Peat Restoration through the Geography Subject for Community Life and Environmental Sustainability
DOI:
https://doi.org/10.23960/jlg.v7.i2.329Keywords:
peat restoration, geography subject, community life, environmental sustainabilityAbstract
This study aims to examine how peat restoration can be promoted through the geography subject for community life and environmental sustainability. The method employed is qualitative library research (a literature study), in which data were gathered from books, scientific journals, official reports, and government regulations, and then analysed through content analysis and thematic synthesis. The findings show that peat restoration for community life and environmental sustainability can be pursued through several complementary strategies: (1) hydrological restoration (rewetting), comprising canal blocking, canal backfilling, drilled wells, and retention ponds; (2) revegetation; (3) livelihood revitalisation; and (4) learning embedded in the geography subject at senior high school (SMA/MA), which demands an additional role from teachers in delivering the best possible knowledge to students during classroom learning. Integrating peat conservation into formal education is considered a powerful step because knowledge of peat conservation is introduced to students from an early age; with such awareness, students can wisely protect the peatlands within their communities. The outcomes of this educational process will be seen not in the present but in the future. It is therefore hoped that the devastating forest and land fires on peatlands that occurred in Indonesia at the end of 2015 will not recur.
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Copyright (c) 2026 ahmad nubli gadeng, Dede Rohmat, Ruliani, Mirza Desfandi (Author)
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