BUDIDAYA IKAN AIR TAWAR

MEDIA BELAJAR, KECAKAPAN HIDUP DAN

INOVASI TEHNOLOGI

DISIAPKAN OLEH : Ir.SISWOYO.Msi dan SYAHRONI.Spi

KUNJUNGAN SEKOLAH ALAM :
“GAHARU KABUPATEN BANDUNG ”
 LESSON OVERVIEW

ALLAH MENCIPTAKAN BUMI DAN SEISINYA BAGI MANUSIA TERMASUK IKAN UNTUK DIPELAJARI, DIJAGA,DIBUDIDAYA,
SERTA MENJAGA LINGKUNGANNYA SEHINGGA BERMANFAAT UNTUK BAHAN MAKANAN MANUSIA DAN MAKHLUK
LAINNYA DENGAN TUJUAN AGAR MANUSIA MEMAHAMI ATAS KEBESARAN ALLAH.SWT.

LEARNING OBJECTIVES

•MEMAHAMI TENTANG IKAN SEBAGAI

MAKHLUK CIPTAAN ALLAH
•MEMAHAMI PROSES BUDIDAYA IKAN NILA.
KEYWORDS
•MEMAHAMI MANFAAT IKAN NILA SEBAGAI
BAHAN MAKAN MANUSIA.
•MENCOBA MEMELIHARA IKAN DI SEKOLAH • IKAN SEBAGAI MAHKLUK HIDUP, BUDIDAYA IKAN
ATAU DIRUMAH SEBAGAI PROSES BELAJAR, NILA,
KECAKAPAN HIDUP DAN INOVASI TEHNOLOGI • IKAN NILA SEBAGAI BAHAN MAKANAN
MANUSIA,
• MEMELIHARA IKAN.
MEMAHAMI PROSES BUDIDAYA IKAN NILA

KLASIFIKASI IKAN NILA HITAM

Phillum : Chordata
Subphillum : Vetebrata
Kelas : Pisces
Subkelas: Aconthoterigii
Suku : Cichlidae
Marga : Oreochromis
Species : Oreochromis niloticus

Ciri-ciri :
•Badan memanjang, bentuk tubuh pipih, sisik besar dan kasar, kepala relatif kecil, garis
linealateralis terputus dan terbagi dua yaitu bagian atas dan bawah, memiliki 5 buah sirip
dengan rumus D. XVI.12; C.V.1.5; P.12 dan A.III.9
•Banyak ditemukan di perairan tenang seperti danau, rawa dan waduk, dapat hidup pada
salinitas 0 – 29 permil, suhu 14 – 38 0C dan pH 5 – 11
•Pemakan segala (omnivora), sangat menyena-ngi pakan alami Rotifera, Daphnia Sp,
Moina Sp, Benthos dan Fitoplankton. Bisa diberi pakan tambahan berupa pellet, dedak
halus dan lain-lain
•Memijah sepanjang tahun dan mulai memijah umur 6 – 8 bulan. Seekor induk betina
ukuran 200 – 400 gram dapat menghasilkan anak 500 – 400 ekor.
IKAN NILA
LATAR BELAKANG
 Ikan nila merupakan salah satu komoditas yang paling laku dipasar domestik maupun ekspor.
 Kelebihannya
✓ Cepat tumbuh
✓ Toleransi Tinggi terhadap lingkungan
✓ Dagingnya yang putih banyak disukai pasar Eropa dan Amerilka

Masalah
➢ Tingginya serapan daging di pasaran memacu berkembangnya pembesaran nila di lahan
pembudidaya (KAT,KAD, dan KJA), sehingga sangat membutuhkan pasokan benih bermutu dalam
jumlah besar.
➢ Bisa ditanggulangi dengan tehnik pengelolan pembenihan yang baik sekala kecil maupun besar yang
menggunakan beragam wadah pemijahan dan menerapkan metode pembenihan yang benar
O. mossambicus
 kesehatan Kualitas air
Ikan konsumsi

BENIH PROSES PRODUKSI

PEMBENIHAN
pakan sist. budidaya
❖ induk
❖Pakan ✓ pakan alami
✓ pellet ✓ bak
❖ kesehatan & lingk
✓ kolam
❖ sist. pemeliharaan ✓ KJA
 SISTEM PEMBENIHAN DAN PENDEDERAN IKAN NILA

INDUK ♀ PEMATANGAN GONAD PEMATANGAN GONAD INDUK ♂

PEMIJAHAN MASSAL
PANEN LARVA
• SELEKSI INDUK 3 BETINA : 1 JANTAN
HARI KE 14 – 30 PEMIJAHAN
• INDUK MEMIJAH DALAM WAKTU BERSAMAAN MINIMAL 60 % DARI POPULASI

PENDEDERAN I POP. LARVA

PENDEDERAN II

PENDEDERAN III

PEMBESARAN
LANGKAH – LANGKAH DALAM PEMIJAHAN SECARA UMUM
1. SELEKSI
✓Memilih induk yang mempunyai karakter yang baik(yaitu dalam hal
pertumbuhan, warna, bentuk,dan ketahanan terhadap penyakit).

✓ Khusus untuk ikan nila ada 2 kriteria yang harus dimiliki jika digunakan untuk
pembenihan.
a. Secara kualitatif
Asal : Induk merupakan hasil pembesaran dari benih sebar yang berasal dari induk
ikan kelas induk dasar / Grand Parents Stock
Warna : Hitam keabuan, perut putih sampai keunguan
Bentuk tubuh : Normal, pipih dengan sisik penuh dan teratur, tidak cacat dan
tidak ada kelainan
Gerakan : Dinamis dan melawan arus, bergerak di permukaan sampai dasar wadah
b. Secara kuantitatif

Parameter Satuan Jantan Betina

Umur Bulan Minimal 6 - 8

Pj Total Cm Min 16-25 Min 14-20

Bobot Gram Min 300-600 Min 250-500

Sirip - DXVII.13; P.11-15; V I,5-A.III 10-11;

C2.18
Fekunditas Butir - 1000 - 2000

Ø Telur mm - 2.5 – 3.1

SLTB - 2.3 – 2.5

2. Pematangan Gonad
Tujuan :Mempersiapkan induk pada fase siap mijah baik fisik maupun gonadnya diharapkan larva
yang dihasilkan bagus dan mempunyai fekunditas yang tinggi

Wadah Kepadatan Protein Dosis Frekuensi Waktu (hari)

(ekor/m3) Pakan (%)

Bak 1 ± 30 2 2 15

Hapa 2 ± 30 2 2 20
Sarana dan perlakuan selama pemijahan

Nutrisi Jumlah Induk

Kepadatan Dosis
Wadah 2 (Protein Frekuensi Waktu memijah
(ekor/m ) (%/bb/hari)
%) (%)/populasi
Kolam 1 30 2-3 2 10 40
Bak 1 30 2-3 2 10-15 30-40
Hapa 2 30 3 2 10-15 30-40

Ukuran Volume
Kolam 20 x 20 x 80 m3
Bak 4 x 8 x 1m3
Hapa 3 x 7x 0,5 m3, Ø dinding 0.5 x 0,5 mm
KONSTRUKSI KOLAM PEMIJAHAN
B

F
G
A
Keterangan:
E
A. Panjang kolam
B. Lebar kolam
C
C. Dasar Kolam
D
D. Kemalir
E. Kobakan
H F. Outlet Kolam
G. Outlet Kobakan
H. Inlet kolam
 Kriteria Kuantitatif Induk Nila Hitam

Jenis Kelamin
Kriteria Satuan
Jantan Betina
Umur bulan 6–8 6–8

Panjang Total cm 16 – 25 14 – 20

Bobot Tubuh g 300 – 600 250 – 500

Fekunditas butir/ekor - 1.000 – 2.000

Diameter Telur mm - 2,5 – 3,1

 Kriteria Kuantitatif Benih Ikan Nila Hitam

No.
Kriteria Satuan Larva Kebul Gabar Belo Sangkal
1Umur maksimal hari 7 20 40 70 100
2Panjang total cm 0,6 – 0,7 1 – 3 3–5 5–8 8 – 12
3Berat minimal g 0,02 0,1 1,5 3,0 15
4Keseragaman ukuran % 90 90 90 80 80
5Keseragaman warna % 90 90 90 100 100
6Keseragaman kelincahan % 80 – 90 90 – 100 90 – 100 90 – 100 90 – 100
gerak akibat rangsangan
luar
7 Keseragaman gerak % 80 – 90 90 – 100 90 – 100 90 – 100 90 – 100
berenang melawan arus
Padat Penebaran Ukuran Benih dan Jumlah Takaran Pakan Yang Diberikan Pada
Pengembangan Calon Induk Ikan Nila Hitam (Oreochromis niloticus Blekker)

Penebaran Pemanenan
Dosis Frekuensi Waktu
No. Wadah Pakan Pemberian Pemeli-
Kepadatan Ukuran SR (Berat
(kali/hari) (kali) haraan
(ekor/m3) (gram) (%) (gram)

1 Jaring 10 – 25 10 5 4 160 80 400 – 500

2 Kolam 3 10 3 3 160 80 400

Standar Produksi Kebul, Gabar, Belo dan Sangkal Ikan Nila Hitam
(Oreochromis niloticus Bleeker) di Bak dan Kolam

Tingkat Benih
No Standar PI
P II P III P IV
Bak Kolam
1 Pupuk organik (gr/m2) - 250 – 500 250 – 500 250 – 500 250 – 500
2 Penebaran benih 200 75 – 100 50 – 75 15 – 20 5 – 10
Padat tebar (ekor/m2) 0,6 0,6 2 3 5
Ukuran minimum (cm)
3 Dosis pakan (%) 20 20 10 5 5
4 Waktu pemeliharaan (hari) 10 10 20 30 30
5 Pemanenan 80 60 70 75 80
Sintasan (%) 1–3 1–3 3–5 5–8 8 – 12
Ukuran (cm)
6 Frekuensi pemberian pakan (kali/hari) 4 3 3 3 3
PENGENDALIAN HAMA DAN PENYAKIT IKAN PADA BUDIDAYA IKAN NILA

Pengendalian HPI ikan dapat menerapkan prinsip Biosecurity.

Biosecurity merupakan tindakan yang dapat menurunkan
kemungkinan masuk dan meyebarnya penyakit dari suatu tempat ke
tempat lain.
Biosecurity artinya menjaga agar kehidupan ikan yang dipelihara
aman, bahkan tidak saja aman tetapi juga terjamin (secure). Hal ini
erat kaitannya dengan biosafety yaitu kondisi kehidupan yang sehat
dan nyaman (safe) bagi ikan serta aman bagi konsumen/masyarakat
(Prinsip Responsible Fisheries).
 Manfaaat ikan Nila ( Bentuk) Produk

FILLET
IKAN BEKU
NILA HIDUP

NILA SEGAR NILA ASAP

SASIMI
PANEN LARVA NILA
PENANAMAN
LARVA NILA
PANEN BENIH NILA
BENIH IKAN NILA
PEMBESARAN
IKAN NILA
MEDIA BELAJAR, KECAKAPAN HIDUP DAN INOVASI TEHNOLOGI 5
min

• BUDIDAYA IKAN AIR TAWAR SEBAGAI MEDIA PEMBELAJARAN SANGAT MENARIK . ADAPUN PENDEKATANNYA DENGAN PENDEKATAN
SCIENTIFIC.
• PENDEKATAN INI MERUPAKAN PROSES PEMBELAJARAN YANG DIRANCANG SEDEMIKIAN RUPA YANG MANA TUJUANNYA AGAR
PESERTA DIDIK SECARA AKTIF MENGONSTRUK KONSEP, HUKUM ATAU PRINSIP MELALUI BEBERAPA TAHAPAN SEPERTI, MENGAMATI
(UNTUK MENGIDENTIFIKASI ATAU MENEMUKAN MASALAH), MERUMUSKAN MASALAH, MENGAJUKAN ATAU MERUMUSKAN
HIPOTESIS, MENGUMPULKAN DATA DENGAN BERBAGAI TEKNIK, MENGANALISIS DATA, KEMUDIAN MENARIK KESIMPULAN SERTA
MENGOMUNIKASIKAN KONSEP, HUKUM ATAU PRINSIP YANG TELAH DITEMUKAN (SUFAIROH, 2016) .
• PERKEMBANGAN BERIKUT JUGA SANGAT TERSTRUKTUR DAN MUDAH DI IKUTI, YAITU METODE STEAM ADALAH METODE EDUKASI
HOLISTIK (YAKMAN, 2008) UNTUK MENINGKATKAN KEMAMPUAN KREATIF SISWA DALAM MENYIMPULKAN FAKTA-FAKTA ILMIAH
DENGAN CARA MENINGKATKAN KETERTARIKAN MEREKA DALAM MENGHUBUNGKAN PELAJARAN DI SEKOLAH DENGAN KEHIDUPAN
SEHARI-HARI (KANG ET AL., 2012). PARA SISWA DIHARAPKAN UNTUK MERASA MEMBUTUHKAN KREATIVITAS DAN ANTUSIAS DALAM
MENYELESAIKAN PERMASALAHAN YANG ADA.
• METODE PEMBELAJARAN STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, AND MATHEMATICS) MENJADI SANGAT POPULER
SAAT INI DIKARENAKAN KEMAMPUANNYA DALAM MEMFASILITASI SISWA UNTUK MEMAHAMI PELAJARAN DAN MEMECAHKAN
MASALAH SECARA KREATIF. SELAIN ITU, SISWA JUGA MENJADI MAMPU UNTUK MENGANALISA DATA DAN BERINOVASI DALAM
MEMECAHKAN MASALAH YANG ADA. METODE STEAM DIPERCAYA MAMPU MENINGKATKAN MOTIVASI SISWA AGAR BERPARTISIPASI
SECARA AKTIF DALAM PROSES BELAJAR MENGAJAR YANG EFEKTIF DI KELAS (HENRKISEN ET AL., 2015).
 ALUR PROSES PEMBELAJARAN/EKSTRA KULIKULER

PASAR

OBSERVASI
IKAN MENENTUKAN
KOMODITAS BELAJAR BUDIDAYA BELAJAR USAHA USAHA
KONSUMSI/
IKAN HIAS
KELOMPOK KELOMPOK KELOMPOK MANDIRI
PETANI

KELOMPOK
PENERAPAN TEHNOLOGI
APLIKASI “GROW MY FISH
TERIMA KASIH
2. History 15
min

The history of photosynthesis begins a long time back, nearly at the midpoint of the total age of Earth. When water appeared in its liquid state, forming extensive oceans on Earth’s
surface, and offered enough protection for the first life on Earth to begin, it started as nothing more than small organic molecules created by the synthesis of inorganic material present
on Earth. Nobody knows exactly how this happened, however it led in time to the creation of other, more complex molecules, such as phospholipids, amino acids, etc. Probably between
3.9 and 3.5 billion years ago, the first organisms, such as simple prokaryotes, appeared.

Those organisms were the only inhabitants of Earth until 2.1 billion years ago. We can date to this
period the appearance of quantities of oxygen in the atmosphere. This change was possible because
of the first photosynthesizing organisms. These were the cyanobacteria, which still exist today. You
can observe them in the Lifeliqe Animal Biology library, in a model called “Cyanobacteria”. These
simple organisms, which were the first oxygen producers, gave the atmosphere its significant
proportion of oxygen and made possible the development of organisms outside of a watery
environment, which occurred in later periods of Earth’s history.
Click to open in Lifeliqe

At about 1 billion years ago, this development advanced to the appearance and diversification
of eukaryotic cells. This happened most probably when a bacterial cell attempted to digest another
one, which instead survived inside the predator cell and converted itself into an organelle typical of
animal eukaryotic cells, the mitochondrion. Mitochondria then served as “energy factories” for Click to open in Lifeliqe
whole eukaryotic cells. You can observe mitochondria and other organelles in the model “Somatic
Cell”, found in the Human Biology library of the Lifeliqe app.
3. Input 30
min

In this part of the lesson, explain to your students what input materials are needed for the photosynthesis reaction. If you have your students think about the necessities of each living
plant’s survival, the question will be answered automatically.

The first important constituent of the photosynthesis reaction is water. Water is absorbed from the soil by the plant’s roots and delivered to all the rest of the plant by a system
of internal plumbing. Apart from bringing in minerals needed by the plant, it is an important constituent for growth and photosynthesis. From the chemical point of view, water is a
simple compound composed of one atom of oxygen and two of hydrogen. If you open the Lifeliqe Chemistry library, you will find there a model of this basic molecule. Type into the
search box “Water”, open the 3D model, and show it to the students.
The other important input substance of photosynthesis is “Carbon Dioxide”, which again can be found in the Lifeliqe Chemistry library. Carbon dioxide is one of the constituents
of Earth’s atmosphere, though forming just 1% of its total volume, nonetheless making it the third most important gas present there. It is produced during our breathing. Plants take it
from the air and use it as the second substance needed for photosynthesis. Take a look at the model of this simple compound and identify the two basic elements which it is made of.

The last important input needed to run the process is energy. This is provided by the sun. Sunlight is used to break the water molecules when it hits the green colored chlorophyll hidden
in the chloroplasts. In these organelles everything important in the process happens, during several phases finally leading to the processing of the compounds through which plants store
energy. But this part will be explained later; first, take a look with your students at the structure of the chloroplasts, the place where photosynthesis occurs!

Click to open in Lifeliqe Click to open in Lifeliqe

4. The power of green 15
min

In this part of the lesson, you should dedicate some time to studying the organelle
responsible for photosynthesis, the chloroplast. The whole process we are speaking of happens
here, inside this organelle. Chloroplasts are specific because of their shiny green coloring called
chlorophyll, which gives the plants their typical coloration. First, highlight them in the “Plant
Cell” model, clicking on the Chloroplasts part, to show how they are situated inside the cell. You
can also show students photos of specific plants, where the chloroplasts can be seen clearly
and in detail. A good example is this photo of moss cells where these organelles are clearly
observable! Then open a specialized, detailed model of the organelle. Look for the “Chloroplast”
model inside the Plant Biology library. Ask the students to observe it, beginning with a
description of its general structure. Tell them that chloroplasts are disc-shaped organelles found
in the cytosol of a cell. If your students look at the model, they will discover that the
chloroplasts also have a complex internal structure. Describe this, starting with the two
membranes: one inner and one outer. In between these there exists a gap called the
intermembrane space. Highlight the respective parts of the model, clicking on them in the
description panel or directly on the picture. Then continue with a description of the inner parts Kristian Peters -- Fabelfroh, Plagiomnium affine laminazellen, CC BY-SA 3.0
of chloroplasts. The most important part of the organelle, the thylakoids, can be found,
grouped and interconnected in stacks called grana (singular granum), which contain chlorophyll.
The inner space of chloroplasts is called the lumen, while the inner part surrounding the
thylakoids is called the stroma. In the model we can also find starch, which appears as the result
of the energy production process of photosynthesis.

When you have finished the description, tell the students that green chlorophyll is not the only
pigment present in chloroplasts. There are also others, carotene and xanthophyll, which are
covered up by the strong green color of chlorophyll, so they are usually invisible to the human
eye. However, sometimes the other colorings reveal their beauty, as on some trees during the
fall, when the green chlorophyll disappears from the leaves and so the other pigments become
visible. When all the colorings disappear, the leaves are just brown. Tell the students more
about the other colorings, and then search for some beautiful pictures of colored leaves!
Click on the model to interact
5. Experiment – photosynthesis under different conditions 70
min

Now let’s examine the conditions which can influence the rate of
photosynthesis!
Tools Measurement Sodium bicarbonate
Time Number of bubbles
Number concentration
•Willmott’s bubbler
•Hydrilla
•Water
•Vaseline
•Blue, green, and red color paper 1 2 min 250 mg 16 bubbles
•Sodium bicarbonate
•Thermometer

Instructions 2 ¨ 500 mg

1. Fill the bubbler with pond water.

3 ¨ 750 mg
2. Cut some hydrilla plants, tie them, and insert them into the narrow
part of the bubbler so that their cut ends point upwards.

3. Add a precise quantity of sodium bicarbonate to the water (e.g., 4 ¨ 1g

250 mg) and count the number of the bubbles in a determined
time (e.g., 2 min). Note down the result, then add another portion
of sodium bicarbonate and count the bubbles again. Repeat the
5 ¨ 1,25 g
process, until completing a table like the above with the results of
your measurements.

6 ¨ 1,5 g
4. Prepare the same apparatus again, but now instead of adding
sodium bicarbonate, expose it to sunlight for various times.
Conduct an experiment, changing the periods of sunlight and Measurement
Time Conditions Number of bubbles
shadow for definite times and count again the bubbles during it, Number
noting down the results into another table.

1 2 min Sun 13 bubbles

2 ¨ Shade

3 ¨ Sun

4 ¨ Shade

5 ¨ Sun

6 ¨ Shade
5. Another round of the experiment will consist in exposing the
apparatus to light of different colors. Cover the bubbler with red-,
Measure Number Number Number
green-, and blue-colored papers, and again count the number of
ment Time of bubbles of bubbles of bubbles
bubbles in a definite time period. Note down the results.
Number – red light – blue light – green light

1 4 min 29 bubbles 23 bubbles 12 bubbles

2 ¨

3 ¨

4 ¨

5 ¨

Average ¨
6. The last measurements will be taken at different temperatures of
water. Heat it with an electric heater to a determined temperature Measurement Temperature Time Number of
and count the bubbles. Repeat the measuring at various times Number bubbles
with different temperatures.

7. Draw conclusions. How have all the observed factors influenced

the number of bubbles (i.e., on the rate of photosynthesis)?

1 15 °C 2 min 22 bubbles

2 20 °C ¨

3 25 °C ¨

4 30 °C ¨

5 35 °C ¨

6 40 °C ¨
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