Transformative Education Perspective: The Maritime Cultural

Literacy of the Society Kepulauan Seribu, DKI Jakarta, Indonesia

Hapidin

, Nurbiana Dhieni

, Yuli Pujianti

Early Childhood Education Departement, State University of Jakarta, Jln. RawamangunMuka Raya, Jakarta Timur, DKI

Jakarta, Indonesia

Islamic Early Childhood Education Departement, STIT Almarhalah Al Ulya, Jln. KH Mas Mansyur, Kota Bekasi, Jawa

Barat, Indonesia

Keyword

maritime cultural literacy, transformative education, maritime generation

Abstract

Understanding Maritime cultural literacy is one of the central and fundamental in the process

of education in maritime countries such as Indonesia. This research seeks to find a model of

education transformation that is charged with the maritime cultural literacy conducted by

fishermen and elementary school institution in Untungjawa Island. Research using a

phenomenological case study method with interview data collection techniques, observation

and document analysis. The participants of this study consisted of 9 elementary school

teachers, 11 elementary students and 7 fishermen across generations. The results concluded

that the fishermen family and society are transforming maritime cultural literacy in elementary

school students through natural pedagogical interactions. The understanding of elementary

school students in maritime cultural literacy includes understanding of coastal and marine

ecosystems, tools and how to conduct fishing, marine transportation equipment, types of

disasters, hazards and self-saving behaviors in the sea as well as marine conservation and

Beach. Elementary school education institutions have not contributed and responsibility in

providing the education of maritime cultural literacy. Elementary school education institutions

need to demonstrate their role in transforming maritime cultural literacy through a variety of

media and learning resources to suit the needs and characteristics of the school and the

geographical condition.

1 INTRODUCTION

Maritime cultural literacy is one of the most serious

international issues in countries that have borders on

coastal and sea areas. Indonesia is one of the largest

and the widest maritime country in the world but has

not had the attention and concern to maritime

education. This has an impact on the birth of the

generation and society of Indonesia that was

absorbed from its cultural roots as a nation with

maritime culture and as well as agrarian culture.

True maritime cultural literacy is a major part of

the culture itself (Ames, 2008). As a nation of

maritime culture, Indonesia has a geographic area

with two of its inhabitants is the sea territory. In the

history of Indonesian awakened, several kingdoms

inhabiting Indonesian territory have succeeded to

become the geographic region of the archipelago as

part of the world maritime axis, especially during

the success of the Kingdom of Sriwijaya and

Majapahit as the ancestor of the Indonesian nation.

Based on the fact of the history, the process of

rebuilding the Indonesian nation as a world maritime

axis is a strategic effort to be done collaboratively

between governments, communities and the

educational world. One of the focus points of its

efforts is to prepare the Indonesian generation to

have an understanding of maritime cultures that will

be a foothold to think, behave, and work in various

sectors of the modernity (Lampe, 2012).

As a national and international issue, maritime

cultural literacy is becoming an important and major

part of building human beings with all its culture

through the education sector. Education is an

168

Hapidin, ., Dhieni, N. and Pujianti, Y.

Transformative Education Perspective: The Maritime Cultural Literacy of the Society Kepulauan Seribu, Dki Jakarta, Indonesia.

DOI: 10.5220/0008996001680174

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 168-174

ISBN: 978-989-758-405-3

interfractional vehicle that can make efforts to

tranformation all the devices of maritime cultural

literacy in a structured, programmatic and massif.

The process of transformation of maritime cultural

literacy can be done through conventional means

through integrating in school curriculum and modern

rides through the use of digital media that can be

accessed anywhere, anytime and by anyone. In order

to conventionally implement maritime education in

the elementary school curriculum, it has been sought

to develop integrated thematic learning model of

project based in Thousand Islands, DKI Jakarta

(Hapidin, Nurjannah, 2018).

The research concluded that there was no

program and marine education for elementary

school students in the KepulauanSeribu district.

If it is sporadic, unprogrammatic and not

systematic in the policy of curriculum at the level

of education unit. In addition, the study was also

supported by the research of Kistanto et al.,

(Kistanto, Diponegoro, &Wouthuyzen, 2017)

about the sustainable coastal and sea management

efforts through conservation education since

early in Pari Island, KepulauanSeribu. The results

concluded that elementary school children (2nd

Grade Elementary School) were an effective age

to obtain conservation education and they were

potential to become agents of change in the

future. In addition, educator factors are also an

obstacle in providing conservation education to

students. In addition, research proposals are also

in line with the research of Hapidin (Hapidin,

Nurjannah, 2018) about the development of

integrative thematic learning model based on the

project in implementing marine education in

elementary School of the KepulauanSeribu first

class. The results concluded that elementary

teachers needed a model of marine education

integrated into the curriculum. Teachers

appreciate and ask for programmatic training on

the use of the marine education model in the

curriculum and learning in the 2013 elementary

school curriculum.

While this research to be carried out is more

about maritime cultural literacy because maritime

cultural literacy is the most important thing in

Indonesia. Maritime cultural literacy is one of the

root problems and focuses on developing a maritime

culture in Indonesia's generation. The main problem

lies in the consciousness of all the nation's

components related to the nation and maritime state.

Consciousness as a nation and maritime state has

been repatriated since the Dutch colonization that

reaches three and a half centuries. This condition has

an impact after the Indonesian nation became an

independent nation, especially related to government

awareness (as a representation of the country) to

build curriculum and education that has not been

aimed at the efforts to degenerate awareness of the

nation's generation Indonesia on maritime culture.

The second problem with maritime cultural literacy

is the effort to build various types of factual,

conceptual, procedural and metacognitive

knowledge related to Indonesian maritime life as

mentioned by the (Banks, 1998) as Knowledge

Construction. The third problem relates to the values

embodied in maritime cultural literacy. Pranata

values of maritime culture have begun to fade into

the lives of Indonesian people, especially the

archipelago community or fishermen society. This is

in line with the finding that there is a change in the

life orientation of fishermen from marine life to the

land). The fourth issue is attitudes and behaviors as

the maritime-culture society has been shifting, both

in the context of daily society and in the context of

academic and school life.

2 LITERATURE REVIEW

Maritime cultural literacy should be the main focus

in developing curriculum and education in all

regions of Indonesia, although it does not have to

leave the second focus, namely agrarian culture.

Maritime cultural literacy relates to the skill of

knowing, understanding and processing data,

information or description relating to the conditions

as well as various aspects of maritime life(Clemente

M & Esposito De Vita G., 2014). The literation itself

has meaning beyond the ability to read and

understand but rather lead to intelligent information

processing skills(Arthur, 1990; Hirsch, n.d.). This

meaning gives different things to the understanding

of the culture of literacy that emphasizes more on

the budding process of literacy.

The study of maritime cultural literacy includes a

field of study and research that is still rare. Hirsch

was one of the many experts who first introduced

the cultural literacy. Hirch gives the understanding

that cultural literacy is related to one's ability to

understand, cultivate and use the knowledge, values

and behaviors of the culture (Gutt, 2006; Helu-

Thaman, n.d.; Hirsch, n.d.). The meaning gives the

idea that cultural literacy is not merely the ability to

read and write about the culture but more on the

skills of studying, studying, speaking, processing

and discovering and using every knowledge, values

and behaviors of certain cultures. Hirsch (Hirsch,

Transformative Education Perspective: The Maritime Cultural Literacy of the Society Kepulauan Seribu, Dki Jakarta, Indonesia

169

n.d.) is more firmly revealed that cultural literacy is

a core or heart of knowledge that affects one's

academic prowess. Triumph and success are

determined by the ability of cultural literacy.

Cultural literacy is a material and a learning process

that is directly or indirectly taught by educators in

the classroom or outside of Class (Gaitan, 2012).

Delgado (Ford, 2007; Gaitan, 2012; Papers, 2015)

provides an explanation that educators are cultural

agents in many ways displaying a variety of

knowledge, values, attitudes and behaviors from a

diverse perspective, both from themselves and for a

particular cultural standpoint. This explanation

signals that educators ' cultural literacy skills will

affect students ' cultural literacy and will directly

impact their academic skills and academic

outcomes.

Cultural literacy is a part of the culture itself.

Cultural literacy is a special culture (Peng, 2017). In

general, people have cultural literacy from their own

culture and when dealing with other cultural

situations or cultures that are considered global,

people should have other cultural literacy

skills(Arthur, 1990; Helu-thaman, n.d.). Cultural

Literacy provides an opportunity for people to learn

about the cultural situation in various contexts such

as Indonesia's maritime culture. Maritime culture is

part of the context of Indonesian nation and country

that has existed since the first, aside from an

agrarian culture.

Maritime culture literacy is a person's skill in

understanding, processing and using the knowledge,

values, attitudes and behaviors and material products

of maritime culture. Yunandarstudied various

studies on maritime culture that gave one view that

maritime culture is a very complex

phenomenon(Yunandar,2018). There are five

perspectives of maritime culture that can be used as

discussion material. The five phenomena include (1)

Ethnic maritime social groups, (2) social categories

based on maritime Business (Occupation), (3) Social

categories based on economic actors, (4) Social

categories based on social hierarchy and (5) Social

categories based on the way and technology used.

The first phenomenon shows that maritime culture

portrays the maritime governance of a particular

ethnicity, such as the ethnic group of Bugis,

Makasar, Mandar, Madura, and Bajo fishermen.

These ethnic groups each have specific knowledge,

values, attitudes and behaviors and cultural products

in the context of maritime area management. The

second phenomenon illustrates the social categories

of maritime society based on its work, such as

fishermen community groups, sailor groups, mining

workers groups, transportation service workers and

marine security workers groups. The third

phenomenon is related to social groups based on

maritime Comastia or related to economic

endeavors, for example there is a group of boat

makers and fishing equipment, fishermen, fish

entrepreneurs, moneymaking, cooperatives, banks,

safeguards Maritime social institutions and

government officials in the maritime region. The

fourth phenomenon illustrates the social category

based on its hirarcate such as the social group of

boat owners and crew members, fish vendors and

the town, the Tripang Diver group, the Marine

Sports Group. The fifth phenomenon is linked to

traditional fishing social groups and modern fishing

fishermen, a group of rumpon fishermen. The

maritime social group has knowledge, values

(including beliefs), attitudes and behaviors in

understanding, processing and utilizing marine

resources. Each social group has different maritime

cultural characteristics.

Maritime culture Literacy describes a description

of complex skills in knowledge, beliefs, customs,

attitudes towards the sea resources, how to interact,

the selection and use of technology, attitudes

towards the life understanding of natural conditions

and natural symptoms at sea. That's a complex

overview of maritime cultural literacy. Including in

maritime cultural literacy is an understanding of the

history of Indonesia while still in the form of a

kingdom that has a strong maritime cultural

character and makes the archipelago as the world's

maritime axis. The historical literacy of maritime

cultures needs to be studied, excavated and

described clearly and meaningfully so that it can be

a very important literacy material to restore

Indonesia's nation and state as the world's maritime

axis.

3 METHODOLOGY

3.1 Design and context

The study uses a phenomenological case study

method that is oriented towards the study of the

maritime Cultural literacy phenomenon occurring in

the fishermen communities of the Thousand Islands,

especially on Untungjawa Island. Manen gives the

understanding that the main objective of the

phenomenological is developing critical pedagogical

skills in understanding and studying the

phenomenon in various context events (Khan,

2016). The phenomenon that is the main focus of

ICELS 2019 - International Conference on Education, Language, and Society

170

this research is the literacy of maritime culture in the

context of the life of the fishing community

Untungjawa Island, Kepulauan Seribu, DKI Jakarta.

The context of the research uses Untungjawa Island

community as the closest thousand archipelago

communities and has relatively easy access to the

Java Island land area. In addition, the community of

Untungjawa Island is a multi-cultural society that

interact directly with urban communities that exist

on the island of Java, especially DKI Jakarta and the

city of Tangerang. Some ethnic and culturally

dominant in the region of Untungjawa Island include

Betawi culture, Bugis culture, Javanese culture,

Madura culture, Batak culture and Malay culture.

3.2 Participants

The study took the subject of participants from

elementary school teachers, elementary school

students, and people of Untungjawa island

fishermen from cross-generational. This participant

provides information and descriptions based on their

experience in understanding the literacy of maritime

culture that exists and develops around his life. The

sampling technique is done by a purposive sampling

in which the subject is determined based on certain

criteria outlined by previous studies. The participant

subjects were approached through observation and

interviews with natural settings so that they would

get information and what they are. The subject of

teacher participants consisted of state elementary

school teachers Untungjawa Island, there are only

one elementary school in Untungjawa Island, as

many as 9 teachers with a total of 3 male and 6

female teachers who are with a Bachelor of

Education background including the fields of

tarbiyah science, elementary school education, and

Islamic religious education. The subject of

participants inUntungjawa Islandstate elementary

school students consisted of 5 male students and 6

female students. The participants of the fishermen

consisted of two first generation fishermen who

lived in the Pulau Untungjawa, 3 second generation

and 2 third generation people. They live separately

but remain on Untungjawa Island, the way to choose

fishermen to be sampled is the purposive sample

3.3 Data Collection

The collection of research data is conducted using

participatory observation methods, natural interview

methods, and documentation study methods.

Obtaining this data is used to find supporting data

regarding patterns of attitudes and behaviors related

to maritime cultural literacy occurring and living

around Untungjawa Island area. Observation was

conducted for 7 days. The participatory observation

method is carried out through direct observation of

the subject of research participants in various

situations, places and events, when on a boat while

fishing, playing on the dock and being relaxed in a

stall. Observation is done using the location of the

house, school, beach and play area which is

commonly used by the children and fishermen

community of Untungjawa Island. Observation time

and interviews are done in the morning, afternoon,

evening and evening situations. Both methods are

carried out simultaneously to find patterns of

attitudes and behaviors related to maritime cultural

literacy occurring and living around Untungjawa

Island area. Documentation study method is used

through documentation analysis such as photos and

videos about the life and condition of the community

on Untungjawa Island owned by the District

government of Kepulauan Seribu and provincial

government of DKI Jakarta. Documents are also

obtained through the source of the village of

Untungjawa Island.

3.4 Data Analysis

Analysis of the research data using the qualitative

analysis procedure of Miles Huberman consisting of

data reduction, data display and data verification

(Huberman, n.d.). This data analysis procedure

emphasizes the study process of relationships

between themes or topics found based on patterned

semantics. The semantic pattern will be depicted in

data display which gives an overview of the

formation of interrelationships between the

semantics of the behavior obtained from interview

data, Field notes and document analysis. At the end

of the data analysis compiled an overview of the

relationship map based on data display.

4 RESULTS AND DISCUSSION

4.1 Cultural Value Orientation Shifting

The fishermen community is the Indonesian citizen

that is mostly under the poverty line and approaches

the poor as well as the peasantry. When tracing and

trying to understand the opinions and their views

(the fishermen) of the first generation, the second

generation and the generations when it would be if it

was said that "it is enough only us to work at sea, in

the future our children and grandchildren will never

Transformative Education Perspective: The Maritime Cultural Literacy of the Society Kepulauan Seribu, Dki Jakarta, Indonesia

171

feel and experience what we feel, we often feel we

will die when facing strong and heavy waves from

the sea waves, hurricanes and storms, pirates and

many more ... ". They really hope that in the future

their children and grandchildren will work on land,

work in the office, become successful people in the

company, become traders or maybe become

sweepers and housemaid even if the important thing

is not to work at sea. The mindset was strongly

conveyed by the first generation of fishermen on

Untungjawa Island. This is the reason why the

second generation of fishing families only 10% to

15% are still working full time as fishermen. As

many as 85% to 90% of the people recorded in the

population data as fishermen do not work as full

fishermen. Most of the work as a daily fisherman, a

freelance fisherman, a fisherman and a building

worker, a fisherman and a merchant, even partially

working as a factory worker in Jakarta, Tangerang

and Bekasi.

4.2 Transforming Maritime Cultural

Literacy

The family on Untungjawa Island is a part that has

been recognized as part of the first educational

institutionin implementing the overall

transformation of the family culture and the

fishermen community. Parents provide an

understanding of maritime culture through a natural

learning process in a variety of atmosphere,

especially about how big the challenges of life and

working as fishermen are. The process of

tranformation of maritime cultural literacy occurs

directly by familiarizing their children (the second

generation) know and work as fishermen. The

learning process usually begins with introducing

their children with real conditions and how to work

fishing vessels as well as various tools used.

Children are taken as well as boat rides and are

given the knowledge, experience and skills of

driving a boat, drowning anchors and using fish

fishing equipment. After the child has enough

experience and skills, they are invited by the parents

(first generation fishermen) to become the real

fishermen workers to the sea to the rest of Indonesia,

even to the border with other countries because

Yunandar(Yunandar, 2018) examines various

studies of maritime culture which gives a view that

maritime culture (maritime) is a very complex

phenomenon.

Such tranformation process does not completely

occur in the fishermen community as a whole.

Along with the development of Seribu Islands as a

destination and tourist attraction, second generation

fishermen began to turn into a daily fisherman who

doubles as a tour guide (such as guiding fishing

tours, snorkeling tours), become Culinary traders

and become the keeper and renter of water tourism

(such as tires, banana boat, etc.). Second-generation

fishing families feel directly increasing their

economic lives after not focusing their work on

fishermen only. They could be able to graduate their

children to the upper middle or vocational secondary

school and some of them up to college. They feel

happy, proud and feel successful when generating

generations working on the land, working in an

office and working in various factories. For those

who are important "lest the children of their

grandchildren work as fishermen as their fathers or

grandparents, enough of them who feel their seed,

his pain, and the roaring of work as fishermen

because of the life of the stakes".

4.3 Beach and Sea Ecosystem

Understanding

This topic is interesting to be expressed and

discussed as part of maritime culture literacy. The

understanding of coastal and sea ecosystems is thus

not so awakened to the second and third generation

fishing communities. Most of them are not so

concerned with the ecosystem of beaches and the sea

that become their geographic region. The most

important thing is how they can work and school

well to be the initial capital to obtain a viable

livelihood. Learning about the ecosystem they

acquire sporadically and unprogrammatic from

institutions that conduct studies on the security, such

as the Indonesian Institute of Sciences, college

academics through the work program Field and the

real work lectureand other non-governmental

organizations concerned with the sea and maritime

education.

As a formal institution, elementary school and

other educational institutions should have a

responsibility to build an understanding of coastal

and marine ecosystems on the generations of

fishermen. The situation is precisely the opposite,

the school is reimposed by the implementation of a

nationally enforced curriculum that more charged

the concept of land than the concept of coastal and

marine life. The process of education is very far

from the process of transforming the culture but

instead presents a narrow process of education and

rests on the "transfer of knowledge" or done through

"learning how to Know". Learning is presented in

the form of book packages followed by filling the

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student worksheets. Such a pattern of learning has

become a safe zone for teachers in carrying out their

profession duties.

4.4 Personal Safety Attitudes and

Behaviors

Untungjawa Island is one of the islands that are

lowland and there is no plateau that has a high

surface above 2 meters. This geographical condition

is a typical topographic on the entire island of the

Kepulauan Seribu District, DKI Jakarta. The

geographical condition of the island is very prone to

the nature of seawater and the elevation of sea water

that can be involved in a flood rob. This condition is

not sufficiently enthused and adapted by the fishing

community, especially providing learning attitudes

and safety behaviors in younger generations,

including the school education institution in

providing educational attitudes and behaviors Safety

against all possible disasters occurring in the seas,

beaches and islands.

4.5 Mastery of Maritime Work Skills

The maritime work skills are one of the main areas

in maritime literacy. This work skill does not merely

work as a fisherman but works on a variety of

sectors related to marine work such as skipper, ship

engine technicians, cruise Nautika, marine

transportation management, marine fish cultivation,

technology catchingfish and others. Various types of

maritime works are not yet fully existing and

developed in the region of the maritime country

crate Indonesia which is geographically should have

undergone rapid development of the sector of the

work. The scarcity of work in the maritime sector

has an impact on the less socialization of

knowledge, attitudes and skills for the various types

of occupations in the maritime sector. The next

impact is expanding and raising the migration of

people of Untungjawa Island fishermen to land work

in various sectors such as office work, factory

workers, merchants in the city, building laborers and

household assistants or security unit.

5 CONCLUSION

The transformation of maritime cultural literacy is a

necessity that must be equipped and become the

mainstream of education, especially in the region of

society that has direct access to the beach and sea

such as people in Untungjawa Island, district

Thousand Islands, DKI Jakarta, Indonesia. The

transformation of maritime cultural literacy occurs

only in the limited and narrow sphere carried out by

traditional fishing families in a small part of the

second generation. The process does not wake up to

most third-generation fishing communities that are

living in the orientation of life and work such as

generations that live in the city and are on the Big

Island.

The School Institute has not demonstrated its

social responsibility as a cultural transformation

Institute but rather puts forward the implementation

of the administrative tasks of education through

teaching based on the book of packages and LKS

(student worksheets). Cultural literacy

transformation is considered to be an additional

burden in carrying out the teacher's profession duties

so as not to be aware of it and if there is a task

associated with it is merely implementing a task if

given from the center Government.

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