Dayak Ethnobotanical Knowledge in Biodiversity Learning: Development and Evaluation of Ethnobotany-Based Teaching Materials
DOI:
10.29303/jppipa.v12i5.14831Published:
2026-05-25Downloads
Abstract
Biodiversity learning in senior high schools is often abstract and weakly connected to students local socio-ecological realities. Local ethnobotanical knowledge can provide a contextual basis for more meaningful biodiversity learning. This study aimed to develop and evaluate Dayak ethnobotany-based biodiversity teaching materials for Grade X students. The study used a Research and Development design with the ADDIE model. The participants were 23 tenth-grade students from one intact class and two biology teachers at SMA Negeri 1 Uut Murung, Central Kalimantan, Indonesia. The student sample represented a limited field trial to examine the feasibility and initial effectiveness of the product in a real classroom context. Data were collected using expert validation sheets, teacher and student response questionnaires, and learning outcome tests with a one-group pretest-posttest design. Product validity using Gregory’s formula obtained a score of 1.00, indicating very high validity. Practicality scores reached 95,5% from teachers and 91,5% from students. Learning outcomes increased from 47.25 to 89.86, with an N-Gain score of 0.83, categorized as high. The greatest improvement occurred in students cognitive understanding of biodiversity, especially its relationship with the local environment and local wisdom-based in conservation. Thus, the teaching materials are valid, practical, and effective for contextual biodiversity learning.
Keywords:
ADDIE model Biodiversity teaching materials Contextual learning Dayak ethnobotany Local wisdomReferences
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