Peran Edukasi Lingkungan Dalam Membentuk Kesadaran Lingkungan Nelayan untuk konservasi Ekosistem Gambut di Sungai Serkap, Riau

Abstract

Ekosistem gambut di Semenanjung Kampar terancam oleh kebakaran lahan dan pembalakan liar. Program RER mengintegrasikan edukasi lingkungan sebagai strategi konservasi. Penelitian ini mengkaji peran edukasi lingkungan RER dalam meningkatkan pengetahuan, sikap, dan partisipasi nelayan. Penelitian menggunakan pendekatan campuran dengan wawancara terhadap 27 nelayan, observasi, dan studi pustaka. RER menyelenggarakan edukasi lingkungan secara nonformal tanpa kurikulum khusus. Partisipasi nelayan didukung kemitraan jangka panjang, insentif ekonomi, dan peran aktif ketua kelompok, tetapi terkendala prioritas ekonomi, keterbatasan akses, dan rendahnya pendidikan formal. Kelompok SJL memiliki pengetahuan dan partisipasi tertinggi, TGMB berada pada tingkat sedang, sedangkan nelayan nonkelompok memiliki sikap positif meski pengetahuannya terbatas. Edukasi lingkungan RER efektif meningkatkan pengetahuan praktis dan partisipasi nelayan, tetapi materi hidrologi gambut, penyimpanan karbon, dan dampak limbah masih perlu diperkuat.

Peatland ecosystems in the Kampar Peninsula are threatened by land fires and illegal logging. The Riau Ecosystem Restoration (RER) program integrates environmental education as a conservation strategy. This study examines the role of RER's environmental education in improving fishers' knowledge, attitudes, and participation. A mixed-methods approach was used, involving interviews with 27 fishers, observations, and a literature review. RER provides non-formal environmental education without a specific curriculum. Fishers' participation is supported by long-term partnerships, economic incentives, and active group leaders but constrained by economic priorities, limited accessibility, and low levels of formal education. The SJL group demonstrated the highest levels of knowledge and participation, the TGMB group showed moderate levels, while non-group fishers exhibited positive attitudes despite limited knowledge. RER's environmental education effectively improved practical knowledge and fishers' participation, but materials on peat hydrology, carbon storage, and waste impacts require further strengthening.