社区学习中心环境素养与生态旅游保育初探

Budiyono Saputro, Fadhil Ardhiansyah
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引用次数: 3

摘要

海岸磨损导致Mojo Pemalang村的红树林遭到破坏。因此,需要对Pemalang Mojo村社区的保护知识进行初步研究,以开发红树林生态旅游的潜力。本研究旨在通过社区学习中心(CLC)了解Pemalang Mojo村渔民对红树林生态旅游发展的保护知识。研究类型为定性描述。研究对象是印度尼西亚中爪哇省Pemalang的Mojo村的渔民。北美环境教育协会(2011)和Rush等人(1999)对环境素养和保护的六个指标进行了初步研究。结果如下:生态知识=6.02%,口头承诺=6.02%,环境敏感性=6.02%、认同度=12.04%,问题分析=6.02%,实际承诺=6.02%。总体百分比为42.14%,属于低类。初步研究结果表明,Mojo渔业社区对红树林环境保护的认识仍有待提高。根据初步研究结果提出的一个解决方案是实施红树林生态旅游社区学习中心,该中心通过几项培训进行,包括保护培训、教育培训、旅游培训和经济培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Preliminary research on environmental literacy and conservation toward eco-tourism through the community learning centre
Coastal abrasion has caused the destruction of the mangrove forest in Mojo Pemalang Village. Thus, a preliminary study of communities’ literacy about conservation at Mojo Village, Pemalang, was required to develop the potential of mangrove forest ecotourism. This study aimed to understand the fishermen’s literacy about conservation at Mojo Village, Pemalang related with the development of mangrove forest ecotourism through the Community Learning Center (CLC). The type of research was qualitative descriptive. The research subjects were fishermen in Mojo Village, Pemalang, Central Java, Indonesia. The results of a preliminary study of six indicators of environmental literacy and conservation developed by the North American Association for Environmental Education (2011) and Rush et al. (1999) are as follows: ecological knowledge = 6.02%, verbal commitment = 6.02%, environmental sensitivity = 6.02%, identification = 12.04%, issue analysis = 6.02%, and real commitment = 6.02%. The overall percentage was 42.14% and was included in the low category. The results of the preliminary study indicated that Mojo fishing communities’ literacy about conservation of the environment towards mangrove forests still needed to be improved. A solution suggested based o the results of a preliminary study was the implementation of mangrove ecotourism Community Learning Center (CLC), conducted through several pieces of training, including conservation training, education training, tourism training, and economic training.
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