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"ABSTRAKPenelitian ini mengkaji deforestasi di Taman Nasional Gunung Halimun Salaktahun 2003 dan 2009. Data deforestasi dihasilkan dari overlay antara dataperubahan tutupan vegetasi tahun 2003 dan 2009 yang dihasilkan dari analisistingkat kehijauan vegetasi menggunakan metode NDVI dari citra Landsat,dengan data perubahan besaran erosi tahun 2003 dan 2009 yang dihasilkan daripengolahan data dengan menggunakan metode USLE (Universal Soil LossEstimate). Deforestasi di Taman Nasional Gunung Halimun Salak tahun 2003 dan2009 adalah seluas 16.968,85 hektar. Deforestasi rendah dominasinya terdapat diKawasan Hutan Produksi Terbatas, didalam DAS Ci Sadane, pada kawasanTNGH lama. Deforestasi sedang dominasinya terdapat di Kawasan Hutan SuakaAlam dan Wisata, didalam DAS Ci Durian, pada kawasan TNGH lama.Deforestasi tinggi dominasinya terletak di Kawasan Hutan Lindung, didalamDAS Ci Ujung, pada wilayah tambahan TNGHS"

"Rattan is a spiny climbing palm that grows into the canopy of the tropical rain forest using a climbing whip in the form of cirrus or flagella. The natural distribution of rattan is from Africa, India, Sri Lanka, China, Malay Peninsula, Indonesian Archipelago, Papua New Guinea until Australia and Fiji. There are 9 genera and about 300 species of rattans in the Indonesian Archipelago.In the forest of Indonesia, rattan grows from the lowland until the mountain area, that is from 0 to 2,900 meters about sea level (m asl). Its habitat is mostly on most area with annual rainfall above 2,000 to 4,000 mm per year.Almost all part of rattan canes are used by people surrounding forest area for many of their everyday life. For Indonesia, rattan is a non timber forest product that gives the greatest income to the economy of the country. The country supplies 90 % of the world demands on rattan cane as the raw material for furniture.For a management of a forest, it is believed that much basic knowledge about the nature of the forest is needed. One of them is to develop the forest as a resource of cane industry in a sustainable way. For this purpose the composition, distribution and density of rattan species in Gunung Halimun National Park (TNGH) were studied as a model. To facilitate a familiarity to the identity of rattan in TNGH, a study on the rattan flora of Java have been conducted. Hence the purpose of the study is to provide a manuscript of a field guide book of the rattan flora of Java and a study of the species composition, density and distribution of rattan in TNGH.Data were collected from December 1994 until May 1995. For the rattan Flora of Java, all specimens herbarium at Herbarium Bogoriense and Forest Research and Development Center and Nature Conservation were observed. Quantitative characters were noted and measured to create the identification key and description of the species. For species composition on rattan in TNGH, three areas were observed namely in Gunung (G.) Kencana, G. Pameungpeuk, and G. Pangkulahan using a continues square transect method, from elevation 800 - 1,400 m asl.The result of the study shows that, there are five genera consisting of 24 species of rattan in Java: Korthalsia (two species), Ceratolobus (two species), Plectocomia (two species), Calamus (14 species) and Daemonorops (four species). It is found that, Ceratolobus glaucescens, C. pseudoconcolor and Plectocomia longistigma are not included in the previous study done by Backer and Bakhuizen van den Brink, Jr.(1968), however this study supports their opinion that Calamus spectabilis and Daemonorops palembanicus are not found in Java.From three areas in TNGH, it was found that there are 13 species of rattans in the region. In terms of species richness and densities, G. Pameungpeuk comes first, follows by G. Pangkulahan and G. Kencana. Calamus heteroideus, C. javensis, Daemonorops melanochaetes, and Plectocomia elongata are dominant both in seedling and nature forms. The rattans are relatively abundant in the areas less than 1000 m asl. and decrease in number of species as well as the minimal population in the higher altitude. Calanms ornatus occures in 800 - 1,400 m asl., Daemonorops ruber in 800 - 1,500 m asl., D. oblongus in 800 - 1,400 m asl . According to previous studies by DransfieId (1974) and Mahyar (1983), they were found only from 0 - 800 m asl."

"ABSTRACTOne of the influential factors in the prevention of the destruction and decline of biodiversity is human resources. There is an opinion that human beings or human resources are highly influenced by its level of education. In order to improve any efforts for biodiversity to survive, human responsibility and awareness are needed, especially in rehabilitation of nature source and quality of society education, starting from basic level, in order to strengthen the idea if both responsibility and awareness. The knowledge of nature has appeared through basic and higher levels education. However, it falls to present very basic information for student to understand the link of nature and the survival of the national. Mean while teachers unsuccessfully teach students to comprehend what are being taught, especially to apply the materials. It becomes worst when less attention for students to train them selves are given. As a consequence, students are not capable to operate any function of natural resources in everyday life. Students are mostly taught such cognitive knowledge rather than any significant applications. This results in the student being unable to fully comprehend the importance of conserving biodiversity properly. The Research is purpose to know : 1. The student?s perception and comprehension on the idea of biodiversity conservation. All students are rounded from basic level around Taman Nasional Gunung Halimun, West Java. 2. The student?s perception and comprehension on the idea of biodiversity conversation. All students are rounded from basic level around West Java Area. The Research obtained are expected to be able to answer such as the following questions: 1. Are there any differences on the students perception of biodiversity conservation between the students from big city and Taman Nasional Gunung Halimun Area. 2. Are there any differences on students comprehension of biodiversity conservation between students from big city and Taman Nasional Gunung Halimun Area. 3. Are there materials of biodiversity conservation integrated on the curriculum of basic level of education, and how to perform it. The Mount Halimun National Park which is situated about 100 km distance from West Jakarta is surprisingly more familiar to the Junior High School students of West Jakarta than to those who live within a radius of less than 25 kilometers from the Park. Indeed, students, students from both area responses similarly that conservation is very importance. They also have similar perception on how to cover any problems. They face on their studies on the conservation. The Research moreover find that students difference on understanding the terms dealing with conservation. The number of the student who agree and disagree in naming the animal to be protected. Analyzed results of test which have been carried out are able to indicate the effectively of the teaching process. If furthermore shows that students of SLTP around Taman Nasional Gunung Halimun from the sample taken have the score average of 13,534 among them are only 45,1% capable to answers questions about conservation, on the contrary of 21,5% score average and 71,5% of the students around Taman Nasional Gunung Halimun who answered correctly. So there is a significant difference between the two areas. The Role of the Biology teachers are quite influential on the views of the students regarding biodiversity, In general, the SLTP teachers of the school around Taman Nasional Gunung Halimun are mostly non native of the area. They have limited knowledge about the Taman Nasional Gunung Halimun, and its surroundings. Keeping in mind the importance of biodiversity as a renewable natural resources which can be utilized as an asset to continuous national development, an efforts has been made during the 1994 GBPP to include the topic of biodiversity in the curriculum. This decision was made as a follow up to the biodiversity Action Plan for Indonesia. Which has preceded by the United Nations Conservation on biodiversity. In which it is stated that biodiversity is a topic to be taught at schools in section 13 of the 1994 law No.5."