Vol. 10, No. 3, September 2022

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Vol. 10, No. 3, September 2022
Pages: 663-686

E-Module Mangrove Ecotourism: Difference and Relationship Perception,
Interest, and Environment Character Care Elementary Students

Asrial
1; Syahrial
2; Dwi Agus Kurniawan
3; Diki Chen
4; Mashelin Wulandari
5
1,2,3,4,5
Faculty of Teaching and Education, Universitas Jambi, Indonesia


Article in Jurnal Ilmiah Peuradeun
Available at : https://journal.scadindependent.org/index.php/jipeuradeun/article/view/757
DOI : https://doi.org/10.26811/peuradeun.v10i3.757

How to Cite this Article
APA : Asrial, A., Syahrial, S., Kurniawan, D.A., Chen, D., & Wulandar, M. (2022). E-Module Mangrove Ecotourism:
Difference and Relationship Perception, Interest, and Environment Character Care Elementary
Students. Jurnal Ilmiah Peuradeun, 10(3), 663-686. https://doi.org/10.26811/peuradeun.v10i3.757
Others Visit : https://journal.scadindependent.org/index.php/jipeuradeun

Jurnal Ilmiah Peuradeun
The Indonesian Journal of the Social Sciences
doi: 10.26811/peuradeun.v10i3.757
p-ISSN: 2338-8617 e-ISSN: 2443-2067 JIP-The Indonesian Journal of the Social Sciences {663

Copyright © 2022 SCAD Independent Jurnal Ilmiah Peuradeun
All Rights Reserved Vol. 10, No. 3, September 2022
Printed in Indonesia Pages: 663-686


E-MODULE MAN GROVE ECOTOURISM: DIFFERENCE AND
RELATIONSHIP PERCEPTION, INTEREST, AND ENVIRONMENT
CHARACTER CARE ELEMENTARY STUDENTS

Asrial
1; Syahrial
2; Dwi Agus Kurniawan
3; Diki Chen
4; Mashelin Wulandari
5
1,2,3,4,5
Faculty of Teaching and Education, Universitas Jambi, Indonesia
1
Contributor Email: [email protected]


Received: Jan 22, 2022 Accepted: May 28, 2022 Published: Sep 30, 2022
Article Url: https://journal.scadindependent.org/index.php/jipeuradeun/article/view/757

Abstract
This research aimed at seeing how the level of perception, interest in learning, and the
character of students' environmental care; this study also sees the difference after using the
mangrove ecotourism e-module. This quantitative research used the variables of students'
perceptions, interests, and environmental care. The sample used was 120 students in 3
different elementary schools, the sampling technique used was simple random sampling. Data
analysis used descriptive statistics, ANOVA test, and correlation test. From the results
obtained, it can be seen that the students of Islamic boarding schools have the lowest
perceptions and interest in learning, namely 46.65 and 32.92. However, to protect the
environment, the number of students in Islamic boarding schools is higher than in other
students. In the Anova test, elementary school children had different perceptions and interests
in learning, while for the character of caring for the environment between Madrasah and
Islamic Boarding School children. Other results also showed that perception had a relationship
of 20.6% with student interest in learning and 66% with concern for the student's
environment. This study's conclusion showed that the e-module can increase the interest and
character of students' environmental care.
Keywords: E-Module; Mangrove Ecotourism; Perception; Interest; Environment Care Character.

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A. Introduction
Elementary education in Indonesia plays a vital role in improving the
quality of education in Indonesia. In Indonesia, there are at least 162,4417
elementary schools with children ranging in age from 7 to 15 years, with the
overall average being around nine years (Seyle et al., 2013; Shodiq et al.,
2019). Primary education is different from a secondary and higher education;
primary education has unique and sensitive characteristics because if there is
a mistake in guiding, it will affect the emotional condition of children in the
future (Jufrida et al., 2016; Tjabolo & Herwin, 2020). In addition to emotional
conditions, primary education plays a vital role in providing basic skills that
are useful in future students' further education (Bai, 2019; Kosasih et al., 2021;
Muslim et al., 2021). Based on this, teachers as educators and supervisors
should be able to implement exciting learning, one of which can be done
using electronic modules.
An electronic module or e-module is a learning media using a
computer or smartphone to access material or issues (Tanti et al., 2021;
Gavrilenko, 2018; Pratono et al., 2018). The presentation of the material is not
just done, but it must be systematic and depend on the student's abilities
(Afriyanti et al., 2021). Using the e-module itself can increase the absorption
and effectiveness of students in learning (Sitorus et al., 2019). The
effectiveness of learning, in this case, is strongly influenced by students'
independence in finding learning resources. The use of e-modules is often
integrated with various materials according to the needs, especially for the
Indonesian state; it is not always about science but also about local Wisdom,
which varies compared to other countries.
Local Wisdom is a real work of human thought that uses the
surrounding nature to make it happen (Sofyan et al., 2019; Astalini et al.,
2021). Local Wisdom has values that are passed down from generation to
generation by having the appropriateness of the context in an area to
produce cultured humans (Uge et al., 2019; Laksono et al., 2020). These
values can be integrated into learning as a form of innovation in learning

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materials. Teachers often carry out innovations by combining technology
with local Wisdom, one of which is based on mangrove e-modules.
Mangroves are tropical plants that live in coastal areas with sufficient
temperature, inundation, and salinity (Chan et al., 2017; Walker et al., 2018).
Mangrove ecotourism has a biological and socio-economic function, one of
which is tourism in coastal areas (Massiseng et al., 2020; Sari et al., 2020;
Kamid et al., 2021). In education, mangrove ecotourism can protect
mangrove plants by making an educational tour focusing on human
behavior (Hesley et al., 2017). The Mangrove ecotourism e-module was
created based on a mangrove forest in Tungkal Ilir, West Tanjung Jabung
Regency, Jambi Province, which has an area of about 200 hectares. The e-
module was used to measure elementary students' perceptions, interests,
and environmental care characteristics in the Batannghari district.
Students must learn to develop their interests, potential, and
affective abilities. Interest in learning is defined as the feeling of interest that
students have in a subject and science, where exploring interest in learning
can affect student learning outcomes (Taştan et al., 2018; Ong et al., 2020;
Santyasa et al., 2020). Students with a high interest in learning will usually
be more enthusiastic and get better learning outcomes (Kang et al., 2019;
Permatasari et al., 2019; Maison et al., 2020). In addition to interest,
environmental care characteristics can be used to see students' character in
learning activities. Caring for the environment is one of the 18 national
characteristics, which is also an indicator of the success of Indonesian
character education (Hidayati et al., 2020; Astalini et al., 2021).
Positive environmental care characteristics play a crucial role in
environmental relationships or interactions with students, while a hostile
environment encourages the emergence of negative perceptions of one's self
(Reaves & Cozzens, 2018; Ekamilasari et al., 2021). Perception is obtaining
information through the senses, such as knowledge, courage, honesty, hard
work, and others (Qiong, 2017; Rusydiyah et al., 2020). Each individual's
perception is usually different because it can be influenced by the immediate
environment, family, and educational institutions such as schools (Ayvaz-

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tuncel & Tuncel, 2019; Chaaban et al., 2021). Measurement of interest,
perception, and environmental care character is critical in influencing
students' basic abilities, which will be helpful for students in the future.
This research is vital for students, especially elementary school
students. Elementary school students, in general, are still looking for what
they like, and using technology in the learning process will make them
understand how to use technology (Sofyan et al., 2019; Weatherby-Fell et al.,
2019). This will make them have no difficulty adapting to the use of
technology that is very often found in middle or high school. On the other
hand, nature-based e-modules can be easier for the teachers to deliver the
material. For example, the teacher will show mangrove plants to students
from videos so that students cannot only imagine but also see the plants
clearly through the e-modules made (Susilana et al., 2020).
Previous research mainly studied the use of e-modules on cultural
materials and rarely found research on the use of nature-based e-modules,
namely mangroves. Even if there is a use of e-module mangrove ecotourism,
most of it is only limited to college students, whose material is arguably more
complicated. The variables used are also mostly limited to one variable and
only one hypothesis test; based on this, a gap is obtained from the research.
Then the research questions can be formulated as follows:
1. What is the level of perception, interest, and character of students'
environmental care after using the mangrove ecotourism e-module?
2. What are the differences in the level of perception, interest, and
character of caring for the environment in each class after using the
mangrove ecotourism e-module?
3. What is the relationship between students' perceptions of interest
in learning and students' environmental care character after using
the mangrove ecotourism e-module?
The essence of this research can be seen from the use of learning
media that is less than the teacher; they tend to use printed books more and
do not make creative innovations by utilizing technology. With this
research, it is hoped that it can become a reference for teachers that e-

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modules are very suitable for the formation of character and attitudes of
elementary school students.

B. Method
The type of research used is quantitative research. Quantitative
research collects data which results are numbers (Boeren, 2018). The study
was conducted using 120 samples from different schools with the
equivalent level of elementary schools in Batanghari Regency. The sample
schools used were SDN 111/I Muaro Bulian, MIN 1 Batanghari, and
Pondok Pesantren Darusy Syafi'iyah. The researcher used a simple random
sampling method. Simple random sampling is the simplest and most
commonly used method in which each member of the population has an
equal chance of being selected as a subject and producing optimal data
(Sharma, 2017; Pal et al., 2018). The use of simple random sampling is
because researchers expect samples taken at random from each school to be
able to represent all students in the school.
The instruments used in this study were perception questionnaires,
interest questionnaires, and student environmental care character questionnaires.
For the perception variable, adopting a questionnaire from Astalini's research
in 2021 with three indicators are taken, namely the appearance of the e-
module, the presentation of the material in the e-module, and the usefulness
of the e-module with a total of 15 statements (Astalini et al., 2021). The Likert
scale used is 1 to 5 with details: 1 (strongly disagree), 2 (disagree), 3 (neutral),
4 (agree), and 5 (strongly agree). From the number of statements and the
Likert scale used, the level of perception can be determined as follows.
Table 1: Interval of Student Perceptions
Score Interval Student Perception Level
63,01 – 75,00 Very good
51,01 – 63,00 Good
39,01 – 51,00 Enough
27,01 – 39,00 Bad
15,00 – 27,00 Very Bad
(Source: Astalini et al., 2021)

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Then the interest variable was measured by ten statements adopted
from research by Rohani and Zulfah with four indicators: feelings of
pleasure, student interest, student attention, and student involvement
(Rohani & Zulfah, 2021). The Likert scale used is 1 to 5 with details such as
perception variables, the number of statements, and the Likert scale used can
be determined by the interval table, which can be seen in table 2.
Table 2: Interval of Student Interest
Score Interval Student Interest Level
42,01 – 50,00 Very good
34,01 – 42,00 Good
26,01 – 34,00 Enough
18,01 – 26,00 Bad
10,00 – 18,00 Very Bad
(Source: Rohani & Zulfah, 2021)
The last variable, namely, the character of students' environmental
care, uses five indicators: cleaning the school environment, beautifying
classrooms and schools, maintaining plants, participating in activities, and
cleaning toilets and bathrooms (Pramana et al., 2022). The Likert scale
used is also the same, so the table of students' environmental awareness
levels can be seen in table 3.
Table 3. Interval of Student Interest
Score Interval Student Environment Care Character Level
42,01 – 50,00 Very good
34,01 – 42,00 Good
26,01 – 34,00 Enough
18,01 – 26,00 Bad
10,00 – 18,00 Very Bad
(Source: Pramana et al., 2022)
Data were analyzed using descriptive statistics on each variable.
The hypothesis test used is the ANOVA test and the correlation test to test
the assumptions using the normality test and the homogeneity test. The
ANOVA test was carried out on the three variables in 3 different classes of
schools. In the last stage, to see the relationship between variables, the
researchers conducted a correlation test to determine the relationship

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between students' perceptions after using e-modules on learning interests
and the environmental care character of elementary school students.
The first research procedure was to provide the Mangrove Ecotourism
e-module. The data was collected by distributing questionnaires of perceptions
and student learning outcomes. After the data was collected, the researcher
analyzed the data using descriptive statistics and inferential statistics. The
data that has been analyzed is then viewed, and conclusions are drawn to
answer the formulated research objectives.

C. Result and Discussion
1. Result
Quantitative data obtained in the study were then analyzed using
descriptive analysis. The data from the descriptive statistical test of student
perceptions of elementary schools in the Batanghari district can be seen in
table 4.
Table 4: Descriptive Test Results of Student Perceptions
at Schools in Batanghari on e-Module
School Category F Mean Median Mode Min Max
Public
Elementary
School (SDN)
Very good 0 47.24 48.00 45.00 28.00 58.00
Good 11
Enough 20
Bad 6
Very Bad 0
Madrasah
Ibtidaiyah
(MIN)
Very good 0 50.97 52.00 54.00 40.00 62.00
Good 20
Enough 17
Bad 0
Very Bad
Pondok
Pesantren
Very good 0 46.65 48.00 48.00 24.00 55.00
Good 10
Enough 23
Bad 1
Very Bad 3

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Table 4 provides descriptive information from students' perceptions
of e-modules based on local Wisdom of mangrove ecotourism. The
perception results in the dominant elementary school stated that it was
sufficient with the number of students 20 people (54.1%) with an average
value of 47.24, a minimum score of 28, and a maximum value of 58. As for the
MIN, the dominant students gave a perception in the excellent category as
many as 20 students. People (54.1%) with an average score of 50.97, a
minimum score of 40, and a maximum score of 55. While at Islamic Boarding
Schools (Pondok Pesantren), students are more dominant in stating enough
with the number of students as many as 23 people (62.2%) where the average
score is 46.65, the minimum value is 24, and the maximum value is 55. Then
the results of descriptive statistics of student interest in learning can be seen
in the table below:
Table 5: Descriptive test results of student interest at schools in batanghari on e-module
School Category F Mean Median Mode Min Max
Public
Elementary
School (SDN)
Very good 2 33.32 33.00 32.00 20.00 43.00
Good 12
Enough 20
Bad 3
Very Bad 0
Madrasah
Ibtidaiyah
(MIN)
Very good 3 35.54 35.00 34.00 26.00 45.00
Good 17
Enough 16
Bad 1
Very Bad 0
Pondok
Pesantren
Very good 0 32.92 33.00 32.00 22.00 39.00
Good 13
Enough 22
Bad 2
Very Bad 0

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Table 5 provides information on the descriptive results of students'
interest in e-modules based on local Wisdom of mangrove ecotourism. Based
on the table, it can be seen that the percentage of SDN students' interest in the
dominant e-module is categorized as sufficient or good enough with a total of
20 students (54.1%) where the average score is 33.32, the minimum score is
20, and the maximum score is 43. Then for MIN students, the percentage of
MIN students' interest in the dominant e-module is in the excellent category
with a total of 17 students (44.7%), where the average score is 35.54. The
minimum score is 26, and the maximum score is 45. Then the results of
descriptive statistics of Students' Environmental Care Characters in learning
can be seen in the table below:
Table 6: Descriptive Test Results of Student Environment Care
Character at Schools in Batanghari on e-Module
School Category F Mean Median Mode Min Max
Public
Elementary
School (SDN)
Very good 0 31.78 33.00 35.00 18.00 41.00
Good 14
Enough 18
Bad 4
Very Bad 1
Madrasah
Ibtidaiyah
(MIN)
Very good 1 34.67 35.00 36.00 27.00 44.00
Good 19
Enough 17
Bad 0
Very Bad 0
Pondok
Pesantren
Very good 2 33.84 34.00 33.00 26.00 44.00
Good 12
Enough 21
Bad 2
Very Bad 0
Table 6 provides information on the descriptive results of the students'
environmental care character. Based on the table, it can be seen that the
percentage of environmental care characters of the dominant SDN students is
categorized as sufficient or good enough, with the number of students stating

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it as many as 18 people (48.6%), where the average score is 31.78, the
minimum score is 18, and the maximum score is 41. Then for MIN students,
the percentage of students' environmental care character is dominant with a
total of 19 students (51.4%), where the average score is 34.67, the minimum
score is 27, and the maximum score is 44. Meanwhile, for Pondok Pesantren
students, The percentage of the dominant student'.
After seeing the descriptive statistics, the next researcher conducted
the ANOVA test. However, before doing so, the researcher first tested the
assumptions, including the normality and homogeneity tests. The results of
the normality and homogeneity test can be seen in the table below:
Table 7: Normality and homogeneity test result
Variable School Normality (Sig) Homogeneity (Sig)
Perception
SDN 0.053 0.626

MIN 0.200
Pondok Pesantren 0.072
Interest SDN 0.200 0.129
MIN 0.200
Pondok Pesantren 0.200
Environmental
Care Character
SDN 0.200 0.161
MIN 0.200
Pondok Pesantren 0.151
Table 7 shows the distribution of data on each variable for each
class. The data is said to be typically and homogeneously distributed if the
sig value > 0.05. Based on the table, all data are typically distributed
because the significance value is more significant than 0.05. After the data is
declared to be normally distributed, the homogeneity test is carried out as
the second assumption test. The results of the homogeneity test can be seen
in the following table.
After the data is declared regular and homogeneous, the hypothesis
can be tested using the ANOVA test. The results of the ANOVA test can be
seen in the following table.

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Table 8: Anova Test Results of Students' Perceptions,
Interests, and Environmental Care Characters
Variable ANOVA
Mean Square F Sig
Perception Between Groups 203.279 3.980 0.021
Within Groups 51.076
Total
Interest Between Groups 73.685 3.361 0.038
Within Groups 21,926
Total
Environmental
Care Character
Between Groups 81,919
4.394 0.015
Within Groups 18,643
Total
Table 8 shows the output results for the ANOVA test. In the ANOVA
test, if the value of sig < 0.05, it can be said there is a difference between one
variable and another. The significant value for the perception variable is
0.021, the significance for the interest variable is 0.038, and the significance for
the environmental care character variable is 0.015. This shows that all the
significance value is less than 0.05, which means that there are differences in
students' perceptions, interests, and environmental care characters. The
researchers conducted a follow-up test by comparing class data to find out
the differences. The further test used by the researchers was the LSD follow-
up test. The results of the further LSD test can be seen in the following table.
Table 9: The results of the lsd follow-up test of students' perceptions, interests, and
environmental care character
Variable Class (I) Class (J)
Mean
Difference (IJ)
Sig
Perception SDN MIN -3,729* 0.027
Pondok Pesantren 0.594 0.721
MIN SDN 3,729* 0.027
Pondok Pesantren 4.324* 0.011

Pondok
Pesantren
SDN -0.594
0.721
MIN -4324* 0.011
Interest SDN MIN -2,216* 0.044
Pondok Pesantren 0.405 0.710
MIN SDN 2,216* 0.044
Pondok Pesantren 2,622* 0.018

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Variable Class (I) Class (J)
Mean
Difference (IJ)
Sig

Pondok
Pesantren
SDN -0.405
0.710
MIN -2,622* 0.018
Environmental
Care Character
SDN MIN -2,892* 0.005
Pondok Pesantren -2,054* 0.043
MIN SDN 2,892* 0.005
Pondok Pesantren 0.838 0.406

Pondok
Pesantren
SDN 2,054* 0.043
MIN -0.838 0.406

Table 9 shows that almost every school significantly differs in each
variable. In the perception variable, schools that meet the requirements with a
sig < 0.05 are SDN with MIN and Islamic Boarding School (Pondok Pesantren)
with MIN, where the significance is 0.027 and 0.011, respectively. Then for
the variable of interest, the schools with different interests are SDN with MIN
and Pondok Pesantren with MIN, where the significance is 0.044 and 0.018,
respectively. As for the environmental care character variable, the schools
with differences are SDN with MIN and SDN with Pondok Pesantren, with
significance values of 0.005 and 0.043, respectively. This means that there is a
significant difference in schools whose significance is less than 0.05, while
other schools do not.
In addition to seeing the difference between one variable and another
variable in each school, the correlation or relationship between one variable
and another variable can also be seen. This is done by doing a correlation test.
Table 10: Results of the correlation test of interests and characters on students'
perceptions of e-modules based on local wisdom mangrove ecotourism
Student Perception
Student Interest Pearson Correlation 0.206*
Sig. (2-tailed) 0.030
N 111
Characters Care for the
Environment of Students
Pearson Correlation 0.660**
Sig. (2-tailed) 0.000
N 111

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Table 10 provides information on whether or not there is a relationship
between one variable and another. There is a correlation between the
variables of interest and student perceptions because sig < 0.05 and the
Pearson Correlation value is0.206*, where the * sign indicates a correlation
between variables. Furthermore, for the environmental care character
variable with student perceptions, a significance value of 0.000 is obtained
and a Pearson correlation value of 0.660**, indicating a correlation between
environmental care characters and students' perceptions.

2. Discussion
The weakness of this research can be viewed from various aspects.
From the perception variable, children tend to have a similar perception in
elementary school. Friends influence this, and their minds are still simple,
making the data biased. From the interest variable, it is almost the same as
perception, but the researchers found that interest in learning is strongly
influenced by the teacher who teaches. Then in terms of environmental
awareness, the primary difference is the school location of different students.
Pondok Pesantren children interact with the environment more often, causing
most students to have a severe concerns. The boarding system at Pondok
Pesantren also makes the formation of caring attitudes more controlled than
in state elementary schools and madrasas.
The advantages of the research conducted are using four variables:
perceptions, interests, environmental care characters, and teacher responses.
Using these four variables aims to measure the extent to which the use of e-
modules for students and teachers. This research complements previous
research fromWibowo et al. (2019), which examines how e-modules can
increase students' interest in learning. The use of e-modules not only increases
student interest, such as the results of research (Serevina et al., 2018). Using
e-modules in learning can also improve science process skills so that learning
is more effective. Therefore, the use of e-modules can affect many variables
for research. In addition, the use of varied samples from 3 different educational
institutions can make it easier to analyze the data. This study also uses

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interactive and exciting media, namely e-modules, where the use of e-modules
for elementary schools in the Batanghari Regency is relatively minimal.
Previous research conducted by Aprilia & Suryadarma (2020) takes
the same theme: mangrove plants. However, this research is in the form of
development, so there are no supporting variables such as the research that
researchers are doing now for other research from Sigit et al. (2020), only
taking the mangrove theme as research by linking students' attitudes and
knowledge and not making a product such as a mangrove ecotourism e-
module. In addition, Kigpiboon (2013) developed an environmental education
model to manage sustainable mangrove forests in Eastern Thailand. However,
there is no development of teaching materials, especially e-modules, to learn
about mangroves as local Wisdom. The display of the mangroves ecotourism
e-module can be seen in Figure 2.

Figure 1: Cover e-modul mangroves ecotourism for elementary school education
The e-module created is intended for 4th-grade elementary school
children whose material is adjusted to the theme of the elementary school
education curriculum. To view the contents of this e-module can be seen
in the image below.

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Figure 2: Contents view of the mangrove ecotourism e-module
E-modules that have been made are given to students whose perceptions
will be measured later. The level of perception obtained for the three schools
ranges from sufficient and suitable levels. These results indicate that the e-
module is feasible to practice in the field. According to some experts (Asrial
et al., 2020), The perception obtained by the researcher is included in the
positive perception, which will affect the interest in learning and the character
of students' environmental care. A positive perception shows the expression
of students' comfort in using media which in this case is an e-module (Smith
et al., 2021). Based on this, it can be concluded that students are comfortable
learning using nature-based e-modules.
After seeing the level of perception of the students of the three sample
schools, the next researcher measured how the effect was after using the e-
module. According to previous research experts (Stiller & Bachmaier, 2017;
Sofyan et al., 2019; Rasmawan, 2020), e-modules can be integrated and increase
students' interest in learning in class. Interest in learning itself can arise by
fostering positive emotions in each student, especially elementary students.
Positive emotions can be formed from how teachers teach in the classroom.
Family-friendly e-modules are also very helpful in managing students' emotions.
In addition, with interactive pictures and videos, students can form a sense of

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JIP-The Indonesian Journal of the Social Sciences 678}
environmental awareness about natural conditions, which are now slowly being
eroded by age.
Learning, in general, is an interaction between humans and the
environment. The environment is a provider of stimulus and interaction for
students. Using the mangrove ecotourism e-module makes learning comfortable
and forms the curiosity of students who generally do not know what mangroves
are. Mangrove plants themselves are found in tropical areas with stagnant
water. Based on this, it is challenging to invite students to their habitat
directly (Phong, 2018; Pickens et al., 2019; Astalini et al., 2021). This ignorance
is an opportunity for teachers to direct and grow students' awareness of
nature, especially mangrove plants.
This study is limited to the differences and the influence of variables in
the 3 sample schools and does not tell how the development of the e-module.
Previous research from (Fisnani et al., 2020) explains how the stages of making
e-modules with different themes are made. The area where the research is
located is also only in one place, namely Batanghari, by taking one class at
three different educational institutions, where the data is not too much. So, in
this case, the researcher recommends that further research be done by adding
the media used, and the themes taken can be changed according to the
Wisdom and needs of other writers. In addition, more than one place or area
can be selected to obtain more varied data.

D. Conclusion
The perception and learning interest level of Pondok Pesantren
students is lower than the other two elementary schools. However, for the
character of caring for the environment, the boarding school children are
higher than in the other two schools. This perception is used to assess e-
modules in students' eyes, while for learning interest, it is used to measure
how interested students are in using e-modules. In addition, the character
of caring for the environment is essential in developing students' attitudes
toward protecting the environment around them. In addition, the level of
student perception also has a strong relationship with students' interest in

E-Module Mangrove Ecotourism: Difference And Relationship Perception
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JIP-The Indonesian Journal of the Social Sciences {679
learning and the character of caring for the environment. With the results
and interviews obtained.
The researcher recommends that further research be conducted in
more than one place or area to obtain more varied data. In addition, researchers
are expected to add the media used, and the themes taken can be changed
according to the Wisdom and needs of other writers. Researchers can also
develop other local Wisdom in the local environment to increase students'
interests, perceptions, and character. So that learning becomes more focused,
both online and offline.

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