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1 Kajian Protozoa Pada Tambak Air Payau Di Kecamatan

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1 Kajian Protozoa Pada Tambak Air Payau Di Kecamatan 1 KAJIAN PROTOZOA PADA TAMBAK AIR PAYAU DI KECAMATAN SEGERI KABUPATEN PANGKAJENE DAN KEPULAUAN SEBAGAI DASAR PEMBUATAN HANDOUT BIOLOGI KELAS X SMA/MA Nursan Kamaruddin1), Muhammad Junda2), Hamka L3) 1Fakultas MIPA, Universitas Negeri Makassar Email : [email protected] 2Fakultas MIPA, Universitas Negeri Makassar E-mail: [email protected] 3Fakultas MIPA, Universitas Negeri Makassar E-mail: [email protected] Abstract This study aims to find out what genus of protozoa is found in brackish water ponds in Segeri District Pangkajene Islands, knowing the position of protozoan taxonomy found in brackish water ponds in Segeri District Pangkajene Islands, as well as teaching materials made based on the study. The teaching materials created are expected to add insight to students about the type, classification and description of the genus found. The sampling method is two stages, namely identification and creation of biological handouts. There are 24 protozoan genera, namely two kingdoms, five Phylum, 10 classes, 19 order, 24 familia, and 24 genera. Genus found include Thecamoeba, Mayorella, Vannella, Amoeba, Chaos, Saccamoeba, Arcella, Argynnia, Acineta, Balantidium, Halteria, Paraurostyla, Phacodinium, Holophrya, Prorodon, Urotricha, Paramecium, Pleuronema, Vorticella, Zoothamnium, Astasia, Peranema, Biomyxa and Actinophrys. Handouts are created based on the results of that identification. A handout consists of two components: the title component and the supporting information component that contains three chapters. Keywords: Protozoa, teaching materials, handouts. 1. PENDAHULUAN nya Protozoa, yang dapat dijadikan sebagai Biologi merupakan ilmu yang relevan bahan ajar biologi pada kelas X SMA/MA. dengan kehidupan atau keadaan di sekitar Tambak air payau merupakan lingkungan peserta didik, sehingga materi biologi yang umum ditemukan di beberapa daerah. diharapkan dapat diambil dari dari kehidupan Kabupaten Pangkajene Kepulauan terletak di nyata. Lingkungan merupakan sumber belajar pantai Barat Sulawesi Selatan. lahan budidaya yang sangat kaya untuk bahan ajar peserta tambak di tujuh kecamatan wilayah pesisir didik. Lingkungan dapat berperan sebagai Kabupaten Pangkajene Kepulauan di antaranya Kecamatan Mandalle, Marang, Segeri, Bungoro, media belajar dan sebagai objek kajian dalam Labakkang, Pangkajene, dan Minasatene dengan pembelajaran. Penggunaan lingkungan sebagai luas tambak yang ada 10.201 ha (Utojo dan sumber belajar akan membuat peserta didik Ratnawati, 2013). Tambak air payau digunakan merasa senang dalam belajar. masyarakat sekitar untuk melakukan kegiatan Belajar dengan menggunakan budidaya. Ada banyak hal yang dapat dikaji dari lingkungan tidak selalu harus di luar kelas. lingkungan tersebut baik abiotik maupun biotik Bahan dari lingkungan dapat dibawa ke ruang serta bagaimana hubungan antara kedua penyusun kelas untuk menghemat biaya dan waktu di lingkungan tambak air payau tersebut. Dalam (Sutikno, 2014). Salah satu lingkungan yang tambak air payau masih banyak organisme yang dapat dijadikan sumber belajar biologi yaitu kita dapat kaji. Organisme yang dimaksud dapat tambak air payau. Dalam tambak air payau berupa organisme yang makro (besar) ataupun mikro (renik). terdapat bermacam-macam organisme, misal- 2 Ada berbagai penelitian yang menjelaskan mengenal contoh genus Protozoa. Pengukuran adanya golongan Protozoa yang menyebabkan faktor alam juga akan memberikan gambaran penyakit pada hewan budi daya. Penelitian yang habitat dari Protozoa sehingga pengetahuan dilakukan sebelumnya tersebut hanya merupakan mengenai habitat Protozoa juga makin bertambah penelitian sains yang mengidentifikasi Protozoa dengan menggunakan handout tersebut. yang menjadi parasit bagi organisme yang ada pada tambak. Penelitian ini dilakukan dengan proses 2. METODE PENELITIAN identifikasi Protozoa lalu hasil identifikasi tersebut A. Identifikasi Protozoa digunakan untuk pembuatan bahan ajar yang akan 1) Tahapan Observasi digunakan. Diharapkan bahan ajar yang dihasilkan Kegiatan yang dilakukan pada tahap dapat mengatasi kesulitan belajar yang dialami observasi adalah melakukan peninjauan langsung peserta didik. ke lokasi penelitian atau ke lapangan, yaitu di Zunitasari et. al. (2016) menyatakan bahwa Kecamatan Segeri Kabupaten Pangkajene dan ragam kesulitan belajar yang diperoleh dari Kepulauan. Peninjauan langsung kelapangan ber- persepsi peserta didik kelas X SMA dalam tujuan untuk menentukan titik-titik lokasi pe- memahami materi Protista yaitu, kesulitan me- ngambilan sampel dan dimaksudkan untuk ngenal nama ilmiah, memberi contoh Protista, mengetahui gambaran awal mengenai kondisi mengenal ciri umum Protista, mengelompokkan lokasi penelitian sehingga memudahkan dalam Protista berdasarkan ciri-ciri yang dapat diamati, pelaksanaan tahapan selanjutnya. Pada tahap ini, mengenal alat gerak Protista, dan mengenal objek dilakukan pengambilan sampel awal sebagai Protista. Dengan demikian penulis berharap pendahuluan untuk memberikan gambaran awal dengan pembuatan bahan ajar yang berdasar pada genus Protozoa apa saja yang terdapat di tambak hasil kajian terhadap Protozoa yang telah tersebut. diidentifikasi dapat membuat peserta didik lebih 2) Tahapan Pengambilan Sampel memahami materi dengan baik. Alat dan Bahan Penelitian yang dilakukan yaitu oleh Alat yang digunakan dalam proses Erlinda (2016), tentang pembelajaran dengan pengambilan sampel adalah, Water Sampler ukuran metode inkuiri dengan disertai handout me- 1 liter, plankton net ukuran 30 mess, botol sampel nujukkan hasil belajar lebih tinggi dibanding 100 ml, pipet tetes, sprayer, termometer, pH meter, dengan pembelajaran dengan metode inkuiri tanpa refraktometer, kamera digital dan alat tulis. Adapun handout. Penelitian Rahmayani et al. (2015) bahan yang digunakan adalah, alkohol 70% menunjukkan bahwa penggunaan handout dapat aquades, tissue, larutan iodin lugol dan label, dan meningkatkan pemahaman siswa dan lebih efektif plastik sampel. dalam materi kingdom animalia daripada membaca Metode buku teks pelajaran. Berdasarkan pengamatan di Metode pengambilan sampel yang sekolah, belum ada bahan ajar biologi khususnya digunakan dalam penelitian ini yaitu metode materi Protozoa yang dikembangkan dari hasil pengambilan sampel air secara langsung pada 5 penelitian. Dengan demikian penelitian ini di- titik pada tambak secara kualitatif. Dimana 4 titik pandang cukup penting. pada titik sudut seta 1 titik berada di tengah Penggunaan bahan ajar berupa handout tambak. Kedalam pengambilan sampel 50 cm dari bisa lebih memberdayakan peserta didik dalam dasar tambak. Pengambilan sampel dilakukan pada menerapkan pembelajaran dengan kurikulum yang siang, sore dan malam hari dan dianilisis sekaligus. ada dalam buku teks. Dalam hal ini handout bisa Jumlah tambak yang akan disampling sebanyak 8 melengkapi kelemahan buku teks dalam proses tambak dengan luas bervariasi dengan ukuran pembelajaran. Dalam penelitian ini dilakukan tambak umumnya tambak 10 x 15 meter dengan identifikasi Protozoa pada tambak air payau. kedalaman 1 meter. Pengambilan sampel Protozoa Hasilnnya dijadi-kan dasar pembuatan handout dengan menggunakan water sampler ukuran 1 liter yang memiliki keunggulan karna terdapat banyak yang ditenggelamkan pada setiap lokasi contoh Protozoa yang diambil langsung dari pengambilan sampel yang telah ditentukan, lingkungan sekitar. Deskripsi dari contoh Protozoa kemudian setelah air sampel masuk kedalam water akan lebih detail sehingga siswa akan lebih sampler maka air disaring kedalam plankton net 3 ukuran 30 mess dan ditampung dalam botol berkali-kali hingga tidak ada spesies Protozoa lain berukuran 100 ml dan ditambah-kan lugol. yang ditemukan atau pengamatan dilakukan hingga Menurut Finlay et al. (1998) dan Palumbo et al. jenuh. Kegiatan identifikasi ini dilaksanakan di (2002), iodine lugol dapat menjadi pengawet serta laboratorium Mikrobiologi Jurusan Biologi FMIPA pewarna bagi Protozoa. Lugol ditambahkan sampai UNM. Pada kegiatan ini peneliti dibimbing air berwarna kuning. Pengukuran faktor abiotik langsung oleh dosen pembimbing untuk meng- juga dilakukan pada setiap lokasi pengambilan identifikasi genus Protozoa. sampel pada tambak yang telah ditentukan, B. Teknik Pembuatan Bahan Ajar pengukuran suhu menggunakan termometer, Data hasil penelitian kemudian disusun pengukuran pH menggunakan pH meter, menjadi sebuah bahan ajar. Sumber belajar ini sedangkan pengukuran salinitas menggunakan dibuat dalam bentuk handout sebagai bahan untuk refraktometer. memperkaya informasi bagi peserta didik 3) Tahapan Identifikasi mengenai materi Protozoa. Handout yang disusun Alat dan bahan berdasarkan isi kompetensi dasar 3.6 serta memuat Alat yang digunakan dalam proses hasil penelitian (identifikasi Protozoa) yang identifikasi sampel Protozoa adalah mikroskop diperkaya dengan sumber-sumber lain yang cahaya binokuler, kaca preparat cekung, kaca relevan. Handout ini dibuat dengan menggunakan penutup, pipet tetes, dan kamera digital. aplikasi Microsoft Word yang dikombinasikan Adapun bahan yang digunakan adalah sampel dengan aplikasi desain grafis menggunakan Canva kemudian dicetak. Bahan ajar ini di koreksi oleh Protozoa, aquades, dan tissue. pembimbing akademik, agar bahan ajar yang Metode dihasilkan memiliki isi yang sesuai dengan teori. Identifikasi sampel dilakukan melalui pengamatan mikroskopik menggunakan mikroskop 3. HASIL DAN PEMBAHASAN binokuler Leica dan objeck Glass cekung. Sampel A. Hasil Penelitian air dalam botol sampel dikocok terlebih dahulu 1) Jenis Protozoa pada Tambak Air Payau dengan tujuan
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