Abstract
This study investigates the integration of the Kitchen Garden Model and its impact on the cognitive behavior of students in crops production. The researcher analyzed respondents’ demographic profiles, including sex, age, parents’ educational background, and parents’ occupation. Additionally, it explored students’ perceptions of the Kitchen Garden Model's integration and their cognitive behavior in crop production. Findings revealed a balanced distribution of respondents by sex and age, with many being 16 and 17 years old. Most parents had tertiary education and stable employment, indicating a relatively stable socioeconomic background. Students generally perceived the integration of the Kitchen Garden Model positively, noting high levels of availability, flexibility, engagement, and stability. Their involvement in planting activities, such as nursery operations, planting crops, and crop maintenance, received positive feedback. The study found significant correlations between the Kitchen Garden Model and cognitive behaviors, including environmental consciousness, sustainable agriculture practices, nutrient-dense food utilization, and ecoliteracy. Overall, the integration of the Kitchen Garden Model positively influences students' cognitive behavior in crop production, enhancing their understanding of sustainable practices and promoting environmental consciousness.
