The potential of folklore as biodiversity learning resources in high school

Abstract

Learning resources are everything that can be used to facilitate the learning process. Folklore is one of the cultural products that can be innovated as a biodiversity learning resource in high school. This study reviewed relevant literature regarding folklore from various regions of Indonesia to examine and analyse the potential of folklore as a learning resource for biodiversity. The descriptive analysis revealed that the contents of folklore can be used to study examples of the biodiversity level, the regional distribution of Indonesia’s biodiversity, flora and fauna characteristics of Oriental, Australian, and Transitional, benefits of biodiversity and its conservation efforts. In addition, folklore as a learning resource also has the potential to develop student competencies such as environmental care, creative thinking, critical thinking, and problem-solving. However, the folklore content cannot describe all the material on biodiversity, therefore it must be combined with other learning resources for use in the biodiversity learning process.

Diversity of Wood Plants and Its Utilization as a Learning Source

“…Biology learning by integrating local wisdom as a learning resource is indirectly able to train students to care about the surrounding environment, initiate to conserve biology and conserve the values contained in the local wisdom. Karmadi et al (2023) stated that integrating biology learning with local wisdom can enhance problem-solving skills for local issues. Learning that utilizes local culture in its learning is able to train children to carry out critical analysis of existing local wisdom cases for creative problem solving (Alimah, 2019).…”

Clinical Supervision as One of The Elements of Developing Educational Resources

“…This clinical supervision was first developed by Moris Cogan et al in 1950 at a Harvard University laboratory school. Which approach is influenced by behavioristic theory (Karmadi, Suhartini, & Sukri, 2023). In clinical supervision, this supervision is carried out in the form of face-toface meetings between supervisors and teachers to improve learning and increase professional teacher growth.…”

Methods of teaching folklore at secondary school

“…Кармади и С. Сухартини фольклор есть главным из культурных произведений, которое может быть применено в качестве учебного источника по биоразнообразию в средней школе. В своей работе ученые пришли к выводу, что устное народное творчество, как учебный источник, всецело владеет потенциалом для роста у учащихся таких знаний, как творческое и критическое мышление, забота об окружающей среде, а также умение решать проблемы (Karmadi R.M., 2023). С таким мнением стоит согласиться, однако добавить, что содержание фольклора не может описать весь материал в учебном процессе, поэтому его нужно объединять с иными учебными источниками и ресурсами для применения в программе обучения.…”