Pelatihan Oshibana Berbasis Keragaman Tumbuhan untuk Penguatan Kreativitas Siswa dan Edukasi SDGs di SMAN Taruna Nala Malang - Irawati, Mimien Henie; Rohman, Fatchur; Antika, Linda Tri; Jeramat, Eufrasia; Prasetyawati, Fila; Mardin, Herinda; Fahri, Naufal Wima Al; Abrar, Ahmad (Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM), 2026)
Kreativitas dan kesadaran lingkungan siswa merupakan kompetensi esensial untuk mendukung pembelajaran abad ke-21 dan implementasi Tujuan Pembangunan Berkelanjutan (SDGs). Namun, pendidikan biologi di sekolah masih didominasi pendekatan teoretis sehingga pemanfaatan keanekaragaman tumbuhan sebagai media pembelajaran kreatif belum dioptimalkan. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat kreativitas dan kesadaran siswa terhadap tumbuhan melalui pelatihan oshibana berbasis keanekaragaman tumbuhan di SMA Negeri Taruna NALA Malang. Metode yang digunakan adalah pelatihan partisipatif berbasis praktik melalui tahapan edukasi keanekaragaman hayati, demonstrasi teknik oshibana, pembuatan karya secara langsung, pendampingan, dan evaluasi. Peserta kegiatan berjumlah 150 siswa kelas X. Data dikumpulkan melalui observasi, penilaian karya, angket respons siswa, dan dokumentasi kegiatan, kemudian dianalisis secara deskriptif. Hasil kegiatan menunjukkan bahwa 90,7% siswa berpartisipasi aktif selama pelatihan. Penilaian karya menunjukkan bahwa 90% karya oshibana berada pada kategori baik hingga sangat baik berdasarkan aspek orisinalitas, komposisi visual, kerapian, pemanfaatan variasi tumbuhan, dan kesesuaian tema lingkungan. Hasil angket menunjukkan bahwa 90,5% siswa menyatakan kegiatan menarik dan menyenangkan, 85,5% menyatakan kegiatan membantu memahami materi biologi secara lebih kontekstual, dan 94,5% menyatakan kegiatan meningkatkan ketertarikan terhadap tumbuhan dan lingkungan. Selain itu, 90,0% siswa menyatakan kegiatan membantu mereka mengenal keanekaragaman tumbuhan di lingkungan sekitar, sedangkan 89,88% siswa menyatakan lebih memahami pentingnya menjaga dan memanfaatkan tumbuhan secara bertanggung jawab. Secara keseluruhan, respons positif siswa mencapai 90,0%, melampaui indikator keberhasilan yang ditetapkan. Dengan demikian, pelatihan oshibana berpotensi menjadi model pembelajaran kreatif berbasis lingkungan yang mendukung implementasi SDGs di sekolah. Oshibana Training Based on Plant Diversity to Strengthen Student Creativity and SDGs Education at SMAN Taruna Nala Malang Abstract Students' creativity and environmental awareness are essential competencies to support 21st-century learning and the implementation of the Sustainable Development Goals (SDGs). However, biology education in schools is still dominated by a theoretical approach, so the use of plant diversity as a creative learning medium has not been optimized. This community service activity aims to strengthen students' creativity and awareness of plants through plant diversity-based oshibana training at SMA Negeri Taruna NALA Malang. The method used is a practice-based participatory training through the stages of biodiversity education, demonstration of oshibana techniques, direct creation of works, mentoring, and evaluation. The activity participants numbered 150 grade X students. Data were collected through observation, work assessment, student response questionnaires, and activity documentation, then analyzed descriptively. The results of the activity showed that 90.7% of students actively participated during the training. The work assessment showed that 90% of oshibana works were in the good to very good category based on aspects of originality, visual composition, neatness, use of plant variations, and suitability for environmental themes. The questionnaire results showed that 90.5% of students stated that the activity was interesting and enjoyable, 85.5% stated that the activity helped them understand biology material more contextually, and 94.5% stated that the activity increased their interest in plants and the environment. In addition, 90.0% of students stated that the activity helped them recognize plant diversity in their surroundings, while 89.88% of students stated that they better understood the importance of protecting and using plants responsibly. Overall, the positive response from students reached 90.0%, exceeding the established success indicators. Thus, oshibana training has the potential to become a creative, environment-based learning model that supports the implementation of SDGs in schools.