Development of Problem-Based Learning Tools on Biodiversity that Accommodate Marind Tribe's Medicinal Plant Garden to Improve Critical Thinking Skills and Environmental Literacy of Agricultural Vocational School Students
DOI:
10.29303/jppipa.v11i11.12482Published:
2025-11-30Downloads
Abstract
This study aims to develop a problem-based learning (PBL) tool for biodiversity that integrates the Marind Tribe's medicinal plant garden as a contextual learning resource in an agricultural vocational school. The development was conducted using the Research and Development (R&D) method with the 4D model (Define, Design, Develop, Disseminate). The results showed that the developed learning tool was highly valid in terms of content, construct, and integration with the local context. The practicality of the tool was reflected in the ease of implementation, clarity of instructions, and high student engagement. The effectiveness of the tool was demonstrated by a significant increase in students' critical thinking scores based on N-gain analysis, as well as increased environmental literacy and cultural awareness. The local context adopted from the Marind Tribe's medicinal plant garden successfully fostered an appreciation for ecological values and cultural wisdom. This study provides an important contribution to the development of learning tools that combine scientific, cultural, and contextual approaches as a form of ecopedagogy implementation. It is recommended that a similar approach be implemented more widely across educational institutions, taking into account their respective local cultural contexts. Further research is recommended to evaluate the long-term impact on environmental conservation and strengthening local cultural identity.
Keywords:
Learning Tools Local Wisdom Problem-Based LearningReferences
Abdullah, G. (2024). Utilization of the Surrounding Environment as a Science Learning Resource in Gorontalo Province. Jurnal Penelitian Pendidikan IPA, 10(11), 8482–8489. https://doi.org/10.29303/jppipa.v10i11.8754
Afradisca, E. & Desnita. (2019). Development of learning media in circular motion for Senior High School using ICT based on contextual learning. Journal of Physics: Conference Series, 1185, 012122. https://doi.org/10.1088/1742-6596/1185/1/012122
Alam, A., & Mohanty, A. (2024). Framework of Self-Regulated Cognitive Engagement (FSRCE) for sustainable pedagogy: A model that integrates SRL and cognitive engagement for holistic development of students. Cogent Education, 11(1), 2363157. https://doi.org/10.1080/2331186X.2024.2363157
Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. Sage Open, 10(3), 2158244020938702. https://doi.org/10.1177/2158244020938702
Annam, S., Makhrus, Muh., Jamaluddin, J., Ramdani, A., & Gunawan, G. (2023). E-Module by Flip PDF Professional Based on Problem Based Learning (PBL) Integrated Local Wisdom to improve studentsâ€TM Problem Solving Ability. Journal of Science and Science Education, 4(2), 138–144. https://doi.org/10.29303/jossed.v4i2.5217
Bennett, N. J., Roth, R., Klain, S. C., Chan, K., Christie, P., Clark, D. A., Cullman, G., Curran, D., Durbin, T. J., Epstein, G., Greenberg, A., Nelson, M. P., Sandlos, J., Stedman, R., Teel, T. L., Thomas, R., Veríssimo, D., & Wyborn, C. (2017). Conservation social science: Understanding and integrating human dimensions to improve conservation. Biological Conservation, 205, 93–108. https://doi.org/10.1016/j.biocon.2016.10.006
Bhuttah, T. M., Xusheng, Q., Abid, M. N., & Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: The mediating role of inclusive leadership. Scientific Reports, 14(1), 24362. https://doi.org/10.1038/s41598-024-75379-0
Chibuye, B., & Singh, I. S. (2024). Integration of local knowledge in the secondary school chemistry curriculum—A few examples of ethno-chemistry from Zambia. Heliyon, 10(7), e29174. https://doi.org/10.1016/j.heliyon.2024.e29174
Chueh, H.-E., & Kao, C.-Y. (2024). Exploring the impact of integrating problem based learning and agile in the classroom on enhancing professional competence. Heliyon, 10(3), e24887. https://doi.org/10.1016/j.heliyon.2024.e24887
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Daum, T., Baudron, F., Birner, R., Qaim, M., & Grass, I. (2023). Addressing agricultural labour issues is key to biodiversity-smart farming. Biological Conservation, 284, 110165. https://doi.org/10.1016/j.biocon.2023.110165
Di Fuccio, R., Kic-Drgas, J., & Woźniak, J. (2024). Co-created augmented reality app and its impact on the effectiveness of learning a foreign language and on cultural knowledge. Smart Learning Environments, 11(1), 21. https://doi.org/10.1186/s40561-024-00304-x
Eisenhauer, N. (2024). Ecology: Operationalize biodiversity theory. Current Biology, 34(12), R571–R573. https://doi.org/10.1016/j.cub.2024.04.075
Hadjichambis, A. Ch., & Paraskeva-Hadjichambi, D. (2020). Education for Environmental Citizenship: The Pedagogical Approach. In A. Ch. Hadjichambis, P. Reis, D. Paraskeva-Hadjichambi, J. Činčera, J. Boeve-de Pauw, N. Gericke, & M.-C. Knippels (Eds.), Conceptualizing Environmental Citizenship for 21st Century Education (Vol. 4, pp. 237–261). Springer International Publishing. https://doi.org/10.1007/978-3-030-20249-1_15
Id Babou, A., Selmaoui, S., Alami, A., Benjelloun, N., & Zaki, M. (2023). Teaching Biodiversity: Towards a Sustainable and Engaged Education. Education Sciences, 13(9), 931. https://doi.org/10.3390/educsci13090931
Kamila, K., Wilujeng, I., Jumadi, J., & Ungirwalu, S. Y. (2024). Analysis of Integrating Local Potential in Science Learning and its Effect on 21st Century Skills and Student Cultural Awareness: Literature Review. Jurnal Penelitian Pendidikan IPA, 10(5), 223–233. https://doi.org/10.29303/jppipa.v10i5.6485
Kumar Basak, S., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191–216. https://doi.org/10.1177/2042753018785180
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309. https://doi.org/10.1016/j.heliyon.2021.e07309
Latip, A., Hernani, & Kadarohman, A. (2024). Local and indigenous knowledge (LIK) in science learning: A systematic literature review. Journal of Turkish Science Education, 21(4), 651–667. https://doi.org/10.36681/tused.2024.035
Lawson, M. J., Van Deur, P., Scott, W., Stephenson, H., Kang, S., Wyra, M., Darmawan, I., Vosniadou, S., Murdoch, C., White, E., & Graham, L. (2023). The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design. Teaching and Teacher Education, 125, 104043. https://doi.org/10.1016/j.tate.2023.104043
Leasa, M., & Batlolona, J. R. (2024). The Development of Innovative Science Learning Tools to Develop 21st Century Skills for Elementary School Teachers Naskat II Santo Ignatius Olilit Timur. Unram Journal of Community Service, 5(3), 218–225. https://doi.org/10.29303/ujcs.v5i3.693
Maican, C. I., Cazan, A. M., Cocoradă, E., Dovleac, L., Lixăndroiu, R. C., Maican, M. A., & Cocoradă, S. A. (2025). The role of contextual and individual factors in successful e-learning experiences during and after the pandemic – a two-year study. Journal of Computers in Education, 12(2), 589–624. https://doi.org/10.1007/s40692-024-00323-0
Mebert, L., Barnes, R., Dalley, J., Gawarecki, L., Ghazi-Nezami, F., Shafer, G., Slater, J., & Yezbick, E. (2020). Fostering student engagement through a real-world, collaborative project across disciplines and institutions. Higher Education Pedagogies, 5(1), 30–51. https://doi.org/10.1080/23752696.2020.1750306
Mehner, L., Rothenbusch, S., & Kauffeld, S. (2025). How to maximize the impact of workplace training: A mixed-method analysis of social support, training transfer and knowledge sharing. European Journal of Work and Organizational Psychology, 34(2), 201–217. https://doi.org/10.1080/1359432X.2024.2319082
Meng, N., Dong, Y., Roehrs, D., & Luan, L. (2023). Tackle implementation challenges in project-based learning: A survey study of PBL e-learning platforms. Educational Technology Research and Development, 71(3), 1179–1207. https://doi.org/10.1007/s11423-023-10202-7
Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6), e16348. https://doi.org/10.1016/j.heliyon.2023.e16348
Nguyen, A. H. D., Le, T. T., Dang, T.-Q., & Nguyen, L.-T. (2024). Understanding metaverse adoption in education: The extended UTAUMT model. Heliyon, 10(19), e38741. https://doi.org/10.1016/j.heliyon.2024.e38741
Nurdin, A. M., Gofur, A., Sapta Sari, M., & Munzil, M. (2025). Technology-supported differentiated biology education: Trends, methods, content, and impacts. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2598. https://doi.org/10.29333/ejmste/16044
Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988
Riza, S., Mardhatillah, Rizki, D., & Ihsan, M. A. N. (2024). The Effect of The Use of Contextual Teaching and Learning (CTL) Learning Model on The Cognitive Value of Students of Elementary School. Jurnal Penelitian Pendidikan IPA, 10(5), 2702–2710. https://doi.org/10.29303/jppipa.v10i5.6988
Rosário, A. T., & Dias, J. C. (2024). Implementing Problem-Based Learning in Marketing Education: A Systematic Review and Analysis. Education Sciences, 14(11), 1139. https://doi.org/10.3390/educsci14111139
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10), e31370. https://doi.org/10.1016/j.heliyon.2024.e31370
Salvadó, Z., & Novo, M. (2025). Dealing with Urban Biodiversity Through Butterfly Gardens: A Project-Based Learning Proposal for Pre-Service Teachers Training. Sustainability, 17(5), 2195. https://doi.org/10.3390/su17052195
Silvola, A., Näykki, P., Kaveri, A., & Muukkonen, H. (2021). Expectations for supporting student engagement with learning analytics: An academic path perspective. Computers & Education, 168, 104192. https://doi.org/10.1016/j.compedu.2021.104192
Van De Wetering, J., Leijten, P., Spitzer, J., & Thomaes, S. (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology, 81, 101782. https://doi.org/10.1016/j.jenvp.2022.101782
Velempini, K. (2025). Assessing the Role of Environmental Education Practices Towards the Attainment of the 2030 Sustainable Development Goals. Sustainability, 17(5), 2043. https://doi.org/10.3390/su17052043
Wahdaniyah, N., Agustini, R., & Tukiran, T. (2023). Analysis of Effectiveness PBL-STEM to Improve Student’s Critical Thinking Skills. IJORER : International Journal of Recent Educational Research, 4(3), 365–382. https://doi.org/10.46245/ijorer.v4i3.312
Yana, S., Yusrizal, Y., Hаӏіm, А., Ѕуukrі, M., & Еӏіѕа, Е. (2022). Application of Problem Based Learning (PBL) Model to Improve Problem Solving Skill from Critical Thinking Skill Students on Dynamic Fluid Materials. Jurnal Penelitian Pendidikan IPA, 8(2), 521–527. https://doi.org/10.29303/jppipa.v8i2.1329
Zahrah, S., Susanto, T. T. D., Pratama, M. Z., Aisyah, J., & Kurniawan, A. (2024). Improving the Quality of Education Through Environmentally Based Learning. Perspektif Ilmu Pendidikan, 38(1), 47–56. https://doi.org/10.21009/PIP.381.5
Zainal, S., Nirzalin, Fakhrurrazi, Yunanda, R., Ilham, I., & Badaruddin. (2024). Actualizing local knowledge for sustainable ecotourism development in a protected forest area: Insights from the Gayonese in Aceh Tengah, Indonesia. Cogent Social Sciences, 10(1), 2302212. https://doi.org/10.1080/23311886.2024.2302212
License
Copyright (c) 2025 Fakhrudin, Suhartini, Paidi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
