Ocean Literacy’s Influence on Integrated Learning: Teachers’ Understanding and Involvement

Abstract

This study investigated the integration of ocean literacy in education. It explored the relationship between teachers’ understanding of ocean literacy, participation in related activities, and inclination towards integrated learning. The research included two independent variables: teachers’ understanding of ocean literacy and their involvement in related training. The dependent variable was their inclination towards integrated learning. The sampling technique used was nonpurposive sampling, with the samples being 116 junior high school teachers teaching the Indonesian language in Riau Islands Province, Indonesia, affiliated with teacher associations in each district. The data was analyzed using Pearson correlation and regression techniques. The results showed a moderate correlation between teachers’ understanding of ocean literacy and the development of integrated learning. A strong correlation was observed between the training initiatives and the development of integrated learning. The study emphasizes the importance of teachers’ understanding of ocean literacy and their active engagement in related teaching activities. It highlights the need for targeted socialization of ocean literacy, local ocean knowledge, and training initiatives concerning ocean conditions as crucial aspects of educational development. Integrating ocean literacy into the learning process is a crucial strategy to enhance awareness regarding sustainable development within educational initiatives.