<![CDATA[Abstrak: Pembelajaran biodiversitas di sekolah menjadi salah satu pembekalan siswa terhadap pemahaman pentingnya pelestarian biodiversitas. Di jenjang SMA, materi biodiversitas telah diperoleh dari kelas X. Namun pembelajarannya masih terbatas pada ranah kognitif, sedangkan ranah afektif atau perilaku masih kurang dituntut. Metode konvensional seperti ceramah dan diskusi turut menyebabkan siswa merasa kurang tertarik untuk memahami pentingnya biodiversitas. Oleh karena itu, dengan metode fotografi diharapkan dapat menumbuhkan semangat konservasi dan pelestarian karena siswa mendokumentasikan makhluk hidup yang berada di sekitar lingkungannya. Tahapan kegiatan meliputi (1) memberikan pretest untuk mengidentifikasi sikap terhadap biodiversitas dalam keseharian, (2) menyampaikan materi secara daring terkait dasar fotografi, teknik fotografi flora dan fauna, serta keberagaman biodiversitas hewan dan tumbuhan, (3) praktik pengambilan foto objek hewan dan tumbuhan yang dikirimkan ke WhatsApp Group, (4) pemateri menelaah foto-foto dan memberikan penilaian serta saran terkait teknik fotografi, dan (5) memberikan posttest untuk ditelusuri kembali sikap yang mungkin muncul terhadap biodiversitas. Hasil yang diperoleh yaitu adanya peningkatan hingga 100% pada beberapa sikap terhadap biodiversitas, yaitu siswa tidak mau mengkonsumsi hewan yang dilindungi, tidak akan pernah membunuh hewan yang dilindungi, tidak akan pernah memetik tanaman/bunga yang dilindungi, dan menolak melakukan jual beli hewan dan tumbuhan yang dilindungi. Siswa juga telah mampu memberikan foto terbaiknya berdasarkan penilaian pemateri. Dengan demikian diharapkan siswa mampu menyampaikan pesan konservasi biodiversitas melalui karya fotonya. Abstract: Biodiversity learning in schools is one of the supplies for students to understand the importance of biodiversity conservation. In high school, biodiversity subjects have been obtained from tenth grade. However, learning is still limited to the cognitive domain, while the affective or behavioural domains are still less demanded. Conventional methods such as lectures and discussions also cause students to feel less interested in understanding the importance of biodiversity. Therefore, the photography method is expected to foster a spirit of conservation and preservation because students document living things around their environment. The activity stages include (1) giving a pretest to identify attitudes towards biodiversity in daily life, (2) providing online subjects related to basic photography, flora and fauna photography techniques, and diversity of animal and plant biodiversity, (3) the practice of taking photos of animal and plant objects sent to the WhatsApp groups, (4) the trainers reviewing the photos and provide assessments and suggestions related to photography techniques, and (5) giving a posttest to retrace attitudes that may arise towards biodiversity. The results obtained are an increase of up to 100% in some attitudes towards biodiversity, namely students do not want to consume protected animals, will never kill protected animals, will never pick protected plants/flowers, and refuse to buy and sell animals and plants protected. Students have also been able to provide their best photos based on the assessment of the trainers. Thus, students are expected to be able to convey the message of biodiversity conservation through their photographic works. ]]>
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