Beberapa perilaku yang merusak lingkungan adalah merusak tanaman, menebangpohon, boros penggunaan air, dan membuang sampah sembarangan. Masalah risetadalah terdapat siswa yang belum berkarakter peduli lingkungan padahal alamsebagai media belajarnya telah diberikan. Tujuannya adalah mengukur perubahantingkat kepedulian lingkungan peserta didik sebelum dan sesudah pembelajaranpertanian organik, menganalisis hubungan antara varibael, dan membuat konseppembangunan karakter peduli lingkungan pada materi pembelajaran pertanianorganik. Pendekatan risetnya adalah kuantitatif. Metode, teknik, dan pengambilandata menggunakan metode campuran. Hasil menunjukkan bahwa terjadi perubahantingkat kepedulian lingkungan pada indikator hemat dalam penggunaan air, yaitusebesar 49,16%. Korelasi yang cukup antara pertanian organik dan pembangunankarakter peduli lingkungan sebesar 0,412 dengan tingkat signifikan sebesar 0,000pada α=0,01. Korelasi yang cukup antara proses pembiasaan dan pertanian organikterhadap pembangunan karakter peduli lingkungan sebesar 0,430 dengan tingkatsignifikan sebesar 0,000 pada α=0,01. Konsep membangun karakter pedulilingkungan terdiri dari tiga komponen, yaitu proses pembiasaan, integrasipembelajaran, dan penanaman nilai-nilai peduli lingkungan. Kesimpulannya adalahmembangun karakter peduli lingkungan dapat dilakukan melalui pertanian organik,proses pembiasaan, perubahan tingkat kepedulian lingkungan, integrasipembelajaran, dan penanaman nilai-nilai peduli lingkungan. Karakter pedulilingkungan dibangun adalah menyayangi tanaman, hemat penggunaan air, memilahdan membuang sampah pada tempatnya, menggunakan kembali sampah yangdihasilkan, dan memanfaatkan bahan organik.

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Some of the behaviours that damage the environment are damaging plants, cutting

trees, wasteful use of water, and littering. The research problem is that a few

students do not have the character to care about the environment even though nature

has given as a learning medium. The goal is to measure changes in the level of

environmental awareness of students before and after learning organic agriculture,

analyze the relationship between variables, and create a concept of character

building that cares about the environment in organic farming learning materials.

The research approach is quantitative. Methods, techniques, and data collection

using mixed methods. The results show that there is a change in the level of

environmental awareness on the indicator of saving water use, amounting to

49.16%. A sufficient correlation between organic farming and environmental care

character development is 0.412, with a significant level of 0.000 at α = 0.01. A

sufficient correlation between the habituation process and organic farming on the

character building of environmental care is 0.430, with a significant level of 0.000

at α = 0.01. The concept of building a caring character for the environment consists

of three components, namely the habituation process, the integration of learning,

and the inculcation of environmental care values. The conclusion is that building a

caring character for the environment can do through organic farming, the process

of habituation, changes in the level of environmental awareness, integration of

learning, and planting values of environmental care. The character of caring for the

environment is built by loving plants, saving water use, sorting and disposing of

waste in its place, reusing the generated waste, and utilizing organic materials