Tambakrejo dikenal dengan daerah pesisir. Hal ini dikarenakan letak kelurahannya dekat dengan pesisir pantai dan mayoritas warganya memang berprofesi sebagai nelayan. Berbagai hasil tangkapan laut yang diperoleh para nelayan Tambakrejo salah satunya adalah kerang. Keberadaan kerang sangat melimpah. Namun kerang yang dihasilkan hanya dimanfaatkan bagian dagingnya saja, sedangkan untuk cangkang kerang hanya menjadi limbah yang tidak dapat diurai oleh tanah. Alternatif yang dilakukan yaitu memanfaatkan limbah cangkang kerang yang diolah menjadi kerajinan tangan bros agar dapat meningkatkan perekonomian warga Tambakrejo yang memiliki nilai estetika dan nilai jual ekonomis. Tujuan penelitian ini adalah untuk mengetahui pemanfaatan limbah cangkang kerang sebagai alternatif kerajinan tangan pembuatan bros ramah lingkungan Tambakrejo, Semarang. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif dan pengumpulan data dalam penelitian ini menggunakan teknik observasi, wawancara, dan dokumentasi. Untuk menganalisis data hasil penelitian ini diperoleh dari dasar teori yang dalam hal ini digunakan sebagai patokan pengambilan data yang melatar belakangi artkel ini serta observasi secara langsung terhadap objek penelitian, yaitu tentang limbah cangkang kerang yang berada di Tambakrejo Semarang. Berdasarkan penelitian yang telah dilakukan mengenai Kerajinan Tangan Limbah Cangkang Kerang sebagai Alternatif Pembuatan Bros Ramah Lingkungan Tambakrejo Semarang, diketahui bahwa kegiatan ini menjadi solusi dalam meningkatkan potensi yang ada di Tambakrejo, sehingga memiliki berbagai manfaat untuk dibuat kerajinan tangan yang unik dan bisa dimanfaatkan untuk meningkatkan kesejahteraan masyarakat. Selain itu penelitian ini diharapkan mampu mengurangi limbah yang sulit terurai menjadi kerajinan tangan yang memiliki nilai estetika tinggi dan mampu meningkatkan perekonomian warga Tambakrejo Semarang.

The low preservation of the environment makes the atmosphere less cool. One solution to the problem related to environmental preservation is by planting through hydroponics. The aim is to build an environmentally friendly attitude to students of SMP N 8 Semarang and to bring up students' desire to grow crops. Planting in a hydroponic manner in addition to helping preserve the environment, can also be useful to meet food consumption, health, and improve student concentration when the environment is beautiful. The hydroponics training was conducted by the laboratory at SMP N 8 Semarang for 3 dayS. The purpose of this study was to determine the environmentally friendly attitude of students of SMP Negeri 8 Semarang through hydroponic training. The method used is hydroponic observation training, interviews and questionnaires for students of SMP N 8 Semarang before being given training and after training using a behavioral checklist. From the results of the study showed that there was a comparison of scores between before and after, namely the questionnaire before treatment obtained an average of 79.1 and the questionnaire after treatment obtained an average of 91.4. From these data means that students care about the environment and students' interest in hydroponics is getting better. This was stated because students had taken the training activities seriously. This article concludes that to preserve the school environment the environment friendly attitude of students of SMP N 8 Semarang is treated through hydroponic training.

Education is a need for every child to have insight and hope for goals because basics education is helpful until the end of life. The existence of life-long learning indicators is very relevant to be applied by students in learning biology. These indicators include complex thinking, information processing, effective communication, collaboration/cooperation, and thinking habits. This study aims to determine the urgency of providing life-long learning for students in biology learning. The research method uses qualitative methods, the research instrument used in this study is a questionnaire. The results showed that the student's response was in the high category with a percentage of 60%, which means that students already understand the concept of life-long learning but have not applied it in their daily lives. 60.9% of students responded that life-long learning had not been implemented in biology learning at school and agreed if it was applied in biology learning. Therefore, the provision of life-long learning for students in biology learning is considered very important to apply.