{"id":91448,"date":"2025-02-21T01:14:14","date_gmt":"2025-02-20T18:14:14","guid":{"rendered":"https:\/\/www.forestsnews.org\/?p=91448"},"modified":"2025-08-04T07:49:09","modified_gmt":"2025-08-04T00:49:09","slug":"pendidikan-kunci-masa-depan-hutan","status":"publish","type":"post","link":"https:\/\/www.forestsnews.org\/id\/91448\/pendidikan-kunci-masa-depan-hutan","title":{"rendered":"Pendidikan adalah kunci masa depan hutan"},"content":{"rendered":"

Dari taiga hingga hutan tropis, keanekaragaman hutan dunia tercipta melalui dinamika ekosistem dan pengelolaan manusia. Upaya pengelolaan, konservasi, dan restorasi yang berkelanjutan\u2014terutama di tengah tantangan saat ini\u2014memerlukan peran aktif pemilik lahan, pengelola sumber daya, pembuat kebijakan, pendidik, peneliti, serta masyarakat lokal dan adat yang hidup berdampingan dengan hutan.<\/p>\n

Pemangku kepentingan yang memiliki keterampilan dan pengetahuan beragam, termasuk ilmu pengetahuan Barat serta perspektif masyarakat adat dan tradisional, memegang peran kunci dalam keberlanjutan sumber daya hutan global. Namun, sistem pendidikan kehutanan masih memiliki banyak kekurangan. Penilaian global terhadap pendidikan tinggi<\/a>, kejuruan, dan teknis kehutanan menunjukkan bahwa sistem ini belum sepenuhnya mencerminkan keberagaman sistem pengetahuan dan representasi mahasiswa.<\/p>\n

Sebuah upaya global <\/strong><\/p>\n

Survei global yang dilakukan pada tahun 2020 oleh tim interdisipliner, termasuk ilmuwan CIFOR-ICRAF<\/a>, mengungkap kelemahan dalam program pendidikan kehutanan. Dengan melibatkan hampir 3.000 responden dari berbagai wilayah dunia, penelitian ini mengumpulkan data melalui kuesioner daring dan konsultasi ahli, yang kemudian menjadi topik utama dalam Konferensi Internasional Pendidikan Kehutanan 2021.<\/p>\n

Dengan pendekatan analisis kesenjangan, survei ini mengidentifikasi kelemahan dalam pendidikan kehutanan. Responden mengevaluasi sejauh mana berbagai topik, termasuk nilai ekologi, budaya hutan, serta isu gender dan etnis, tercakup dalam kurikulum. Hasil survei ini diperkuat oleh konsultasi dengan hampir 500 pakar global.<\/p>\n

Temuan ini<\/a> mengungkap bahwa program pendidikan kehutanan masih minim dalam mencakup jasa ekosistem hutan, isu sosial, dan nilai budaya. Topik penting seperti kayu sebagai energi terbarukan, rekreasi berbasis hutan, serta hubungan hutan dan kesehatan manusia sering terabaikan. Selain itu, pengetahuan tradisional dan masyarakat adat belum sepenuhnya terintegrasi dalam kurikulum, meskipun memiliki wawasan berharga tentang kehutanan berkelanjutan.<\/p>\n\n

“Hutan berperan penting dalam aksi iklim, restorasi ekologi, dan pembangunan berkelanjutan, tetapi kontribusinya tidak akan optimal tanpa pengakuan terhadap pengetahuan tradisional dan masyarakat adat,” kata ilmuwan CIFOR-ICRAF, Khalil Walji, yang menjadi anggota Sekretariat Pendidikan Kehutanan 2021. Ia menyoroti bahwa meskipun telah ada kemajuan, peningkatan dalam penelitian, kebijakan, dan perekrutan tetap diperlukan agar hutan dapat memenuhi berbagai kebutuhan.”<\/p>\n

Pengelolaan hutan yang efektif membutuhkan inklusivitas gender dan etnis dalam sektor kehutanan. Sayangnya, survei menemukan bahwa pendidikan kehutanan di berbagai wilayah masih kurang membahas isu-isu ini. Perempuan, meskipun berkontribusi besar dalam ekonomi kehutanan, sering menghadapi hambatan dalam memasuki dan berkembang di sektor ini. Banyak dari mereka melaporkan bahwa gender secara signifikan mempengaruhi peluang kerja mereka.<\/p>\n

\n \n
\n \n
<\/i><\/div>\n <\/div>\n
<\/div>\n
<\/div>\n <\/a>\n <\/div>\n

Demikian pula, kurangnya keterwakilan masyarakat adat, petani kecil, dan masyarakat lokal dapat membatasi pengaruh mereka terhadap kebijakan dan praktik-praktik yang secara langsung berdampak pada komunitas dan lingkungan mereka.<\/p>\n

\u201cKita masih perlu bekerja menuju lingkungan penelitian kehutanan yang lebih inklusif dan berkeadilan sosial – yang merefleksikan bagaimana penciptaan pengetahuan di bidang kehutanan dan konservasi hutan dipahami, diproduksi, disebarluaskan, dan dievaluasi melalui pendekatan lintas disiplin,\u201d ujar peneliti CIFOR-ICRAF, Manuel Guariguata, salah satu penulis kajian ini.<\/p>\n

\"\"
Denny Onesimus Bakkara, staf Riak Bumi, memberikan penjelasan dengan sketsa di Kalimantan Barat, Indonesia, Foto oleh Ramadian Bachtiar\/CIFOR.<\/figcaption><\/figure>\n

Strategi untuk perubahan <\/strong><\/p>\n

Studi ini menekankan bahwa pengelolaan hutan yang berkelanjutan memerlukan reformasi dalam pendidikan dan kebijakan kehutanan. Kurikulum yang lebih komprehensif, penelitian yang lebih kuat, serta perekrutan tenaga kerja yang lebih inklusif akan memastikan keberlanjutan hutan di tingkat lokal, nasional, dan global.<\/p>\n

Di antara rekomendasi yang diberikan, termasuk kontribusi dari masyarakat adat, kajian ini mengusulkan beberapa tindakan untuk meningkatkan dan mendiversifikasi pendidikan kehutanan:<\/p>\n

    \n
  • Menetapkan agenda penelitian kuat untuk mendokumentasikan dan memasukkan pengetahuan tradisional dan pengetahuan Masyarakat adat terkait hutan ke dalam pendidikan, dengan kepemimpinan dari masyarakat adat, dan dukungan dari para pendidik dan pembuat kebijakan untuk memastikan penggunaan pengetahuan yang etis dan bertanggung jawab.<\/li>\n
  • Memantau secara berkala tren keragaman sosial untuk menginformasikan strategi rekrutmen dan reformasi kurikulum dengan lebih baik.<\/li>\n
  • Mengembangkan kurikulum pendidikan kehutanan yang menyeimbangkan perspektif ilmiah dan tradisional.<\/li>\n
  • Menerapkan strategi perekrutan proaktif yang menargetkan kelompok-kelompok yang kurang terwakili.<\/li>\n
  • Memperluas model pelatihan yang mudah diakses dan terlokalisasi seperti sekolah lapangan kehutanan dan pengajaran yang sesuai dengan konteks.<\/li>\n
  • Menyoroti peluang karir yang beragam di bidang kehutanan dapat menarik lebih banyak siswa.<\/li>\n<\/ul>\n
      \n
    • Memperkuat pendidikan kehutanan di sekolah dasar dan menengah untuk menumbuhkan minat siswa sejak dini terhadap karier di bidang kehutanan.<\/li>\n<\/ul>\n
        \n
      • Berkolaborasi dengan berbagai pemangku kepentingan-siswa, pendidik, pemerintah, dan<\/li>\n<\/ul>\n
          \n
        • Menyelaraskan inisiatif pendidikan kehutanan dengan agenda global seperti Tujuan Pembangunan Berkelanjutan Perserikatan Bangsa-Bangsa.<\/li>\n<\/ul>\n

          \u201cKita mungkin bertanya pada diri sendiri: Apa batu sandungan utama untuk penelitian transdisipliner dalam konteks kehutanan? Bagaimana kita menerjemahkan apa yang berhasil dan tidak berhasil ke dalam kelas?\u201d kata Guariguata.<\/p>\n

          Kesimpulan utamanya adalah bahwa meningkatkan keragaman sosial dan pengetahuan dalam pendidikan kehutanan – dalam skala besar dan di berbagai bentang alam – sangat penting bagi masa depan hutan. Setiap orang memiliki peran untuk dimainkan.<\/p>\n","protected":false},"excerpt":{"rendered":"

          Dari taiga hingga hutan tropis, keanekaragaman hutan dunia tercipta melalui dinamika ekosistem dan pengelolaan manusia. Upaya pengelolaan, konservasi, dan restorasi yang berkelanjutan\u2014terutama di tengah tantangan saat ini\u2014memerlukan peran aktif pemilik lahan, pengelola sumber daya, pembuat kebijakan, pendidik, peneliti, serta masyarakat lokal dan adat yang hidup berdampingan dengan hutan. Pemangku kepentingan yang memiliki keterampilan dan pengetahuan […]<\/p>\n","protected":false},"author":146,"featured_media":91469,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[12057,12105],"tags":[3885,7000],"language":[2171],"location":[12251],"tag-bahasa":[11897,5854],"tag-espanol":[],"tag-francais":[],"type-espanol":[],"type-bahasa":[],"type-english":[2432,2431],"type-francais":[],"coauthors":[1626],"class_list":["post-91448","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-bentang-alam","category-hutan-masyarakat","tag-education","tag-forest","language-bahasa-indonesia","location-asia-pacific","tag-bahasa-edukasi","tag-bahasa-hutan","type-english-feature","type-english-news"],"acf":[],"yoast_head":"\nPendidikan adalah kunci masa depan hutan - Landscape Alliance Forests News<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.forestsnews.org\/id\/91448\/pendidikan-kunci-masa-depan-hutan\" \/>\n<meta property=\"og:locale\" content=\"id_ID\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Pendidikan adalah kunci masa depan hutan\" \/>\n<meta property=\"og:description\" content=\"Dari taiga hingga hutan tropis, keanekaragaman hutan dunia tercipta melalui dinamika ekosistem dan pengelolaan manusia. 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