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All Journal Jurnal Biologi Tropis JURNAL PENDIDIKAN TAMBUSAI International Journal of STEM Education for Sustainability Jurnal Pendidikan Indonesia Gemilang International Journal of Biology Education Towards Sustainable Development Online Learning in Educational Research JURNAL MUARA PENDIDIKAN Jurnal Pemberdayaan Masyarakat QOSIM: Jurnal Pendidikan, Sosial & Humaniora Indonesian Journal of Science and Education
Desi Eka Nur Fitriana
Universitas Sultan Ageng Tirtayasa
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Inventory of Medicinal Plants and Conservation Efforts among the Indigenous Community of Kedayon Village, Kemanisan Subdistrict, Curug District, Serang City Fatimah Azahrah; Nabilah Artanti; Nurhasanah Nurhasanah; Aef Saefulloh; Desi Eka Nur Fitriana
Jurnal Biologi Tropis Vol. 26 No. 1 (2026): Januari-Maret
Publisher : Biology Education Study Program, Faculty of Teacher Training and Education, University of Mataram, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jbt.v26i1.11180

Abstract

Indonesia is a mega-biodiversity country with a wealth of medicinal plants and strong ethnobotanical knowledge among indigenous communities. However, modernization and the declining interest of the younger generation have caused traditional knowledge and the availability of medicinal plants to be increasingly threatened, including in Kedayon Village, Kemanisan Subdistrict, Curug District, Serang City. This study aims to: identify the types of medicinal plants used by the Kedayon Village community, describe how they are utilized in traditional medicine, and analyze forms of conservation efforts that can be implemented by the community in a sustainable manner. The method used is descriptive qualitative through field observation, documentation, and interviews. The results of the study identified 16 types of medicinal plants utilized from various plant parts such as leaves, roots, rhizomes, and seeds, with simple processing techniques such as boiling, squeezing, or steeping. These findings indicate that the community still relies on natural resources for traditional health needs. Recommended conservation efforts include community-based in-situ cultivation through home gardens and yards, accompanied by education and routine maintenance. These efforts are important to maintain the scarcity of medicinal plants while preserving local knowledge for future generations.
LifeSTEM: An Inquiry-Driven Digital Module for Scientific Literacy in Biology Teacher Education Iing Dwi Lestari; Evi Amelia; Rifki Survani; Desi Eka Nur Fitriana; Mila Ermila Hendriyani; Dwi Ratnasari; Ika Rifqiawati; Indah Juwita Sari
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1107

Abstract

Scientific literacy is a fundamental competency for future biology teachers, yet existing STEM-based digital learning resources rarely address the interdisciplinary demands of biology teacher education. This study developed and evaluated LifeSTEM, an integrated digital learning module that combines plant anatomy, STEM learning, inquiry-based activities, and engineering design tasks to strengthen scientific literacy among pre-service biology teachers. Guided by the ADDIE instructional design framework, the study involved needs analysis, expert validation, iterative module development, and classroom implementation with 30 pre-service biology teachers using a one-group pre-test–post-test design. Data were collected through needs assessment, expert validation, scientific literacy tests, and learner response questionnaires. The findings indicate that the LifeSTEM module achieved high content validity and was positively received by students as an engaging and accessible learning resource. Its implementation substantially enhanced scientific literacy, particularly students' ability to explain scientific phenomena, interpret scientific evidence, and apply procedural knowledge within authentic biological contexts. The integration of inquiry-oriented STEM activities with interactive digital learning promoted meaningful engagement with complex biological concepts while encouraging evidence-based reasoning. This study contributes to biology teacher education by demonstrating how integrated digital instructional design can strengthen scientific literacy through contextual and inquiry-driven STEM learning, providing a transferable framework for preparing future science teachers in technology-enhanced learning environments.
Co-Authors Aef Saefulloh Alya Muna Zhafirah Alya Nisrina Hapsa Annisa Khotimah Yunus Dini Khanifa Yanti Dwi Ratnasari Dwi Ratnasari Evi Amelia Evi Amelia Fatimah Azahrah Hana Najwa Paramitha Iing Dwi Lestari Ika Rifqiawati Ika Rifqiawati Indah Juwita Sari Indah Juwita Sari Mieke Miyarsah Mila Ermila Hendriyani Nabilah Artanti Nasya Zaida Aziz Nurhasanah Nurhasanah Randy Eka Aprilya Rida Oktorida Khastini Rifki Survani Rusdi Rusdi Siti Aisyah Siti Ajha Suhendar Suhendar Tasya Alya Permata Tsaniya Silmi Widia Veronica Girsang