Salian ti ngungkulan dampak erosi, program penanaman mangrove ieu ogé diharepkeun miboga dampak positif séjénna. Narasumber nyebutkeun, ku program ieu, sakolana bisa ngawangun citra anu hadé jeung meunang pangakuan ti masarakat. Hal ieu nuduhkeun yén penanaman mangrove lain ngan ukur mangpaat sacara ékologis, tapi ogé sacara sosial jeung atikan.
Program penanaman mangrove ieu dilaksanakeun di Muara Gembong, anu mangrupa lokasi anu strategis pikeun ngurangan dampak erosi di wewengkon éta. Ku gawé bareng antara siswa SMA, guru jeung organisasi kesiswaan, dipiharep program ieu bisa jadi conto pikeun inisiatif sarupa di wewengkon séjén. Ngaliwatan usaha babarengan ieu, masarakat di sabudeureun Muara Gembong miharep sangkan lingkungan nu leuwih lestari jeung ngalibetkeun generasi ngora dina konservasi alam.
ᮃᮁᮒᮤᮊᮨᮜ᮪ ᮅᮕᮚ ᮕᮨᮔᮔᮙᮔ᮪ ᮙᮍᮢᮧᮗᮨ ᮕᮤᮊᮩᮔ᮪ ᮍᮥᮀᮊᮥᮜᮔ᮪ ᮆᮛᮧᮞᮤ
ᮓᮤ ᮒᮨᮍᮂ ᮍᮛᮧᮔ᮪ᮏᮒ᮪ᮔ ᮓᮙ᮪ᮕᮊ᮪ ᮈᮛᮧᮞᮤ ᮓᮤ ᮄᮔ᮪ᮓᮧᮔᮦᮞᮤᮃ, ᮠᮥᮞᮥᮞ᮪ᮔ ᮓᮤ ᮝᮨᮝᮨᮀᮊᮧᮔ᮪ ᮘᮞᮤᮞᮤᮁ, ᮠᮥᮞᮥᮞ᮪ᮔ ᮞᮤᮞ᮪ᮝ ᮞ᮪ᮙ ᮔᮨᮌᮨᮛᮤ |᮱| ᮘᮨᮊᮞᮤ, ᮓᮤᮘᮛᮨᮍᮔ᮪ ᮊᮥ ᮕᮛ ᮌᮥᮛᮥ, ᮞᮒᮦᮊᮂ ᮕᮧᮜᮂ ᮍᮜᮊ᮪ᮞᮔᮊᮩᮔ᮪ ᮕᮢᮧᮌᮢᮙ᮪ ᮕᮨᮔᮔᮙᮔ᮪ ᮙᮍᮢᮧᮗᮨ. ᮓᮤᮕᮤᮠᮛᮨᮕ᮪ ᮕᮢᮧᮌᮢᮙ᮪ ᮄᮉ ᮘᮤᮞ ᮏᮓᮤ ᮜᮦᮀᮊᮂ ᮊᮧᮀᮊᮢᮤᮒ᮪ ᮓᮤᮔ ᮍᮥᮛᮍᮔ᮪ ᮓᮙ᮪ᮕᮊ᮪ ᮔᮨᮌᮒᮤᮖ᮪ ᮃᮔᮥ ᮓᮤᮃᮊᮤᮘᮒ᮪ᮊᮩᮔ᮪ ᮊᮥ ᮈᮛᮧᮞᮤ, ᮊᮜᮚᮔ᮪ ᮖᮧᮊᮥᮞ᮪ ᮅᮒᮙᮔ ᮊ ᮝᮨᮝᮨᮀᮊᮧᮔ᮪ ᮞᮘᮥᮓᮩᮛᮩᮔᮔ.
ᮃᮜ᮪ᮗᮛᮧ, ᮞᮜᮊᮥ ᮊᮨᮒᮥᮃ ᮇᮞᮤᮞ᮪ ᮞ᮪ᮙᮔ᮪ |᮱| ᮘᮨᮊᮞᮤ ᮕᮨᮛᮤᮇᮓᮨ ᮞᮙᮦᮙᮦᮂᮔ, ᮃᮔᮥ ᮏᮓᮤ ᮔᮛᮞᮥᮙ᮪ᮘᮨᮁ ᮍᮏᮨᮜᮞ᮪ᮊᮩᮔ᮪, ᮒᮥᮏᮥᮃᮔ᮪ ᮅᮒᮙ ᮓᮤᮃᮚᮊᮩᮔᮔ ᮄᮉ ᮕᮢᮧᮌᮢᮙ᮪ ᮑᮆᮒ ᮕᮤᮊᮩᮔ᮪ ᮍᮥᮛᮍᮔ᮪ ᮓᮙ᮪ᮕᮊ᮪ ᮈᮛᮧᮞᮤ ᮓᮤ ᮄᮔ᮪ᮓᮧᮔᮦᮞᮤᮃ, ᮠᮥᮞᮥᮞ᮪ᮔ ᮓᮤ ᮝᮨᮝᮨᮀᮊᮧᮔ᮪ᮔ. ᮊᮥ ᮙᮨᮜᮊ᮪ ᮘᮊᮅ, ᮃᮛᮔ᮪ᮏᮩᮔ᮪ᮔ ᮍᮠᮛᮨᮕ᮪ᮊᮩᮔ᮪ ᮑᮤᮕ᮪ᮒᮊᮩᮔ᮪ ᮐᮧᮔ ᮕᮨᮛᮣᮤᮔ᮪ᮓᮥᮍᮔ᮪ ᮃᮜᮙ᮪ ᮃᮔᮥ ᮒᮤᮃᮞ ᮍᮤᮛᮍᮔ᮪ ᮊᮛᮥᮞᮊᮔ᮪ ᮘᮞᮤᮞᮤᮁ ᮞᮛᮨᮀ ᮑᮄᮙ᮪ᮘᮀᮊᮩᮔ᮪ ᮆᮊᮧᮞᮤᮞ᮪ᮒᮨᮙ᮪ ᮘᮞᮤᮞᮤᮁ.
ᮓᮤᮔ ᮝᮝᮔ᮪ᮎᮛ, ᮊᮕᮀᮌᮤᮂ ᮚᮦᮔ᮪ ᮕᮢᮧᮌᮢᮙ᮪ ᮕᮨᮔᮔᮙᮔ᮪ ᮙᮍᮢᮧᮗᮨ ᮄᮉ ᮍᮜᮤᮘᮨᮒ᮪ᮊᮩᮔ᮪ ᮞᮤᮞ᮪ᮝ ᮞ᮪ᮙ ᮔᮨᮌᮨᮛᮤ |᮱| ᮘᮨᮊᮞᮤ ᮏᮩᮀ ᮌᮥᮛᮥ. ᮞᮜᮤᮃᮔ᮪ ᮒᮤ ᮆᮒ, ᮃᮚ ᮇᮌᮦ ᮕᮍᮢᮧᮏᮧᮀ ᮒᮤ ᮜᮨᮙ᮪ᮘᮌ ᮊᮨᮞᮤᮞ᮪ᮝᮃᮔ᮪ (ᮜ᮪ᮊ᮪) ᮞᮒᮨᮙ᮪ᮕᮒ᮪. ᮊᮨᮒᮨᮛᮣᮤᮘᮒᮔ᮪ ᮞᮊᮧᮜ ᮞᮛᮨᮀ ᮇᮁᮌᮔᮤᮞᮞᮤ ᮞᮤᮞ᮪ᮝ ᮔᮥᮔ᮪ᮏᮥᮊ᮪ᮊᮩᮔ᮪ ᮊᮧᮜᮘᮧᮛᮞᮤ ᮃᮔᮥ ᮎᮊᮨᮒ᮪ ᮃᮔ᮪ᮒᮛ ᮊᮧᮙᮥᮔᮤᮒᮞ᮪ ᮕᮨᮔ᮪ᮓᮤᮓᮤᮊᮔ᮪ ᮞᮛᮨᮀ ᮜᮨᮙ᮪ᮘᮌ ᮙᮞᮛᮊᮒ᮪.
ᮔᮛᮞᮥᮙ᮪ᮘᮨᮁ ᮍᮏᮨᮜᮞ᮪ᮊᮩᮔ᮪ ᮚᮦᮔ᮪ ᮕᮢᮧᮌᮢᮙ᮪ ᮄᮉ ᮓᮤᮛᮨᮔ᮪ᮎᮔᮊᮩᮔ᮪ ᮞᮛᮨᮀ ᮓᮤᮜᮊ᮪ᮞᮔᮊᮩᮔ᮪ ᮞᮎᮛ ᮞᮊ᮪ᮞᮙ. ᮓᮤᮔ ᮕᮢᮧᮞᮦᮞ᮪ ᮕᮨᮛᮨᮔ᮪ᮎᮔᮃᮔ᮪, ᮃᮛᮔ᮪ᮏᮩᮔ᮪ᮔ ᮍᮀᮌᮕ᮪ ᮝᮊ᮪ᮒᮧᮞ᮪ ᮃᮔᮥ ᮕᮞ᮪, ᮑᮆᮒ ᮕᮦᮘᮢᮥᮃᮛᮤ, ᮊᮜᮚᮔ᮪ ᮍᮀᮌᮕ᮪ ᮎᮥᮃᮎ ᮃᮔᮥ ᮍᮥᮔ᮪ᮒᮥᮀᮊᮩᮔ᮪ ᮞᮛᮨᮀ ᮊᮃᮚᮃᮔ᮪ ᮜᮤᮀᮊᮥᮍᮔ᮪. ᮞᮔᮇᮞ᮪ ᮝᮊ᮪ᮒᮧᮞ᮪ ᮕᮜᮊ᮪ᮞᮔᮃᮔ᮪ ᮠᮨᮔ᮪ᮒᮩ ᮜᮙᮤ ᮕᮤᮞᮔ᮪, ᮃᮛᮔ᮪ᮏᮩᮔ᮪ᮔ ᮍᮛᮨᮕ᮪-ᮃᮛᮨᮕ᮪ ᮠᮞᮤᮜ᮪ ᮃᮔᮥ ᮠᮞᮤᮜ᮪ᮔ ᮒᮤᮃᮞ ᮌᮓᮥᮂ ᮓᮙ᮪ᮕᮊ᮪ ᮃᮔᮥ ᮕᮧᮞᮤᮒᮤᮖ᮪ ᮏᮀᮊ ᮕᮔ᮪ᮏᮀ.
ᮞᮜᮤᮃᮔ᮪ ᮒᮤ ᮍᮥᮀᮊᮥᮜᮔ᮪ ᮓᮙ᮪ᮕᮊ᮪ ᮈᮛᮧᮞᮤ, ᮕᮢᮧᮌᮢᮙ᮪ ᮕᮨᮔᮔᮙᮔ᮪ ᮙᮍᮢᮧᮗᮨ ᮄᮉ ᮇᮌᮦ ᮓᮤᮠᮛᮨᮕ᮪ᮊᮩᮔ᮪ ᮙᮤᮘᮧᮌ ᮓᮙ᮪ᮕᮊ᮪ ᮕᮧᮞᮤᮒᮤᮖ᮪ ᮞᮦᮏᮦᮔ᮪ᮔ. ᮔᮛᮞᮥᮙ᮪ᮘᮨᮁ ᮑᮨᮘᮥᮒ᮪ᮊᮩᮔ᮪, ᮊᮥ ᮕᮢᮧᮌᮢᮙ᮪ ᮄᮉ, ᮞᮊᮧᮜᮔ ᮘᮤᮞ ᮍᮝᮍᮥᮔ᮪ ᮎᮤᮒᮢ ᮃᮔᮥ ᮠᮓᮦ ᮏᮩᮀ ᮙᮩᮔᮀ ᮕᮍᮊᮥᮃᮔ᮪ ᮒᮤ ᮙᮞᮛᮊᮒ᮪. ᮠᮜ᮪ ᮄᮉ ᮔᮥᮓᮥᮂᮊᮩᮔ᮪ ᮚᮦᮔ᮪ ᮕᮨᮔᮔᮙᮔ᮪ ᮙᮍᮢᮧᮗᮨ ᮜᮄᮔ᮪ ᮍᮔ᮪ ᮅᮊᮥᮁ ᮙᮀᮕᮃᮒ᮪ ᮞᮎᮛ ᮆᮊᮧᮜᮧᮌᮤᮞ᮪, ᮒᮕᮤ ᮇᮌᮦ ᮞᮎᮛ ᮞᮧᮞᮤᮃᮜ᮪ ᮏᮩᮀ ᮃᮒᮤᮊᮔ᮪.
ᮆ
ᮕᮢᮧᮌᮢᮙ᮪ ᮕᮨᮔᮔᮙᮔ᮪ ᮙᮍᮢᮧᮗᮨ ᮄᮉ ᮓᮤᮜᮊ᮪ᮞᮔᮊᮩᮔ᮪ ᮓᮤ ᮙᮥᮃᮛ ᮌᮨᮙ᮪ᮘᮧᮀ, ᮃᮔᮥ ᮙᮍᮢᮥᮕ ᮜᮧᮊᮞᮤ ᮃᮔᮥ ᮞ᮪ᮒᮢᮒᮨᮌᮤᮞ᮪ ᮕᮤᮊᮩᮔ᮪ ᮍᮥᮛᮍᮔ᮪ ᮓᮙ᮪ᮕᮊ᮪ ᮈᮛᮧᮞᮤ ᮓᮤ ᮝᮨᮝᮨᮀᮊᮧᮔ᮪ ᮆᮒ. ᮊᮥ ᮌᮝᮦ ᮘᮛᮨᮀ ᮃᮔ᮪ᮒᮛ ᮞᮤᮞ᮪ᮝ ᮞ᮪ᮙ, ᮌᮥᮛᮥ ᮏᮩᮀ ᮇᮁᮌᮔᮤᮞᮞᮤ ᮊᮨᮞᮤᮞ᮪ᮝᮃᮔ᮪, ᮓᮤᮕᮤᮠᮛᮨᮕ᮪ ᮕᮢᮧᮌᮢᮙ᮪ ᮄᮉ ᮘᮤᮞ ᮏᮓᮤ ᮎᮧᮔ᮪ᮒᮧ ᮕᮤᮊᮩᮔ᮪ ᮄᮔᮤᮞᮤᮃᮒᮤᮖ᮪ ᮞᮛᮥᮕ ᮓᮤ ᮝᮨᮝᮨᮀᮊᮧᮔ᮪ ᮞᮦᮏᮦᮔ᮪. ᮍᮜᮤᮝᮒᮔ᮪ ᮅᮞᮠ ᮘᮘᮛᮨᮍᮔ᮪ ᮄᮉ, ᮙᮞᮛᮊᮒ᮪ ᮓᮤ ᮞᮘᮥᮓᮩᮛᮩᮔ᮪ ᮙᮥᮃᮛ ᮌᮨᮙ᮪ᮘᮧᮀ ᮙᮤᮠᮛᮨᮕ᮪ ᮞᮀᮊᮔ᮪ ᮜᮤᮀᮊᮥᮍᮔ᮪ ᮔᮥ ᮜᮩᮝᮤᮂ ᮜᮨᮞ᮪ᮒᮛᮤ ᮏᮩᮀ ᮍᮜᮤᮘᮨᮒ᮪ᮊᮩᮔ᮪ ᮌᮨᮔᮨᮛᮞᮤ ᮍᮧᮛ ᮓᮤᮔ ᮊᮧᮔ᮪ᮞᮨᮁᮗᮞᮤ ᮃᮜᮙ᮪.
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