Name : Muhamad Fajar Zilullah

Email : fajarkang40@upi.edu
Country : Indonesian
University : Indonesian Education University
Banten Educational Thought: Historical Discourse
By: Mr. Encep Supriatna

The development process in Banten Province is carried out in all fields, one of which
is the field of education, coordinated through the Banten Provincial Education Office which is
led by a Head of Service who is under and responsible to the Governor through the Regional
Secretary. The Head of the Education Office has the main task of carrying out regional
government affairs based on the principle of regional autonomy and assistance in the field of
education.
Along with the development and journey of the Banten provincial government, it has
now been thirteen years of development in the field of education. Many regulations in the field
of education have been issued, innovations in the field of education have been developed, and
the education budget has increased significantly from time to time. As a sub-region of West
Java which was established on October 6, 2000 through the Law of the Republic of Indonesia
Number 23 of 2000, the Provincial Government of Banten has full attention in carrying out
educational development. One of the commitments built is to optimize education services:
1. Formal Education (TK, SD, SMP, SMA, SMK and Universities)
2. Non Formal Informal (PAUD, Courses and Institutions, Literacy)
3. Special Education Service Center (Extraordinary Education and Cahaya Madani Boarding
Banten School for SMA level)
4. Information and Communication Technology Center
5. Informal Non-Formal Education Center
The development of the organizational structure and work procedures of the Banten
Provincial Education Office during the past thirteen years has undergone quite dynamic
changes. This change is a strategic regulation in order to follow/adjust the developments and
demands of the community.
Potential of Marine and Fisheries Entrepreneurship
By: Mrs. Syifa Fajar Maulani S.Pd., M.A.B

Management of marine and fishery resources is carried out with sustainable principles,
namely balancing ecological and economic interests to realize food security and national
resilience. Management of fishery resources must be able to provide the maximum benefit for
the prosperity of the people while still taking into account the environmental balance factor.
Sustainable fisheries management is to maintain a balance of all the main aspects of
fisheries, namely biological aspects, environmental aspects, economic aspects and social
aspects. From the biological aspect, it is how to maintain fish resources for sustainable
productivity. The environmental aspect is how to minimize the impact of fishing on the
environment and natural resources including for non-target species and protected species. The
economic aspect is how to generate optimal economic benefits for business actors and the
community and generate sustainable income for the state, the social aspect is how to maximize
job opportunities/livelihoods for fishermen and the community, empower women and maintain
harmony between stakeholders.
The principle of sustainable fisheries resource management is meeting the needs of the
current population without compromising the needs of the population in the future, meeting the
needs not exceeding the carrying capacity of the environment (ecosystem) and aligning human
needs and management capabilities with the availability of resources.
Sustainable management of fisheries resources requires a joint commitment from all
elements as well as the support of reliable, principled, sensitive and responsive human
resources in providing solutions. Commitment and collaboration from all stakeholders as well
as the availability of human resources who have integrity, professionalism and concern are the
keys to the success of sustainable fisheries resource management.
Marine Education: Practice and Experiences
By: Mr. Jeff Young

Human resources have become the main key in development in all fields, not to mention
the development of marine and fisheries. Then development marine and fishery human
resources is a must to achieve utilization of marine resources and optimal fisheries and
seafarers professional and standard fisheries international. So, thus will also create national
resilience that sturdy.
Indonesia itself is a country nautical. However, education related with the sea has not
received attention maximum, the government needs to pay attention to education in marine
vocational schools so that they can develop according to what expected to be related to the
extent of the waters Indonesian sea which saves millions its potential. It is useful for developing
Indonesia's marine potential not fully exploited
The Marine Potential in Coastal Indonesia is fulfillment of the school's role which
consists of some aspects of the function and role of the school:
a) Develop mental intelligence and knowledge
b) Specialization is school functions as a social institution that has specialization in education
and teaching
c) Efficiency is school as social institutions provide education in certain and systematic
programs as well as children who are educated in large numbers at a time
d) Socialization, namely the school has very important role in the process socialization of
students so that students can become capable social beings adapt in society
e) Cultural conservation and transmission, i.e. schools maintain cultural heritage that is still
alive inside the society which is then the culture transmitted to students so that the culture
is alive;
f) Transmission from house to community, namely schools train children to be responsible
and independent before finally plunging into community, because when at home the child
is always depend on parents
Earthquake and Tsunami The Biggest Disaster Threat in Indonesia’s Coast
By: Mrs. Della

Disasters can be caused by natural events (natural disasters) or by humans (man-made

disasters). Factors that can cause disasters include:
Natural hazards (natural hazards) and man-made hazards which according to the United
Nations International Strategy for Disaster Reduction (UN-ISDR) can be grouped into
geological hazards (geological hazards), hydrometeorological hazards (hydrometeorological
hazards), biological hazards (biological hazards), technological hazards (technological
hazards) and environmental degradation. High vulnerability of the community, infrastructure
and elements within the city/area at risk of disaster Low capacity of various components in
society
Geographically, Indonesia is an archipelagic country located at the confluence of four
tectonic plates, namely the Asian Continent plate, the Australian Continent, the Indian Ocean
plate and the Pacific Ocean. In the southern and eastern parts of Indonesia there is a volcanic
arc that extends from the islands of Sumatra, Java – Nusa Tenggara, Sulawesi, the sides of
which are old volcanic mountains and lowlands which are partly dominated by swamps. These
conditions have the potential and are prone to disasters such as volcanic eruptions, earthquakes,
tsunamis, floods and landslides. Data shows that Indonesia is one of the countries that has the
highest seismicity rate in the world, more than 10 times the level of seismicity in the United
States.
Earthquakes caused by the interaction of tectonic plates can cause tidal waves when
they occur in the ocean. With an area that is heavily influenced by the movement of these
tectonic plates, Indonesia often experiences tsunamis. The tsunamis that occurred in Indonesia
were mostly caused by tectonic earthquakes along subduction areas and other seismically
active areas (Puspito, 1994). During the period 1600-2000 there were 105 tsunami events of
which 90 percent were caused by tectonic earthquakes, 9 percent by volcanic eruptions and 1
percent by landslides (Latief et al, 2000). Coastal areas in Indonesia are areas prone to tsunamis,
especially the west coast of Sumatra, the south coast of Java, the north and south coasts of the
Nusa Tenggara islands, the islands of Maluku, the north coast of Irian Jaya and almost all of
the coasts of Sulawesi. The Maluku Sea is the area most prone to tsunamis. In the period 1600-
2000, in this area there have been 32 tsunamis, 28 of which were caused by earthquakes and 4
by volcanic eruptions under the sea.
The territory of Indonesia is located in a tropical climate area with two seasons, namely
hot and rainy seasons with the characteristics of extreme changes in weather, temperature and
wind direction. These climatic conditions combined with the relatively diverse surface
topography and rock conditions, both physically and chemically, result in fertile soil
conditions. On the other hand, this condition can cause several bad consequences for humans
such as hydrometeorological disasters such as floods, landslides, forest fires and droughts.
Along with the development of time and increasing human activities, environmental damage
tends to get worse and triggers an increasing number of events and intensity of
hydrometeorological disasters (floods, landslides and droughts) that occur one after another in
many areas in Indonesia. In 2006 alone, landslides and flash floods occurred in Jember,
Banjarnegara, Manado, Trenggalek and several other areas. Although development in
Indonesia has been designed and designed in such a way with minimal environmental impact,
the development process still causes environmental and ecosystem damage. Development that
has been based on the exploitation of natural resources (especially on a large scale) has caused
the loss of the carrying capacity of these resources to the lives of the people. From year to year
forest resources in Indonesia are decreasing, meanwhile the exploitation of mineral resources
also causes damage to ecosystems which physically often causes an increase in disaster risk.
On the other hand, the pace of development has resulted in increased public access to
science and technology. However, due to the lack of precise technology implementation
policies, technology failures often occur which have fatal consequences such as transportation,
industrial accidents and disease outbreaks due to higher human mobilization. Another potential
disaster that is no less serious is the demographic diversity factor in Indonesia. The population
of Indonesia in 2004 reached 220 million people consisting of various ethnic groups, religions
and customs. This diversity is the wealth of the Indonesian nation that is not owned by other
nations. However, because high population growth is not matched by equitable and adequate
policies and economic, social and infrastructure development, there are gaps in several aspects
and sometimes social jealousy arises. This condition has the potential to cause conflict in the
community which can develop into a national disaster.
Development Of Maritime Heritage In The Nusantara
By: Dr. Mosli Tarsat

The development of Indonesian archeology is not going smoothly. At least two big
problems have to be faced and that relates to scientific problems and social problems. In the
scientific field, among others, with regard to paradigms which include aspects of ontology,
epistemology, and of course methodology. The social problems relate to public awareness of
the importance of knowledge about the past. On the one hand, it causes limited archaeological
studies on various ancient relics.
Therefore, it is not surprising that the study of underwater remains in Indonesia is still
very limited. In fact, there is still a lot of information or knowledge about the past that should
be obtained from this cultural heritage. If underwater relics as archaeological data can be
worked on more seriously, it is certain that the results will be able to make a very meaningful
contribution to answering various archaeological and historical problems that have not been
completely resolved until now.
Problems that have the potential to be solved through the study of underwater relics
include cultural interactions between Indonesia and India, Arabs, Chinese, and European
nations. For older ages, this study also has the potential to help reveal the dark side of ancient
migration. Like human migration from Southeast Asia to the Pacific. On the other hand, the
study of underwater relics also has the potential to show that the ability to sail Nusantara's boats
with their shipping routes proves that our ancestors had long ago had navigational knowledge
that allowed them to sail anywhere across the vast ocean. In addition, it also confirms our
understanding of the existence of certain conditions that result in the enactment of
laws/regulations in shipping and commerce that allow shipping and trade activities at that time
to run rapidly and in an orderly manner.
We can also relate to the issues that are currently being discussed a lot regarding the
existence of the Unitary State of the Republic of Indonesia, namely those relating to border
issues with other countries, most of which relate to territorial waters. The South China Sea, for
example, is currently busy becoming an arena for contesting territorial waters, partly because
of its various marine resources. Natuna Island and other islands around it, which are at the same
time the leading islands of the territory of the Unitary State of the Republic of Indonesia, clearly
deserve and urgently become a place for archaeological studies—especially underwater
archeology—through increasing the intensity of their activities. This is in view of the
underwater relics and other objects that can contribute to the affirmation of political, cultural,
and social aspects in seeking clarity on Indonesia's border areas with other countries.
Potential of Capture Fisheries
By: Mr. Daniel Julianto Tarigan, M.Si.

The potential of the Indonesian fishery sector is the largest in the world, both capture
fisheries and aquaculture with a sustainable production potential of around 67 million
tons/year. From this figure, the potential for sustainable production (Maximum Sustainable
Yield = MSY) in marine capture fisheries is 9.3 million tons/year and capture fisheries in inland
waters (lakes, rivers, reservoirs, and swamps) are around 0.9 million tons/year. or total capture
fisheries of 10.2 million tons/year. The remaining 56.8 million tons/year is aquaculture
potential, both marine aquaculture (mariculture), brackish water aquaculture (ponds), and
freshwater aquaculture (land).
Based on the production figures for capture fisheries and aquaculture in 2018,
Indonesia's capture fisheries production reached 7.36 million tons or 72.17 percent of the
potential for capture fisheries and aquaculture production reached 15.77 million tons or 27.76
percent of the potential for aquaculture in Indonesia. sea and land.
According to data from the Central Statistics Agency (BPS) released in 2020, the
contribution of the fisheries sub-sector to Indonesia's total GDP according to current prices
reached 2.80 percent, an increase of 0.15 percent compared to 2019 which reached 2.65
percent. When viewed from Indonesia's economic growth rate in 2020, the fisheries sub-sector
is one of the ones that experienced positive growth in the midst of the Covid-19 pandemic,
which grew by 0.73 percent, lower than in 2019 which grew by 5.73 percent.
Although it grew positively in 2020, during the pandemic the growth was lower when
compared to the last three years (2017-2019) which always grew above 5 percent.
Primary Literacy Needs of English for Indigenous Young Learners
By: Mr. Herli Salim, Ph.D

Language literacy is defined as the ability to read and write someone at a minimum
level which is used as a communication tool so that ideas can be communicated and understood
in a literate society. Teaching English is also directed at developing language skills that make
students lifelong independent, creative, and able to solve problems using their English language
skills. Therefore, teaching English is focused on discourse competence with the assumption
that in communicating people create discourse, both orally and in writing. In other words, the
task of language teachers is to develop students' ability to communicate. Teaching English must
emphasize the importance of using language fairly and authentically in order to develop life
skills, namely being able to serve the needs of students as members of society.
In carrying out literacy-based English learning, there are four levels of literacy that must
be underlined, namely: Performative Level; only able to read and write, Functional Level; the
ability to use language for survival, Informational Level; ability to access knowledge in
English, and Epistemic Level; the ability to transform knowledge in English. The emphasis at
each of these levels is the principle of oral to written cycle literacy. This means that oral
communication skills are a prerequisite for building written communication skills. To ensure
that the spoken variety is not easily forgotten, each unit of teaching discourse or text is
organized into four stages and two cycles known as the Four Steps Two Cycles model. An
English learning model developed to create a learning experience that starts from the oral cycle
to the written cycle; which in each cycle has four stages. The four stages include: (1) Building
Knowledge of Text where the teacher introduces the topic to be studied, cultural context,
vocabulary, grammar; (2) Modeling of Text is the stage of introducing spoken or written text
to students, (3) Joint Construction of Text creates collaboration between students that produces
text as a result of cooperation, and (4) Independent Construction of Text, students are expected
to be able to carry out conversations or monologues and able to write texts according to the
genre being studied. Although in general the teaching and learning process is described in four
stages, in practice the process is passed twice. That is, the first cycle is focused on spoken
language and the second cycle is focused on written language.
Pembelajaran bahasa Inggris berbasis literasi terfokus pada kompetensi berwacana
(discourse competence) yang merupakan sentral sedangkan kompetensi lainnya dianggap
sebagai kompetensi penunjang. Berwacana berarti memroduksi teks yang spesifik untuk
konteks tertentu. Kompetensi dibahasakan sangat spesifik dengan menyebutkan tindak bahasa
(speech act). Tindak bahasa sebagai titik berangkat sehingga polanya adalah let’s do something
with language. Dengan pola ini, tujuan pembelajaran akan lebih aktif. Pencapaian kompetensi
dinyatakan dalam tindak bahasa, sedangkan bahan ajarnya dapat dicari sendiri. Teknik dan
metodenya pun diserahkan kepada guru. Dengan demikian, tidak membongkar-pasang
kurikulum, tetapi lebih memperkaya pemahaman tentang kompetensi berbahasa,
memformulasi tujuan pembelajaran, dan memilih jenis teks secara lebih spesifik.
Membekali siswa dengan kompetensi berbahasa Inggris agar dapat berpartisipasi dalam
masyarakat modern telah merupakan kebutuhan. Pembelajaran bahasa Inggris di sekolah
seharusnya benar-benar mengaplikasikan pendekatan mengajar berbasis literasi, yang
menekankan penggunaan bahasa secara wajar dan otentik guna mengembangkan life skills.
Pendekatan semacam ini mendorong kemampuan siswa dalam menggunakan informasi tertulis
atau cetak untuk mengembangkan pengetahuan, sehingga mendatangkan manfaat bagi
masyarakat. This is the real education should be: menghasilkan ‘manusia’, dan bukan mencetak
mesin-mesin berbentuk manusia yang hanya bisa mencapai skor TOEFL 500 tanpa bisa
berkomunikasi dengan bahasa asing tersebut.
The Potential Of Fisheries And Marine Vocational High Schools In Indonesia
By: Mr. Ahmad Satibi, S.Pd., M.Pd

First, the potential of natural wealth marine resources can be taken into account in
support the policies of the Ministry of National Education in realizing an increase in the
proportion of the number of SMK compared to high school, especially in the era of regional
autonomy.
Second, rationalization of proportion SMK: SMA with a target of 70:30, among others
based on the considerations that:
a) SMK as a candidate-producing educational institution middle-level workforce considered
can bridge farmers between needs community with the needs of the business world and
industry world.
b) SMK serves as a function economy, so that it is expected to create a balanced condition
between the availability of employment opportunities with available manpower
intermediate level skill especially from SMK graduates
c) SMK has basic skills to work
d) SMK graduates are more promising to be able to support himself through work and
supported by the skills it has (life skills)
e) SMK graduates have habits work practice, although not yet skilled with the demands of the
industry, but at least have the habit of working, independently, in groups, or individuals by
opening a small business in fisheries, agriculture, animal husbandry, workshops, etc.
f) development SMK program is able to synergize all resources available in the community,
so that there is efficiency in the utilization of human resources for SMK alumni, and
reducing the number of unemployment.
Third, the economic factors that must be considered in determining the proportion of
SMK: SMA namely the number of DUDI both in the form of manufacturing, services, and
trade in the area, including the folk craft industry/SMEs, regions tourist destinations, hotels,
and others.
Fourth, factor geography that must be considered in Determination of the proportion of
SMK:SMA is the number of natural resources (fishing, mining, plantation) and others.
Fifth, social factors which must be considered in determining the proportion of
SMK:SMA includes aspirations and participation society towards SMK. It is very important
pay attention because it involves motivation people send their children to school SMK to be
ready to work and/or for continue their higher education (vocational). Sixth, regional potential
factors need to be considered in determining the proportion of SMK:SMA, namely the potential
natural resources and the will of the government region (political will) for the development of
SMK and provincial/district/city government strategies in determining the proportion of SMK:
SMA. Seventh, Demographic factors that need attention in determining the proportion of SMK:
SMA, among others regarding the population of a area, number of school-age population,
number of job seekers, and so on.