<![CDATA[Biodiversity learning not only supports students' conceptual understanding but also provides opportunities to connect scientific knowledge with religious values and ecological responsibility. This study aimed to explore students' experiences and interpretations of religious values in biodiversity learning in relation to their ecological moral orientation. A qualitative approach employing Moustakas' transcendental phenomenological design was adopted. The participants consisted of ten Biology Education students selected through purposive sampling and interviewed in depth until data saturation was achieved. Data were analyzed using horizonalization, meaning unit development, thematic analysis, textural and structural description, and synthesis of the essence of the experience. Four major themes emerged: (1) biodiversity is perceived as God's creation with intrinsic value; (2) awareness of the role as khalifah is associated with ecological responsibility; (3) religious values are internalized as a basis for ecological moral orientation; and (4) ecological moral orientation is expressed through commitment to biodiversity conservation. The findings indicate that students interpreted biodiversity conservation through the integration of scientific learning experiences and religious values. The study highlights the role of religious reflection in biodiversity learning as a context for developing ecological moral awareness.]]>
Copyrights © 2026
