The Concept of Ocean Sustainability in High School: Measuring the Ocean Literacy of Vocational High School Students in Indonesia

Abstract

In this study, we used propositional concept maps with different ocean-related conceptual sentences to assess the ocean literacy of maritime vocational high school students in Grades 10–12 in Indonesia. Indonesia is the world’s largest archipelagic country, and many aspects of people’s lives, including their jobs, are related to the ocean. Therefore, it is crucial to assess the ocean literacy and related knowledge of students, especially maritime vocational high school students. Thus, in this study, an open-ended questionnaire was employed to acquire data from 255 students at the National Vocational High School 1 Temon in Yogyakarta, Indonesia. A total of 215 males and 40 females participated in this study. In addition to descriptive analysis, we used a one-way analysis of variance and a t-test for statistical inference. The results showed that 11th and 12th graders scored significantly higher in ocean literacy than 10th graders, and female students significantly outperformed male students. Furthermore, student learning was teacher-centered. In this paper, we summarize the results and provide suggestions and references concerning ocean literacy for teachers and high school students.

1. Introduction

The word “maritime” has strong significance for Indonesia. Geographically, Indonesia is located between the Pacific Ocean and the Indian Ocean, and it borders the continents of Asia and Australia [1]. Indonesia comprises thousands of islands, and its coastline spans over 99,000 km, making it the world’s second-longest coastline after Canada. Therefore, Indonesia has great potential in terms of marine resources, and the Indonesian government is currently pursuing the national development goal of becoming a global maritime fulcrum [2]. A well-informed workforce with adequate maritime knowledge constitutes the initial capital and basic requirement to support this objective.

According to Fauville et al. [3], a person has ocean literacy (OL) if they understand the basic principles and concepts of ocean functions, can accurately distinguish different seas, make the right judgments, and feel responsible toward the ocean ecosystem and its resources. One way to improve OL is through education. Learning about and understanding oceans from an early age is an indispensable step. Therefore, ocean education in Indonesia must support the nation’s vision of becoming a global maritime fulcrum. Teaching marine knowledge in schools, mainly in vocational high schools, facilitates the achievement of this national development goal through future academic outcomes. Therefore, an indicator to assess students’ prior knowledge of OL would help educators design and provide comprehensive OL education [4]. Measuring students’ OL has become an essential research topic in recent years. For example, an investigation of OL measurement was conducted using a Greek version of the Survey of OL and Experience (SOLE) [5]. In that study, the authors evaluated SOLE’s measurement properties using the Rasch model.

In another study, a psychometric approach was adopted to develop an international OL survey (IOLS) [3]. The IOLS allows the comparison of OL competencies in different countries. Another study revealed that research on the measurement of OL is underway in southern Africa [6]. In a cross-country study of Italy, Croatia, and Greece, the OL of elementary school students was explored. The results showed that students often had misconceptions about marine science [7]. In Asia, on the other hand, researchers in Taiwan used the Chinese OL scale to assess high school students’ OL [8]. The literature shows that in most countries, especially island countries, an assessment tool to measure students’ OL is necessary. Structurally, most studies [3,5,7,8,9] followed the seven principles of OL established by the National Oceanic and Atmospheric Administration [10], which are as follows: (P1) Earth has one large ocean with many features, (P2) oceans and the living organisms in them shape Earth’s features, (P3) oceans have a major impact on weather and climate, (P4) oceans make Earth habitable, (P5) oceans support a great diversity of life and ecosystems, (P6) oceans and humans are inextricably interconnected, and (P7) oceans are largely unexplored. However, very little research has been conducted on students’ OL in Indonesia, especially that of middle schoolers and vocational school students.

Teaching OL concepts is not easy for teachers. For many students, OL-related courses (e.g., oceanography, biology, and earth science) use a plethora of professional terminology that is hard to memorize, which may cause students to lose interest in OL-related courses. Therefore, teachers must engage in good maritime curriculum planning to support student learning, but an effective assessment model to measure students’ OL competencies is also significant. Concept maps are considered effective tools to assess the learning outcomes of students and measure their reasoning ability and understanding of concepts since the primary goal of learning is to understand concepts [11,12,13]. Ghani et al. [11] used concept mapping to discuss students’ learning outcomes in electrolysis experiments, while Stoddart et al. [13] used concept maps to assess students’ science learning, and Reiska et al. [12] used concept maps to assess students’ science literacy.

Even tough Indonesia is a maritime nation, little research has been conducted on measuring and understanding the OL levels of Indonesian students. Given this research gap, teachers have insufficient information regarding the course design and teaching methods that can improve the OL competencies of Indonesian students. Furthermore, studies using concept maps to measure students’ OL are lacking. In Indonesia, the use of concept maps as tools to improve the learning abilities of students is still very uncommon.

A concept is a class or category of stimuli with general characteristics. The learning mode and process of students can help to determine their mastery of different concepts. The more meaningful a lesson is, the better the learning outcomes, i.e., the students’ mastery of conceptual terms. If students do not understand the relevant concepts, it is challenging for them to sustain a higher-level learning process. Previous learning outcomes should be well understood and emphasized since these are fundamental to conceptual learning. In light of the importance of students’ reasoning skills and conceptual knowledge, this study used concept maps as an assessment tool to measure OL in Indonesia.

Research Aim and Research Questions

The following research goals were proposed:

• To demonstrate how concept maps can be used to assess the OL of vocational high school students in Indonesia;
• To evaluate the words and propositional sentences associated with OL concepts and identify sources of OL knowledge for Indonesian vocational high school students;
• To ascertain whether any grade and gender differences exist in the OL performance of Indonesian vocational high school students.

2. Research Methodology

2.1. General Background

This study aimed to assess the OL competencies of vocational high school students in Indonesia. In our research, we used concept maps as an assessment tool to evaluate the writing quality of vocational high school students. We adopted a quantitative research method and used IBM SPSS 26 software for data analysis, the three aspects of which were participants, instruments, and statistical analyses.

2.2. Research Sample

Study participants were students in Grades 10–12 at the National Vocational High School 1 Temon in Yogyakarta, Indonesia. The students in this participating school are exposed to learning more marine knowledge than those attending other high schools in Indonesia since it is a maritime vocational school. The participants were enrolled in related programs (e.g., navigation, marine engineering, fishery engineering, and fishery production). Since the study targeted vocational high school students, random sampling was used to recruit participants from various programs. The final valid research sample comprised 255 students, 102 of whom were 10th graders, 43 of whom were 11th graders, and 110 of whom were 12th graders. The sample comprised 215 males and 40 females.

2.3. Instruments and Procedures

A two-part quiz was administered after the students completed the concept maps. Students received pen and paper and were asked to list 20 maritime conceptual terms to complete the first part of the quiz. The teacher collected all the terms, sorted them, and presented the top 50 most common terms as keywords. To complete the second part of the quiz, the students were asked to use these keywords to write 10 sentences after they learned all the keywords. Each sentence was to contain at least one keyword, and no keywords were to be repeated across the ten sentences. These sentences were then graded. After the evaluation, the data were analyzed using a statistical software program. In addition to evaluating the students’ sentence-making abilities based on the concept maps, their sources of maritime knowledge were also examined.

The students’ test scores were calculated based on evaluations of their sentences by two experts, and the final test score was the average of the two scores each expert assigned. Sentences were assessed in three dimensions: accuracy, depth of explanation, and causal relationship between the concepts in the sentences. Each sentence was numbered and scored in three dimensions: accuracy, explanation, and complexity [13].

Table 1. Scoring system applied to the propositional concept map sentences.

Dimension	Category	Example	Score
Accuracy	Scientific accuracy	Seawater has a higher density than freshwater.	5
	Common knowledge	Fringing reefs live on the coast.	3
	Affective statement	Coral reefs are gorgeous.	1
	Inaccurate statement	Sharks are cold-blooded animals.	0
Explanation	Basic description	The ship docked at the port.	3
	Critical thinking	Garbage is artificial waste that can damage marine ecosystems.	5
Complexity	Simple	The fish are hiding in the coral reef.	3
	Composite	There are several types of sand on the beach, including white sand and black sand.	5
Total score			0–15

Note. Instances of inaccuracy were considered misconceptions.

summarizes these three dimensions and provides the scores and example sentences.

2.4. Data Analysis

In this study, descriptive statistics and one-way analysis of variance (ANOVA) were adopted for data analysis. Descriptive statistics provide information about variables and datasets and highlight potential relationships among variables [14]. In this study, an ANOVA was used to investigate whether OL significantly differed among the participants in terms of accuracy, explanation, and propositional structure. The significance value was set to 0.05. Scheffe’s test was conducted for post hoc analysis of the proposed sentences to demonstrate the significant differences among the different dimensions of students’ OL. An independent sample t-test was performed to determine whether males or females were better at proposing ocean-related concept map sentences.

3. Research Results

3.1. Source of Ocean Literacy

In addition to the 10-concept map sentences the students created, in a multiple-choice questionnaire, the participating students were asked to indicate their sources for acquiring OL knowledge.

Table 2. Origin of students’ ocean literacy.

Rank	Source	Number of Students	Percentage
1	Teacher instruction	255	100.0%
2	Newspapers and magazines	129	50.6%
3	Friends	110	43.1%
4	Self-learning	105	41.2%
5	Educational materials	94	36.9%

shows the top five sources of students’ OL knowledge. All the students noted that they learned OL knowledge from their teachers. Roughly half of the students (50.6%) learned marine knowledge from newspapers and magazines, followed by friends, self-learning, and educational materials. These results indicated that student learning was teacher-centered, thus suggesting the low learning autonomy of the students.

3.2. Descriptive Analysis of Propositional Concept Map Sentences

As shown in

Table 3. Overall descriptive statistics of concept map sentences (n = 255).

Description	Min	Max	Mean	SD
Accuracy	6	48	34.42	7.77
Explanation	27	48	38.83	4.58
Complexity	29	50	35.56	4.34
Total score	66	146	108.81	14.83
Misconception	0	8	0.65	1.21
OL Principle 1	0	6	1.13	1.23
OL Principle 2	0	4	0.24	0.59
OL Principle 3	0	4	0.89	0.85
OL Principle 4	0	3	0.22	0.53
OL Principle 5	0	7	1.42	1.63
OL Principle 6	0	10	4.44	1.70
OL Principle 7	0	10	5.15	2.23

Note. SD = standard deviation.

, among the three dimensions, the lowest average score was for accuracy (34.42), followed by complexity (35.56), and the highest score was for explanation (38.83). These results may be attributable to inaccurate or affective statements, which may have produced a lower score. Regarding incorporating the seven OL principles, students’ sentences included the concepts related to the sixth and seventh principles. Considering the 10 sentences of each student, an average of 5.15 reflected the seventh principle, and an average of 4.44 reflected the sixth principle. The fourth principle appeared the least in the students’ sentences.

3.3. Students’ OL Performance by Grade

We adopted ANOVA to investigate the grade differences in the students’ sentence-making scores regarding the marine-related concept maps. A Scheffe post hoc test was used to identify between-group differences. As shown in

Table 4. Analysis of concept map sentences by grade.

Dimension		Sum of Squares	df	Mean Square	F	Sig.	Scheffe’s Test
Accuracy	Between	4333.88	2	2166.94	49.59	<0.001 ***	11 > 10
	Within	11,012.06	252	43.70			12 > 10
	Total	15,345.94	254
Explanation	Between	301.45	2	150.72	7.55	0.001 **	11 > 10
	Within	5032.96	252	19.97			12 > 10
	Total	5334.41	254
Complexity	Between	557.46	2	278.73	16.62	<0.001 ***	11 > 10
	Within	4227.22	252	16.78			12 > 10
	Total	4784.68	254
Total score	Between	11,337.60	2	5668.80	32.09	<0.001 ***	11 > 10
	Within	44,513.98	252	176.64			12 > 10
	Total	55,851.58	254

Note. ** p < 0.01 *** p < 0.001.

, the results showed a significant difference in accuracy, explanation, complexity, and total score among the students in different grades, with the following respective f-values: 49.59 (p < 0.001), 7.57 (p = 0.001), 16.62 (p < 0.001), and 32.09 (p < 0.001). According to the Scheffe post hoc analysis results, the total scores of the 11th and 12th graders and their scores in all three dimensions were higher than those of the 10th graders, and there was no significant difference between the 11th and 12th graders.

3.4. Students’ OL Performance by Gender

Table 5. Analysis results of one-tailed t-test using concept map propositional sentences.

Description		Mean	SD	df	t	Sig. (2-Tailed)
Accuracy	Female (n = 40)	36.93	6.26	253	2.24	0.026 *
	Male (n = 215)	33.95	7.95
Explanation	Female (n = 40)	40.43	4.74	253	2.42	0.016 *
	Male (n = 215)	38.53	4.50
Complexity	Female (n = 40)	37.68	4.04	253	3.42	0.001 **
	Male (n = 215)	35.17	4.29
Total score	Female (n = 40)	115.03	13.79	253	2.93	0.004 **
	Male (n = 215)	107.65	14.76

Note. * p < 0.05 ** p < 0.01.

presents the students’ sentence-making scores regarding marine-related concept maps, sorted by gender, which shows that females outperformed males in terms of the total score and individual scores in all three dimensions. Female students’ scores in the accuracy, explanation, and complexity dimensions and their total score were 36.93, 40.43, 37.68, and 115.03, respectively. The results of the independent sample t-test showed significant gender differences in the total score and individual scores in all three dimensions, with t-values of 2.24 (p = 0.026 *), 2.42 (p = 0.016 *), 3.42 (p = 0.001 **), and 2.93 (p = 0.004 **), respectively. Our results also showed that the OL scores of female students were significantly higher than those of male students. This result confirmed the finding of Lin et al. [15], who indicated that the teaching of marine knowledge should be more effectively targeted at male students in the future, as male students have not grasped marine knowledge as well as female students.

4. Discussion

In this study, we used concept maps as an assessment tool to measure the OL performance of vocational high school students in Indonesia. Previous studies have adopted various types of concept mapping assessment systems [15,16,17,18]. In this study, open-ended conceptual mapping was used to measure the students’ OL performance by evaluating their sentence-making abilities using marine-related conceptual terms. Students’ sentences were assessed across three dimensions, namely accuracy, explanation, and complexity, and their total score was calculated. Students performed the best in the explanation dimension, followed by complexity and accuracy, and their average total score was 108.81 out of 150.

Our results showed that, overall, the students reached a basic level in their OL performance, as they answered an average of 70% of the questions correctly. For comparison, the average pass rate was roughly 50% when Chang and Lwo et al. [19] studied the OL performance of Taiwanese middle and high school students, respectively. The participants in this study may have performed better because they attended a maritime vocational high school. The scores obtained for the explanation dimension also showed that most students performed well. Specifically, an average of 78% of the students received rather satisfactory results for their propositional concept map sentences in terms of explanation, indicating that the students were capable of clearly explaining the conceptual terms related to the ocean (keywords) through sentences that were not merely basic descriptions but included in-depth explanations regarding function or purpose. Fewer students, on the other hand, scored well in the accuracy and complexity dimensions, and many students composed simple sentences with subject–object clauses, reflecting connotations of common knowledge.

The results also showed a significant difference in OL performance by grade. The 11th and 12th graders outperformed the 10th graders in all the propositional concept map dimensions. Furthermore, in the accuracy dimension, common knowledge dominated, and approximately 1.3% of the propositional concept map sentences were included in the misconception category. Regarding gender, female students outperformed males in all dimensions.

Sustainability and ocean literacy are closely related concepts that are essential for ensuring the health and well-being of our oceans. Sustainability refers to the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs. Ocean literacy, on the other hand, refers to an understanding of the ocean’s influence on humans and our influence on the ocean [20]. This includes understanding the ocean’s role in our daily lives, the ocean’s physical and biological processes, and the impacts of human activity on the ocean. In order to achieve sustainability in the ocean, it is crucial that we have a strong foundation in ocean literacy. Without this understanding, it is difficult to make informed decisions about how to best use and protect our oceans. Ocean literacy also helps to increase awareness and understanding of the importance of the ocean, which can lead to greater support for ocean conservation efforts. Overall, it is clear that ocean literacy and sustainability are interconnected and that promoting one can have a positive impact on the other. By increasing ocean literacy, we can better understand and appreciate the importance of the ocean and take steps toward ensuring its long-term health and sustainability. Using concept maps to assess ocean literacy has several advantages. One benefit is that concept maps provide a visual representation of the relationships between different concepts and ideas, which can help students better understand and retain the information. Concept maps can also be used to assess a wide range of ocean literacy skills, including knowledge, comprehension, application, analysis, synthesis, and evaluation. Additionally, concept maps can be tailored to different learning objectives and levels of difficulty, making them suitable for use with students of all ages and abilities. They can also be used to assess both individual and group learning, providing a comprehensive overview of a student’s or group’s ocean literacy skills. Concept maps can be easily adapted and modified to meet the needs of different learning environments and cultural contexts. However, there are also some disadvantages to using concept maps to assess ocean literacy. Creating a concept map requires a significant amount of time and effort, both for the students creating the maps and the educators evaluating them. Concept maps may not be suitable for assessing more practical or hands-on ocean literacy skills, such as fieldwork or lab skills. Some students may struggle with creating and interpreting concept maps, particularly if they have difficulty with visual-spatial skills or are less familiar with the concept mapping process. There may also be subjectivity in the evaluation of concept maps, as different educators may have different expectations and criteria for what constitutes a well-constructed concept map. Finally, concept maps may not be as useful for assessing ocean literacy in situations where there is limited access to resources or technology, as they often require the use of computers or other digital tools.

Another interesting finding was that teachers were the students’ primary source of marine knowledge, pointing to teacher-centered learning with low learning autonomy among students. Some studies [21,22,23,24,25] have suggested that student-centered learning approaches can enhance students’ self-learning motivation, creativity, and determination. The results of this research revealed the necessity of improvement in the teaching methods related to marine knowledge, particularly by increasing students’ learning autonomy. A limitation of this research was that students’ family backgrounds, other demographics, and school locations were not considered. In addition, this study did not involve high school students who did not attend a maritime vocational school. Therefore, future research will attempt to analyze these factors. Our research results could offer teachers a reference for designing OL courses. Marine education in Indonesia plays a major role in the protection of national marine resources and sustainability since Indonesia is a maritime country.

5. Conclusions and Implications

In this study, we used concept maps as a tool to assess the OL competencies of maritime vocational high school students. The performance of the students in the accuracy, explanation, and complexity dimensions and their total score showed that there is still room for improvement regarding the OL competencies of maritime vocational high school students in Indonesia [26,27,28]. Marine knowledge and concepts could be integrated into courses alongside satisfactory maritime educational activities and teaching strategies to increase students’ overall OL. Teachers should be cognizant of whether students have misconceptions about familiar everyday conceptual terms in the classroom. In addition, teachers need to provide detailed explanations to enhance the learning experience of students and their level of understanding, thus forming professional marine knowledge [29,30]. The assessment and analysis of the propositional concept map sentences revealed that the students in different grades performed differently in terms of their OL. Senior students showed a deeper understanding of the knowledge than junior students. Our results also showed that female students had higher OL scores than male students.

The results of the survey on sources of marine knowledge showed that students mainly acquired knowledge through their teachers, which is related to the fact that the participants in this research attended a maritime vocational high school. In addition to formal courses, it is recommended that students attend informal classes to learn marine knowledge. For example, acquiring maritime knowledge through the media or by visiting maritime museums could improve OL. Future studies could adopt a longitudinal method to assess students’ OL competencies at different times to understand OL development.