Water-inquiry learning model development (an empirical experience of the Brantas River)

Abstract

In the east Java, Brantas River is the one of the longest river. The river flows as far as 320 km with an area of 12,000 km2 across ten cities until the coast of Java sea. The potential of surface water of the Brantas river is about 12 billion m3 which is utilized by 14 million (40%) of East Java population as the main source of raw water of domistic consumption, agricultural irrigation, health, industry, electric energy, recreation, and fishery. However, since the era of 80’s, the river water condition has decreased its quality significantly. Turbidity of water in the upstream part of the river in the range of 14-18 mg/l exceeds the maximum turbidity of 5 mg/l, the pollution of mercury heavy metals at some sites reaches 0.09 mg/L or 90 times of the standard of drinking water. E-coli bacteria in water samples in the downstream region reached 64,000 bacterial/100 ml cells above the standard 1,000 bacterial/100 ml cells. The pollutions have an impact on the health quality of river banks or flood plain. About 2-4% of children aged and adolescents have cancer. Based on the observation, there are 68 schools atleast that is located at the long side of the river with the number of students more than 8000 person. They are potential generations to maintain the quality of river water in the present and future. Therefore, to cultivate their skills and awareness on the importance of maintaining water quality since 1997 was established communication network for monitoring water quality agency was named Jaring-Jaring Komunikasi Pemantau Kualitas Air (JKPKA). In the move, the agency cooperates with PT Perum Jasa Tirta I as the autonomy board of Brantas River management as the main funder. This paper aims to describe the roles of the JKPKA in involving students to monitore Brantas river water quality that has been going on 20 years more. For the involvement of students in monitoring water quality, JKPKA developed a scientific, cooperative, contextual, and constructive learning model was mentioned Water Inquiry (WI). There are five steps of the model: (1) Formation of cooperative group, (2) Field observation, (3) Data analysis and discussion, (4) Communication, and (5) Evaluation and reflection. For 20 years, since 1997-2017, JKPKA has involved more than 4300 students and 60 teachers to monitor the water quality of Brantas river with Water Inquiry method. In the future be recommended that the JKPKA can be developed into river schools for more systematic, structured, and massive movement in involving students for water quality monitoring.