This article investigates how integrating local wisdom into problem-based educational materials can enhance students' conservation attitudes toward endangered species. The research addresses a critical gap in environmental education where students often lack knowledge about local biodiversity and conservation practices, leading to poor attitudes toward species protection.
The researchers developed a problem-based student book that incorporates Papuan local wisdom using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The book was designed specifically for junior high school students in West Papua, Indonesia, and featured culturally relevant conservation examples including traditional marine conservation practices ("Sasi Laut"), endemic species like the Bird of Paradise and native butterfly species from the Arfak mountains, and traditional sustainable resource management practices by indigenous communities such as the Wandamen people's black fruit processing methods.
The study involved 69 participants aged 11-19 years (53.62% male, 46.38% female) from both urban and rural areas in West Papua. The research was conducted in multiple phases including expert validation, pilot testing with 18 students, and full implementation with 51 students. The researchers used a pre-test/post-test design to measure changes in conservation attitudes, along with validation sheets for expert assessment and response questionnaires for students and teachers.
The conservation attitude questionnaire was based on Indonesia's Law on Conservation of Biological Resources and their Ecosystems (No. 5 of 1990), measuring three key dimensions: protection of life support systems, preservation of plant and animal species diversity and their ecosystems, and sustainable use of biological natural resources and their ecosystems. The questionnaire contained 17 statements rated on a five-point Likert scale and demonstrated good validity and reliability (Cronbach's alpha = 0.747).
The results showed that the problem-based student book successfully met all three key criteria for educational effectiveness. First, the book achieved validity with expert assessment scores ranging from 92.50% to 97.14% across all learning tools including worksheets, lesson plans, the student book itself, and the conservation attitude questionnaire. Second, the book met practicality criteria with positive responses from both students (79.60%) and teachers (78.70%) during implementation, indicating the materials were user-friendly and engaging.
Most importantly, the book demonstrated effectiveness in improving students' conservation attitudes. Statistical analysis using paired t-tests revealed significant improvements (t = 3.73, df = 50, p < 0.05) in conservation attitudes from pre-test (mean = 70.13) to post-test (mean = 76.21), representing an increase of 6.08 points with a moderate effect size (Cohen's d = 0.52). The percentage of students achieving "excellent" conservation attitudes increased dramatically from 13.73% to 35.29%, while the percentage with "low" attitudes decreased from 15.69% to 3.92%.
The three conservation attitude indicators showed varying levels of improvement. Protection of life support systems increased by 3 points, preservation of species diversity increased by 6 points, and sustainable utilization showed the highest increase of 10 points, though this indicator remained at a moderate level compared to the others. The researchers noted that students still showed some reluctance regarding the sustainable use of endemic animals, primarily due to economic constraints where some students felt compelled to support the sale of protected species to meet basic human needs.
The integration of local wisdom proved particularly effective in making conservation concepts relevant and accessible to students. For example, the "Sasi Laut" traditional marine conservation practice demonstrated how indigenous communities have successfully managed marine resources through customary regulations that temporarily restrict fishing in certain areas to allow marine ecosystems to regenerate. Students learned that this practice represents a sustainable approach to resource management that balances human needs with environmental protection.
The problem-based learning approach engaged students in analyzing real conservation challenges such as species extinction, habitat destruction, and illegal poaching. Students were presented with scenarios requiring them to identify causes of environmental problems and develop solutions using information from local wisdom traditions presented in the student book. This approach helped students understand that traditional knowledge systems often contain valuable insights for addressing contemporary conservation challenges.
The study revealed several key factors contributing to the book's effectiveness. The local focus made conservation issues more tangible and relevant to students' daily lives, while the integration of cultural knowledge created stronger emotional connections to conservation topics. The problem-based format encouraged active learning and critical thinking about environmental issues, moving beyond passive information consumption to active problem-solving.
However, the research also identified areas for improvement. Despite overall positive results, approximately 3.92% of students still required further improvement in conservation attitudes. The utilization dimension of conservation attitudes proved most challenging, suggesting that future materials should provide more comprehensive information about sustainable resource use and economic alternatives that don't compromise conservation goals.
The study's findings have significant implications for environmental education practice. The research demonstrates that educational materials incorporating local wisdom and problem-based learning can effectively bridge the gap between traditional ecological knowledge and contemporary conservation education. This approach not only improves knowledge about endangered species but also fosters positive attitudes that may translate into conservation behaviors.
The researchers recommend that science teachers utilize problem-based student books integrating local wisdom as powerful tools for enhancing conservation education. Such materials can effectively increase students' knowledge about endangered species while fostering positive conservation attitudes through culturally relevant, problem-solving approaches that connect global environmental challenges with local knowledge and practices.
The study contributes to growing evidence that environmental education is most effective when it combines scientifically accurate information with culturally relevant contexts and active learning methodologies. By demonstrating how traditional ecological knowledge can enhance modern conservation education, this research provides a model for developing educational materials that are both culturally appropriate and scientifically sound.
The Bottom Line
This study by Damopolii et al. (2024) developed and tested a problem-based student book that integrates Papuan local wisdom to enhance junior high school students' conservation attitudes. Using the ADDIE development model, the researchers created educational materials featuring traditional conservation practices like "Sasi Laut" (marine conservation tradition), endemic species from Papua including Bird of Paradise and native butterflies, and sustainable resource management by indigenous communities. The study involved 69 students (ages 11-19) from urban and rural areas in West Papua, Indonesia. Results demonstrated that the problem-based book met validity criteria through expert assessment and practicality criteria through positive student and teacher responses. Most significantly, statistical analysis revealed significant improvements (p < 0.05) in students' conservation attitudes from pre-test to post-test, with a moderate effect size (Cohen's d = 0.52). The percentage of students achieving "excellent" conservation attitudes increased by 21.56 points, from 13.73% to 35.29%. The integration of local wisdom provided students with culturally relevant examples of conservation practices, while problem-based learning engaged them in analyzing real-world conservation challenges and developing solutions. The study demonstrates that connecting environmental education with local cultural knowledge and traditions creates more meaningful and effective learning experiences that foster positive conservation attitudes among students.