Meningkatkan Literasi Botani pada Guru Biologi melalui Pembelajaran Inkuiri di Wilayah Blitar - Sulisetijono, Sulisetijono; Saptasari, Murni; Hayuana, Wachidah (Jurnal Pengabdian Masyarakat Biologi dan Sains, 2024)
Biologi merupakan ilmu yang kompleks, salah satu cabang Biologi adalah Botani yang memiliki peran dalam bidang pangan, kesehatan, lingkungan maupun budaya, oleh karena itu siswa perlu memiliki literasi botani.  Namun hasil analisis kebutuhan guru Biologi di wilayah Blitar ditemukan beberapa masalah. Permasalahan yang ditemukan di kelompok sasaran yaitu guru SMA di wilayah MGMP Blitar adalah: 1) guru mengalami kesulitan dalam memahami Kompetensi Dasar tentang materi Keanekaragaman Tumbuhan, 2) guru mengalami kesulitan dalam mengem-bangkan perangkat pembelajaran materi Keanekaragaman Tumbuhan, 3) guru kesulitan dalam menentukan metode, media pembelajaran, dan instrumen penilaian materi Keanekaragaman Tumbuhan. Metode yang diterapkan dalam pengabdian masyarakat meliputi pelatihan, workshop, dan pendampingan. Tim dosen pengabdian masyarakat bersama guru melaksanakan pelatihan, workshop dan pendampingan implementasi pembelajaran inkuiri materi Keanekaragaman Tumbuhan di sekolah sasaran. Luaran dalam kegiatan pengabdian masyarakat ini adalah perangkat pembelajaran materi Keanekaragaman Tumbuhan meliputi silabus, RPP, bahan ajar, petunjuk praktikum, unit kegiatan belajar (UKB), instrumen penilaian, kunci identifikasi tumbuhan, herbarium basah, herbarium kering, laporan pendampingan implementasi pembelajaran inkuiri di MGMP wilayah Blitar. Biology is a complex science, one of the branches of Biology is Botany which has a role in the fields of food, health, environment and culture, therefore students need to have botanical literacy.  However, the results of the needs analysis of Biology teachers in the Blitar area found several problems. The problems found in the target group, namely high school teachers in the Blitar MGMP area, are: 1) teachers have difficulty in understanding the Basic Competencies of Plant Diversity material, 2) teachers have difficulty in developing learning tools for Plant Diversity material, 3) teachers have difficulty in determining methods, learning media, and assessment instruments for Plant Diversity material. The methods applied in this community service are training, workshops, and mentoring. The community service lecturer team together with teachers carry out training, workshops and mentoring on the implementation of inquiry learning on Plant Diversity material in target schools. The outputs in this community service activity are learning tools for Plant Diversity material including syllabus, lesson plans, teaching materials, practicum instructions, learning activity units (UKB), assessment instruments, plant identification keys, wet herbarium, dry herbarium, reports on mentoring the implementation of inquiry learning in MGMP in the Blitar area.