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All Journal Biocaster : Jurnal Kajian Biologi
Sri Nopita Primawati
Program Studi Pendidikan Biologi, Fakultas Sains, Teknik, dan Terapan, Universitas Pendidikan Mandalika, Jalan Pemuda Nomor 59A, Mataram, Nusa Tenggara Barat 83125, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology

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Keanekaragaman Jenis Ikan di Bendungan Pengga Kabupaten Lombok Tengah Sari Lailatul Hikmah; Sri Nopita Primawati; Ismail Efendi
Biocaster : Jurnal Kajian Biologi Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/biocaster.v6i1.901

Abstract

The purpose of this study is to determine the diversity of fish species in the Pengga Dam. The type of research used is descriptive and exploratory. The research population is all types of fish found in the Pengga Dam, and the research sample is the type of fish caught by fishermen in the Pengga Dam. The data collection techniques in this study were carried out by observation, sampling, morphological analysis techniques based on literature reviews, documentation, and collection. The data on fish types that have been obtained are continued to calculate the diversity index using the Shannon-Wiener diversity index formula (Hʹ = -∑pi ln pi). Based on the data from the research results, a total of 381 individuals were obtained from 5 points with 3 takes, and identified in a total of 4 species (Oreochromis niloticus, Pterygoplichthys multiradiatu, Channa striata, and Barbonymus gonionotus) which belong to 2 classes (Actinopterygii and Osteichthyes), 3 orders (Peciformes, Siluformes, and Cypriniformes), 4 families (Chichlidae, Loricariidae, Channidae, and Cyprinidae), 4 genera (Oreochromis, Pterygoplichthys, Channa,  and Barbonymus). From the results of the data analysis, it can be concluded that the index of fish species diversity in the Pengga Dam with three sampling times is classified as low.
Pengaruh Pembelajaran Ethno-Deep Learning terhadap Literasi Budaya Siswa Baiq Zulfah Purni Sari Ningrum; Agus Muliadi; Laras Firdaus; Sri Nopita Primawati
Biocaster : Jurnal Kajian Biologi Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/biocaster.v6i3.1648

Abstract

Enhancing students' cultural literacy is crucial amidst the currents of globalization that are causing shifts in local cultural values. Conventional teaching methods are considered inadequate for meaningfully integrating local culture into the learning process. Therefore, instructional innovation is needed to combine local wisdom with a deep learning approach specifically, through "ethno-deep learning." This study aims to determine the impact of ethno-deep learning on students' cultural literacy. A quasi-experimental method with a post-test-only control group design was employed. The study population consisted of all Grade X students at SMA Islam Al Azhar NW Kayangan, North Lombok Regency, during the 2025/2026 academic year. A saturated sampling technique was used, meaning the entire population served as the sample; this comprised two classes: a treatment group of 20 students and a comparison group of 20 students. Data collection instruments included a cultural literacy questionnaire and an observation sheet to monitor the implementation of instruction. The data were analyzed using the Mann-Whitney U test to determine whether there was a significant difference in cultural literacy between the treatment and comparison groups. The analysis revealed significant differences between the groups across all dimensions of cultural literacy: understanding cultural complexity, knowledge of one's own culture, and cultural concern. This was evidenced by a Mann-Whitney U test significance value of 0.000 (Sig ≤ 0.1), leading to the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (H1). The study concludes that ethno-deep learning significantly influences students' cultural literacy. This approach proved effective in enhancing students' understanding, awareness, and concern regarding culture through a learning process that is contextual, meaningful, and student-centered.
Co-Authors Agus Muliadi Baiq Zulfah Purni Sari Ningrum Ismail Efendi Laras Firdaus Sari Lailatul Hikmah