Exploring student biodiversity literacy in Indonesian coastal areas: implications for education for sustainable development

Muhammad Irwansyah; Fatchur Rohman; Dwi Listyorini; Mimien Henie Irawati; Magfirah Perkasa

doi:10.21009/biosferjpb.71297

Authors

Muhammad Irwansyah Biology Education, Faculty of Teacher Training and Education, Universitas Nggusuwaru, Indonesia
Fatchur Rohman Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Indonesia
Dwi Listyorini Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Indonesia
Mimien Henie Irawati Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Indonesia
Magfirah Perkasa Educational Technology, Faculty of Education, Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.21009/biosferjpb.71297

Keywords:

Biodiversity literacy, Coastal Areas, Development, Education for Sustainable , Sustainable Development Goals

Abstract

This study is driven by the degradation of Indonesia's coastal ecosystems, leading to a decline in biodiversity and increase disaster risk for coastal communities. Addressing this issue necessitates the engagement of multiple stakeholders, particularly educational institutions. This study aims to describe the profile of biodiversity literacy of high school students in coastal areas of Sumbawa Island, Indonesia, across cognitive, attitude, and behavioural dimensions and to discuss its relevance to Education for Sustainable Development (ESD). A descriptive survey was conducted involving 535 high school students from coastal areas of Sumbawa Island. Biodiversity literacy was assessed using a 30-item multiple-choice test for the knowledge dimension and a 30-item questionnaire measuring attitude and behavioral dimensions. The instruments were validated and tested for reliability before data collection. Data were analyzed descriptively by classifying students' scores into low, moderate, and high categories. The results showed that biodiversity literacy was generally at a moderate level across all three dimensions. In the knowledge dimension, 65 students (12.15%) were categorized as high, 384 (71.78%) as moderate, and 86 (16.07%) as low. In the attitude dimension, 63 students (11.78%) were categorized as high, 415 (77.57%) as moderate, and 57 (10.65%) as low. In the behavioral dimension, 76 students (14.21%) were categorized as high, 399 (74.58%) as moderate, and 60 (11.21%) as low. These findings indicate the need for contextualand biodiversity-oriented learning that integrates knowledge, attitudes, and conservation behavior. The biodiversity literacy profile provides anempirical basis for strengthening biodiversity education and supporting education for sustainable development in coastal communities.

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