Development and Application of an Augmented Reality Oyster Learning System for Primary Marine Education

Marine knowledge is such an important part of education that it has been integrated into various subjects and courses across educational levels. Previous research has indicated the importance of AR assisted students’ learning during the learning process. This study proposed the AR Oyster Learning System (AROLS) that integrates mobile AR with a marine education teaching strategy for teachers in primary schools. To evaluate the effectiveness of the proposed approach, an experiment was conducted in a primary school natural science course regarding oysters. The participants consisted of 22 fourth-grade students. The experimental group comprised 11 students who learned with the AROLS learning approach and the control group comprised 11 students who learned with the conventional multimedia learning approach. The results indicate that (1) students were interested in the AR learning approach, (2) students’ learning achievement and motivation were improved by the AR learning approach, (3) students acquired the target knowledge through the oyster course, and (4) students learned the importance of sustainability when taking online courses at home during the pandemic.

A Study of the Learning Outcomes on Marine Education

The major purpose of this study was to explore the learning outcomes on marine education for 3rd graders in Taipei. A quasi-experimental design with a single group was used in this study. Students in the experimental group (N=56) were given eight weeks of marine education activities and a one-day field trip at Tamsui River Estuary Park in New Taipei city. Two research instruments were used in this study, including a Marine Education Achievement Test and an Attitude towards Marine Education Scale. The results were obtained by t-test analysis. The results of this study were (1) the Marine Education Achievement Test showed students in the post-test achieved higher scores than in the pre-test (t = 14.21, p .001); and (2) the Attitude towards Marine Education Scale showed students in the post-test had higher scores than in the pre-test (t = 4.28, p .001). Therefore, it can be concluded the marine education activities and field trip were effective for 3rd graders’ learning on marine education in this study.

Upaya pelestarian kawasan mangrove melalui pemberdayaan masyarakat pesisir di Kecamatan Arosbaya Kabupaten Bangkalan Madura Provinsi Jawa Timur

Kecamatan Arosbaya memiliki potensi perikanan yang produktif dan didukung oleh sumber daya alam kawasan mangrove seluas 119,3 ha. Upaya pengelolaan perlu dilakukan agar potensi kawasan tersebut bermanfaat secara berkelanjutan dengan pengembangan sumber daya manusia melalui program penyuluhan. Tujuan dilakukan kegiatan penelitian tersebut yakni meningkatkkan pengetahuan, sikap dan keterampilan masyarakat pesisir terhadap pelestarian dan pengelolaan ekosistem mangrove secara ekologis, ekonomis, dan sosial. Program penyuluhan ini dilaksanakan pada 02 Maret-15 Mei 2020, dengan metode Before-After Comparisons. Penyuluhan tersebut dilakukan melalui program-program sosial seperti kegiatan sosialisasi pelestarian sumber daya alam kawasan mangrove, sosialisasi budidaya sistem silvofishery, pelatihan pengolahan mangrove, dan pembelajaran ekosistem pesisir (Marine Education). Melalui penyuluhan partisipatif tersebut, masyarakat dapat menyerap informasi dengan baik, peduli terhadap lingkungan sekitar, dan dapat menambah nilai ekonomi dalam segi kebermanfaatannya. Hal ini dapat mendukung pengembangan potensi kawasan mangrove di Arosbaya secara berkelanjutan.

Menebus Dosa Masa Lalu: Ekoliterasi Pada Anak Sebagai Penyadaran Lingkungan

Using the wrong fishing gear causes the Bangsring beach environment to become damaged. This environmental damage has created local heroes to restore the environment to its original state. This research is a qualitative study using a life history case study approach. Researchers use Derrida's deconstruction as a tool for analyzing phenomena. Researchers focused on Ikhwan Arif's thoughts as a process of environmental awareness for coastal communities in Bangsring Village, Wongsorejo in Banyuangi Regency. The results of this study explain that there is environmental awareness by means of socialization related to the importance of protecting the marine environment to objects around fishermen, namely through children, in local nuances this socialization is also referred to as marine education. The process of providing this material is used to provide understanding and knowledge related to the environment (ecoliteration). The presence of the marine education program is used as a way to atone for past sins committed by fishermen for exploiting the marine environment. In the marine education process, children are given knowledge about the marine environment and how to manage it. Ecoliteration is not only seen as a form of education about the environment. On a different side, there are other things that can be seen from the ecoliteration of children, namely making children as agents to help change fishermen's fishing patterns. Children are chosen to be agents because children are considered as individuals who dare to express opinions, individuals who are easily formed, and individuals who must be cared for who will continue the next generation. Penggunaan alat tangkap yang salah menyebabkan lingkungan pantai Bangsring menjadi rusak. Kerusakan lingkungan tersebut memunculkan local heroes untuk mengembalikan lingkungan seperti semula. Penelitian ini merupakan penelitian kualitatif dengan metode pendekatan studi kasus life history. Peneliti menggunakan dekonstruksi Derrida sebagai pisau analisis fenomena. Peneliti memfokuskan pada pemikiran Ikhwan Arif sebagai proses penyadaran lingkungan masyarakat pesisir di Desa Bangsring, Kecamatan Wongsorejo, Kabupaten Banyuwangi. Hasil penelitian menjelaskan bahwa terdapat penyadaran lingkungan dengan cara sosialisasi terkait pentingnya menjaga lingkungan laut kepada objek disekitar nelayan yaitu melalui anak-anak, dalam nuansa lokal sosialisasi ini juga disebut sebagai marine education. Proses pemberian materi ini digunakan untuk memberikan pemahaman dan pengetahuan terkait dengan lingkungan (ekoliterasi). Hadirnya progam marine education digunakan sebagai cara untuk menebus dosa di masa lalu yang dilakukan nelayan karena telah mengeskploitasi lingkungan laut. Dalam proses marine education, anak diberikan pengetahuan tentang lingkungan laut dan cara menjagannya. Ekoliterasi tidak hanya dilihat sebagai sebuah bentuk edukasi tentang lingkungan saja. Disisi yang berbeda, terdapat hal lain yang dilihat dari ekoliterasi pada anak, yaitu menjadikan anak sebagai agen untuk membantu merubah pola tangkap nelayan. Anak dipilih menjadi agen karena anak dianggap sebagai individu yang berani untuk mengungkapkan pendapat, individu yang mudah dibentuk, dan individu yang harus dijaga yang akan meneruskan generasi selanjutnya