An area that has an extensive mangrove vegetation is located in Tapak, Tugurejo Village, Tugu Sub-District, Semarang City. Mangrove Tapak has provided enormous potentials and benefits for the Tapak community; one of which is tourism. The tourism that has been developed in Mangrove Tapak area is called eco-edutourism. It is a community-based tourism developed by Tapak community. Based on these conditions and potentials, Tapak, in Tugurejo Village has a great potential to be developed as an eco-edutourism village. However, to become an eco-edutourism village, Tapak still needs a lot of developments. This study aims to find out the potential development of the village for eco-edutourism in Tapak, the supporting and inhibiting factors, and the strategy to develop eco-edutourism village. The study was conducted by using descriptive methods with a qualitative approach through interviews, observation, and documentation. The analysis of the data was conducted by qualitative analysis with interaction method based on the theory of Miles and Huberman. Based on the research, the results showed that the potential of Tapak eco-edutourism village consists of: Tapak mangrove forest, mangrove forest tour using cruise boats, Tirang Island, edutourism and fishing in fish farms, culinary tours, edutourism mangrove parks, and mangrove processing edutourism. The factors supporting the development of the eco-tourism village include: the potential characteristics of eco-edutourism, local community participation, large market share, accessibility, and strategic tourist location. The inhibiting factors were: lack of financial support and low tourism infrastructure, inadequate quality of human resources, the threat of environmental sustainability and less clean tourism environment. Thus, the strategy in developing Tapak eco-edutourism village includes: making tour packages, improving the quality of human resources, strengthening organizations, institutional reform and improving infrastructure, and intensive and efficient tourism promotions.

The purpose of this research is (1) analyzing the Mangrove forest management system conservation based; (2) Analyzing the potential resources of mangrove forest as edu-ecotourism. Research was conducted on the coastal area of Pasarbangi Rembang, Central Java. Qualitative research approaches; Data and information are gathered through interviews, observations, FGD and Surve ad hoc. Tenik qualitative descriptive analysis. The results showed tHat growth and development of mangrove forest resources are not separated from local community participation, which is full of awareness to manage mangrove forest sustainably. The existence of mangrove forest tHat Has been well maintained by the community and supported by local government, attracting attention from various people and made as an edu-ecotourism tourist destination. Keywords: edu-ecotourism, mangrove forest, consevation, coastal area

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Spatial thinking is an important competency that needs to be formed in the era of technology 4.0 so that students can master spatial concepts in Geography learning so that a cutting-edge technology-based learning media is needed. One of the potential learning media to support the formation of spatial thinking is WebGIS. The advantages of WebGis in learning are:(1) Facilitate the application of spatial concepts in Geography learning by collecting, representing, and analyzing spatial data in the form of maps so that students can understand it. (2) Using WebGIS in education can help students develop the ability to think spatially, critically, and adapt to the inquiry process, which includes exploration, data processing, and conclusion in order to produce scientific discoveries.(3) Compared to other popular geospatial technologies (ArcGIS and Quantum GIS mapping applications), The method used is a literature review (literature study) with data in the form of qualitative descriptions. The data collected comes from secondary data using relevant literacy sources both online and offline. Based on the analysis conducted, it can be concluded that WebGIS is relatively easy to use for both students and teachers because the system's base is a website so that it can be accessed by anyone, anywhere and anytime without requiring complicated installation or configuration. Utilization of WebGIS is easy. It supports simple and flexible tools because they can be used in all Geographical Basic Competencies in Senior High Schools. Steps to using WebGIS can be done by (1) Students are directed to collect and convert verbal or written information into spatial information on WebGIS. (2) The spatial information collected can be seen through WebGIS so that students can find out various kinds of spatial patterns. (3) The spatial pattern can be used by students for more in-depth geographic analysis activities