept, students' green behavior are 13.18 %. From the positive equation relationship in which every escalation of variable X; which is the implementation of green building concept, can escalate the variable Y; which is the students' green behavior. The coefficient regression 0.1318 shows every improvement/escalation of the green building implementation concept at every unit of analysis 1% can escalate 13 % students' green behavior. The discussion of simple regression analysis shows the wider/bigger the green building implementation concept can improve the establishment of students' green behavior. This result suits with the behavioral theory argue that every architect can influence those who use the building.