Land Husbandry: Biochar application to reduce land degradation and erosion on cassava production

Yuniwati, Eny Dyah

doi:10.1088/1755-1315/97/1/012013

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…All treatments did not affect all nutrient enrichment ratio lost through erosion of the soil, except for ridges treatment that gives a difference in the available P ratio, the mean comparison of treatments is presented in Table 5. 0.27 0.43 0.43 0.3 Note: The numbers followed by the same letters are not different at the 5% level according to the LSD Test, G1: Ridges in the same direction with the slope, G2: Ridges in the opposite direction with the slope, P0: Organonitrofos fertilizer 0 tons/ha, P1: Organonitrofos fertilizer 20 tons/ha The nutrient composition in eroded soil and uneroded soil quite similar for all variable except available of P (Table 3, 4). And same pattern on enrichment ratio (Table 5).…”

Section: Nutrient and C-organic Lossmentioning

confidence: 94%

“…Cassava (Manihot esculenta Crantz) is one of the major crops in terms of staple food, raw starch production, and feed for animals in the tropics [2,3]. The advantage of planting cassava is they can produce high yield under low fertility and water stress conditions, however planting cassava in the hills/slope area, and dryland has high risk due to the erosion process [2,4] Soil erosion is one of the main problems that threaten the soil resource on a global scale [5]. Moving or transporting soil or parts of land from one place to another place by natural media is call erosion [6].…”

Section: Introductionmentioning

confidence: 99%

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Untitled

2020

GEOMATE

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Erosion is one of problem threatens the soil resource caused soil degradation. Applying the ridges system and organic fertilizer contributes to suppressing runoff and erosion. This study aims to determine the effect of applying different ridges system and the organic fertilizer on the runoff, soil erosion, nutrients loss of soil, nutrient enrichment ratio, starch content, growth, and yield of cassava on 12.5% slope land. The research was conducted at the field experiment, University of Lampung, under a humid tropical climate. This study used a Randomized Complete Block Design, which was arranged factorially with two factors, ridges system and organic fertilizer (organonitrofos) and four replications. Factor one is consists of G1 (ridges in the same direction with the slope) and G2 (ridges in the opposite direction with the slope), while factor two is consists of P0 (Organonitrofos 0 tons/ha) and P1 (Orgononitrofos 20 tons/ha). The results showed that the application of the ridges in the opposite direction with the slope significantly reduces the runoff 42.63%, soil erosion 61.68%, and suppress nutrient loss of N-total by 61.85%, P-available by 57.92%, K-total by 80.41% and C-organic by 61.22%, compared to ridges in the same direction with the slope. However, ridges systems do not give a significant difference to starch content, growth, and cassava yield. Physical obstacles formed by ridges in the opposite direction with the slope will force water to infiltrate into the soil so that the runoff rate, erosion, and nutrients loss can be reduced significantly. In reverse, the organic fertilizers do not affect all variables. The ridges system and the organic fertilizer did not significantly affect the starch content, growth, and yield of cassava. That caused by the application of synthetic fertilizers at the same dose (standard dose for planting cassava) in each experimental unit that fertilizer already enough to grow optimally.

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Section: Nutrient and C-organic Lossmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Untitled

2020

GEOMATE

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“…Mahasiswa dapat berpartisipasi dalam proyek kerja sama dan menunjukkan kesadaran sosial dan dedikasi mereka terhadap tujuan sosial dan lingkungan (Hlaing, 2018;Sun, 2022;Zhang, 2018). Pengetahuan mereka meliputi gagasan teoretis dan keahlian dalam teknologi budidaya (Kozai, 2016;Yang, 2019;Yuniwati, 2022), media dan teknologi tanam (Knežević, 2017;Shamshiri, 2018), ilmu dan teknologi lingkunga (Brown, 2016;Carolan, 2020) n, serta produksi tanaman tropis basah yang berkelanjutan (Armanda, 2019;Nadal, 2017;Xia, 2016). Mahasiswa dapat menumbuhkan kemampuan berpikir logis (Sudiantini et al, 2023;E.…”

Section: Pendahuluanunclassified

Pemanfaatan Kebun Pangan Universitas Sebagai Sarana Pengajaran Hortikultura: Belajar dari Pengalaman Proyek

Yuniwati

2023

JPTK

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Teknologi Produksi Hortikultura Maju merupakan mata kuliah pilihan Program Studi Agroteknologi. Pengembangan produk hortikultura Indonesia terhambat oleh peraturan perundang-undangan dan pengembangan teknis yang tidak efisien, keterbatasan kemampuan sumber daya manusia, lemahnya kelembagaan hortikultura, dan inovasi teknologi yang kurang optimal. Topik ini memotivasi dan meningkatkan mahasiswa Teknologi Pascapanen Hortikultura. Kursus ini mengajarkan siswa bagaimana menggunakan agronomi, pemuliaan tanaman, perlindungan tanaman, ilmu tanah, dan ilmu sosial untuk meningkatkan efisiensi, kualitas, dan keberlanjutan sumber daya melalui praktik pertanian. Produk hortikultura tropis, termasuk sayuran, tanaman hias, obat-obatan, rempah-rempah, dan buah-buahan, akan terkena dampaknya. Fokus penelitian ini pada komoditas, morfologi, lingkungan tanaman, varietas tanaman, dan metodologi pertumbuhan tanaman sayuran tomat membatasi hal tersebut. Siswa mengikuti PjBL offline-online. Identitas ditentukan melalui kuesioner pengantar. Setiap tahapan kegiatan PjBL dinilai melalui angket, brainstorming, penugasan, dan observasi media laporan. Untuk memperoleh keterampilan ini, gunakan pembelajaran berbasis proyek (PjBL). PjBL melibatkan pembuatan rencana dan jadwal proyek, meninjau kualitas pelajar, membuat pertanyaan terpandu untuk desain eksperimental, memantau kemajuan melalui laporan, bertukar pikiran, dan mengevaluasi proyek. Banyak faktor yang mengukur motivasi belajar siswa, termasuk keterlibatan perkuliahan dan keterlibatan curah pendapat. Hasil menunjukkan bahwa brainstorming selama pembelajaran berbasis proyek (PjBL) meningkatkan kapasitas pembelajaran. Eksperimen lapangan mengajarkan siswa bagaimana membudidayakan berbagai tanaman hortikultura untuk produksi tanaman.

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“…Students can participate in cooperative projects and demonstrate their social awareness and dedication to social and environmental causes (Hlaing, 2018;Otten et al, 2022Otten et al, , 2018. Their knowledge includes theoretical ideas and expertise in cultivation technology (Kozai, 2016;Yang, 2019;Yuniwati, 2022), growing media and technology (Knežević, 2017;Shamshiri, 2022), environmental science and technology (Brown, 2016;Carolan, 2020), as well as sustainable production of wet tropical crops (Armanda, 2019;Nadal, 2017;Xia, 2016). Students can develop logical (Sudiantini et al, 2023), critical (Cakir & Lambiotte , 2014;Varghese, 2022) and systematic thinking skills (Linn, 2019;Otten et al, 2022), and innovative by emphasizing and using scientific, technical, and knowledge-based advances (Fernández-Batanero, 2022;Förtsch, 2018;Korber, 2018;Quispe, 2021).…”

Section: Introductionmentioning

confidence: 99%

Utilizing university food gardens as an instructional tool for teaching horticulture: Gaining insights from project experience

Yuniwati,

Arshad

2024

ajcd

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Advanced Horticultural Production Technology is a course that may be chosen as an option in the Agrotechnology Study Programme. Ineffective legal laws and slow technical progress hinder the growth of Indonesian horticulture products. Additionally, insufficient human resource capabilities, weak horticultural institutions, and suboptimal technological innovation further impede this development. Horticultural Postharvest Technology students find this material inspiring and beneficial. This course instructs students in applying agronomy, plant breeding, plant protection, soil science, and social sciences to enhance resource efficiency, quality, and sustainability in agricultural activities. Tropical horticultural items, such as vegetables and fruit, will experience an impact. This research is limited to examining commodities, morphology, plant environment, plant varieties, and growth methodology specifically related to tomato-produce plants. Students participate in offline and online FGBL activities—an initial questionnaire ascertained identity. Questionnaires, brainstorming, assignments, and monitoring of media reports are used to evaluate each stage of FGBL activities. To gain these abilities, employ the method of project-based learning (FGBL). FGBL includes the development of a project plan and timetable, assessing student attributes, formulating structured inquiries for experimental design, supervising progress through reports, exchanging ideas, and evaluating the project. This article provides a detailed discussion of various measures that assess student motivation for learning, such as participation during lectures and engagement in brainstorming activities.

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Land Husbandry: Biochar application to reduce land degradation and erosion on cassava production

Cited by 4 publications

References 9 publications

Untitled

Untitled

Pemanfaatan Kebun Pangan Universitas Sebagai Sarana Pengajaran Hortikultura: Belajar dari Pengalaman Proyek

Utilizing university food gardens as an instructional tool for teaching horticulture: Gaining insights from project experience

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