Dear Ms. Selaras.
Thats was an interesting presentation. I want to know, what the harderst part you
found when you develop the teaching material? and I^m curious why you choose
Musi estuary ecosystem?
Thank you.
Replies:
Palembang has a famous river icon, the Musi River, but I was curious about the
part of the tip of the musi river, then I studied the mouths of the Musi river
there are 5 estuaries, and one of which I can access is the Musi estuary located
at Sungsang Banyuasin, a trip to a place is approximately 2.5 to 3 hours from
Palembang. At the first observation, I discovered the wealth of Nypah fruticans
and Sonneratia caseolaris, but in one section there was a large amount of land
clearing, besides that there was a lot of rubbish under the people^s houses.
According to some mangrove residents are a nuisance because they continue to
grow under their homes, so regular logging is usually done.
When I asked several residents, they said that in Sungsang there was no waste
management from local or government officials. They also say that it^s always
been like that, when the tide of garbage will be carried away. From this
beginning I thought that it would be a pity if this local potential would not be
well maintained, how the ecosystem in the future. Then we need education that
starts with children, through learning in children it is hoped that they will
become adults who take care of their environment going forward. Therefore I
am interested in learning how the concept of ecosystems that are around them,
so that they can realize that the material of ecosystems is that close to the daily
lives of students.
I am very interested in your research, I want to ask, Can the teaching material
that you have made can be used in an area that has an estuary environment as
well?
Replies:
Each region has its own uniqueness and potential that is different, so that the local potential of the Musi estuary is different from other estuary environments. for example the abiotic components found around the Musi estuary are not necessarily the same as other estuary environments, as are the abiotic factors. if Musi estuary alternative teaching materials are used by students in other estuary environments, it is worried that the examples will be less relevant, even though the concept is still the same. So far Musi estuary alternative teaching materials will be tested first.
Dear Ms. Selaras. I^ve been seen your presentation & I^m interested about your
research. In your research, what the target (knowledge, skills, or attitude) that you
wanna achieved for the student after implement the supplementary book for the
learning? Thank you..
Replies:
Thank you Ms. Haifa.
My target in developing alternative teaching materials is to produce a product that can help students understand the concept of the ecosystem through the environment that is around students. Musi estuary alternative teaching materials are expected to facilitate students in improving their skills in argumentation and solving problems related to the surrounding environment.
Dear Ms. Selaras Handayani...
I really appreciate your research, i wanna ask you. What are the excess teaching
materials that you have made from textbooks used by schools? thank you...
Replies:
Student textbooks were generally limited with examples and were also seldom found relevant to students^ daily lives which often caused biology learning not to run contextually. Meanwhile, there were many contexts around students that could be used as references or learning resources. The alternative teaching materials was more contextual presentation of ecosystem material with simple language and it was also easy for students to understand, because the content of alternative teaching materials used contextual issue and examples based on concepts of estuary Musi ecosystem.
