Analysis of Local Wisdom (Ethnobiology) in Mulyoharjo Village as a Source of Biology Learning in High School
Keywords:
Ethnobiology, Biology Learning, Learning Resources, Local Wisdom
Abstract
Biology education in the modern era demands a contextual and relevant approach to students' lives, yet it remains dominated by theoretical textbook usage. This study aims to analyze the forms of local wisdom (ethnobiology) in Mulyoharjo Village and examine its potential as a biology learning source for senior high schools. This research used a descriptive qualitative method with ethnobiological and ethnographic approaches. Data were collected through field observations, semi-structured interviews with community leaders and traditional medicine practitioners, and documentation. Data analysis followed the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results showed that the community of Mulyoharjo Village possesses rich local wisdom in utilizing various flora as traditional medicine, such as turmeric (Curcuma longa), betel (Piper betle), bitter grape (Tinospora crispa), and cat's whiskers (Orthosiphon aristatus). These utilization practices reflect a harmonious and sustainable reciprocal relationship between humans and the environment. These ethnobiological findings have strong scientific relevance to the Phase E/F high school biology curriculum, particularly in the topics of Biodiversity, Classification of Living Things, and Ecosystems. The study concludes that the local wisdom of Mulyoharjo Village has significant potential to be integrated as a contextual biology learning source to enhance students' environmental literacy and cultural awareness.
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References
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Hasmawaty, H., Usman, U., & Intisari, I. (2023). Improving Children’s Science Skills Through Play Activities in Outdoor Play. TEMATIK: Jurnal Pemikiran Dan Penelitian Pendidikan Anak Usia Dini, 9(1), 45. https://doi.org/10.26858/tematik.v9i1.47953
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Herman, H., Rusmaniah, R., Munandar, H., & Rozikin, A. Z. (2023). Utilization of the Surrounding Environment as a Source of Learning Forum for Social Sciences. The Innovation of Social Studies Journal, 5(1), 18. https://doi.org/10.20527/issj.v5i1.9603
Kadir, H. A. (2023). Application of the Pancasila Student Profile. Indonesian Journal of Contemporary Multidisciplinary Research, 2(3), 349–354. https://doi.org/10.55927/modern.v2i3.4116
Kamakaula, Y., Amruddin, A., Demmanggasa, Y., Saprudin, S., & Nugroho, R. J. (2024). The Role of Local Knowledge in Natural Resources Conservation: An Environmental Anthropological Perspective in Traditional Agriculture. Global International Journal of Innovative Research, 1(2), 97–106. https://doi.org/10.59613/global.v1i2.13
Karmadi, R. M. D., Suhartini, S., & Sukri, A. A. M. (2023). The potential of folklore as biodiversity learning resources in high school. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(1), 74–89. https://doi.org/10.22219/jpbi.v9i1.22502
Kumar, A., Kumar, S., Komal, Ramchiary, N., & Singh, P. (2021). Role of traditional ethnobotanical knowledge and indigenous communities in achieving sustainable development goals. Sustainability (Switzerland), 13(6). https://doi.org/10.3390/su13063062
Kurniasih, D. (2021). Implementasi Model Pembelajaran Contextual Teaching And Learning (CTL) Dalam Pelajaran IPA Di Sekolah Dasar. Social, Humanities, and Educational Studies (SHEs): Conference Series, 3(4), 285. https://doi.org/10.20961/shes.v3i4.53345
Lin, X., & Ding, H. (2024). Challenges and Pathways of Developing School-Based Textbooks in Primary and Secondary Schools. Education Reform and Development, 6(8), 200–206. https://doi.org/10.26689/erd.v6i8.8096
Maldonado Miranda, J. J. (2021). Medicinal plants and their traditional uses in different locations. Phytomedicine: A Treasure of Pharmacologically Active Products from Plants, 207–223. https://doi.org/10.1016/B978-0-12-824109-7.00014-5
Mijanović, N. (2023). Constructivism as a contemporary teaching paradigm. Inovacije u Nastavi, 36(1), 21–32. https://doi.org/10.5937/inovacije2301021m
Montero, J. C., & Geducos, D. T. (2022). Improved Conceptual Understanding in Learning Biology through Local-ized and Contextualized Learning Activities. International Journal of Multidisciplinary: Applied Business and Education Research, 3(7), 1231–1238. https://doi.org/10.11594/ijmaber.03.07.01
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Petrovschi, N., & Sbîrciu, C. (2022). Implications of constructivist theories in the reorientation of learning activities. Univers Pedagogic, (4(72)), 8–11. https://doi.org/10.52387/1811-5470.2021.4.01
RADASSA, M., & CESAR GEGLIO, P. (2022). Mapeamento Das Produções Acadêmicas Sobre a Influência Da Etnobiologia No Ensino De Biologia. Ciência e Democracia - o Que Essa Relação Depende de Nós? https://doi.org/10.46943/vii.conapesc.2022.01.030
Rinto, R., Iswari, R. S., Mindyarto, B. N., & Saptono, S. (2023). Bridging the generational gap: Exploring youth understanding on ethnobotanical knowledge and its integration in higher education curricula. Ethnobotany Research and Applications, 26. https://doi.org/10.32859/era.26.48.1-16
Rusnawati. (2022). Pemanfaatan Lingkungan Sebagai Sumber Belajar Pada Peserta Didik. JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam, 15(1). https://doi.org/10.58645/jurnalazkia.v15i1.202
SANTOS, M. D. R. (2023). Ensino De Biologia Numa Abordagem Contextualizada: Perspectivas E Desafios. Ensino de Ciências. https://doi.org/10.46943/viii.conedu.2022.gt16.031
Sattorova, Z. I. (2024). Comparison of Practical Learning and Theoretical Learning a Study to Investigate Benefits and Challenges. International Journal of Research in Arts and Science, 10(1), 1–3. https://doi.org/10.9756/ijras/v10i1/bij24003
Silva, R. P., Farias, C. R. de O., & Muhle, R. P. (2024). From the field practice of Biology’s naturalistic tradition to the field days at school: distances and approximations. Ciência & Educação (Bauru), 30. https://doi.org/10.1590/1516-731320240003a
Srinivasa. (2022). Context-Based Learning. 87(15). https://doi.org/https://doi.org/10.1007/978-981-19-6734-4_5
Suhartati, S., Genisa, M. U., & Saputri, W. (2025). Exploring The Potential of Biodiversity: An Ethnobotany Approach As A Learning Resource At SMA Negeri 1 Tempilang. Gema Wiralodra, 15(3). https://doi.org/10.31943/gw.v15i3.728
Supriyono, S. (2024). Research methodology: qualitative approach.
Todorova, S. (2024). 21st Century Skills in the Context of Education. Cultural and Historical Heritage: Preservation, Presentation, Digitalization, 10(1), 101–110. https://doi.org/10.55630/kinj.2024.100109
Akhondzadeh, S. (2025). Beyond Myths: Understanding the Efficacy and Safety of Traditional Medicinal Practices. Case Reports in Clinical Practice. https://doi.org/10.18502/crcp.v9i6.18941
Albuquerque, U. P., de Moura, J. M. B., da Silva, R. H., & Soldati, G. T. (2024). Ethnobiology and Ethnoecology. Encyclopedia of Biodiversity, Third Edition: Volume 1-7, V3-112-V3-123. https://doi.org/10.1016/B978-0-12-822562-2.00370-4
Arjona-García, C., Blancas, J., Beltrán-Rodríguez, L., López Binnqüist, C., Colín Bahena, H., Moreno-Calles, A. I., Sierra-Huelsz, J. A., & López-Medellín, X. (2021). How does urbanization affect perceptions and traditional knowledge of medicinal plants? Journal of Ethnobiology and Ethnomedicine, 17(1). https://doi.org/10.1186/s13002-021-00473-w
Bamrara, A., & Bamrara, P. (2024). Environment education through experiential learning: A case of Pauri Garhwal, Uttarakhand. Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices, 129–141. https://doi.org/10.4018/978-1-6684-9859-0.ch007
Botokanova, G. T. (2022). To the History of Studying Traditional Knowledge. The Herald of KSUCTA n a N Isanov, (2-2–2022), 918–925. https://doi.org/10.35803/1694-5298.2022.2.918-925
da Silva, C., Pereira, F., & Amorim, J. P. (2024). The integration of indigenous knowledge in school: a systematic review. Compare, 54(7), 1210–1228. https://doi.org/10.1080/03057925.2023.2184200
de Santana, B. F., Voeks, R. A., & Funch, L. S. (2022). Quilombola ethnomedicine: The role of age, gender, and culture change. Acta Botanica Brasilica, 36. https://doi.org/10.1590/0102-33062020abb0500
Draper, A. K. (2004). The principles and application of qualitative research. Proceedings of the Nutrition Society, 63(4), 641–646. https://doi.org/10.1079/pns2004397
Əliyev, R. (2024). 21st CENTURY SKILLS IN EDUCATION: OUR YESTERDAY, TODAY. Scientific Works, 91(3), 31–36. https://doi.org/10.69682/azrt.2024.91(3).31-36
Fleischner, T. L., Espinoza, R. E., Gerrish, G. A., Greene, H. W., Kimmerer, R. W., Lacey, E. A., Pace, S., Parrish, J. K., Swain, H. M., Trombulak, S. C., Weisberg, S., Winkler, D. W., & Zander, L. (2017). Teaching Biology in the Field: Importance, Challenges, and Solutions. BioScience, 67(6), 558–567. https://doi.org/10.1093/biosci/bix036
GHORAI, B. (2025). Learning through Experience: A Practical Approach. International Journal For Multidisciplinary Research, 7(5). https://doi.org/10.36948/ijfmr.2025.v07i05.58675
Giyato, G., & Sridiyatmiko, G. (2022). Pemanfaatan Lingkungan Sekitar untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik pada Muatan Pelajaran IPS. Proceedings Series on Social Sciences & Humanities, 3, 58–63. https://doi.org/10.30595/pssh.v3i.338
González Villavicencio, J. L., & Estrella Flores, J. P. (2023). Educación del Siglo XXI, competencias, metodologías y estrategias. Esprint Investigación, 2(1), 5–15. https://doi.org/10.61347/ei.v2i1.50
Hadi, A., Marniati, M., Ngindana, R., Kurdi, M. S., Kurdi, M. S., & Fauziah, F. (2023). New Paradigm of Merdeka Belajar Curriculum in Schools. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1497–1510. https://doi.org/10.35445/alishlah.v15i2.3126
Hadi, S., Sjah, T., & Sarjan, M. (2024). Peran Manusia Dalam Mempertahankan Ketersediaan Sumber Daya Alam Melalui Etika Lingkungan. LAMBDA : Jurnal Ilmiah Pendidikan MIPA Dan Aplikasinya, 4(2), 143–149. https://doi.org/10.58218/lambda.v4i2.907
Haryanto, S., Marati, S. H., Darsinah, D., & Mansoor, H. S. (2024). Beyond the classroom walls: Unveiling teachers’ and students’ experiences in Biology education. Journal of Educational Management and Instruction (JEMIN), 4(2), 361–372. https://doi.org/10.22515/jemin.v4i2.9632
Hasmawaty, H., Usman, U., & Intisari, I. (2023). Improving Children’s Science Skills Through Play Activities in Outdoor Play. TEMATIK: Jurnal Pemikiran Dan Penelitian Pendidikan Anak Usia Dini, 9(1), 45. https://doi.org/10.26858/tematik.v9i1.47953
Henri, & Erpandi, E. (2021). Local Ethnic Malay Community Knowledge in Traditional Medicine Utilization and Its Conservation Strategy in East Belitung Regency, Indonesia. Media Konservasi, 26(1), 44–51. https://doi.org/10.29244/medkon.26.1.44-51
Herman, H., Rusmaniah, R., Munandar, H., & Rozikin, A. Z. (2023). Utilization of the Surrounding Environment as a Source of Learning Forum for Social Sciences. The Innovation of Social Studies Journal, 5(1), 18. https://doi.org/10.20527/issj.v5i1.9603
Kadir, H. A. (2023). Application of the Pancasila Student Profile. Indonesian Journal of Contemporary Multidisciplinary Research, 2(3), 349–354. https://doi.org/10.55927/modern.v2i3.4116
Kamakaula, Y., Amruddin, A., Demmanggasa, Y., Saprudin, S., & Nugroho, R. J. (2024). The Role of Local Knowledge in Natural Resources Conservation: An Environmental Anthropological Perspective in Traditional Agriculture. Global International Journal of Innovative Research, 1(2), 97–106. https://doi.org/10.59613/global.v1i2.13
Karmadi, R. M. D., Suhartini, S., & Sukri, A. A. M. (2023). The potential of folklore as biodiversity learning resources in high school. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(1), 74–89. https://doi.org/10.22219/jpbi.v9i1.22502
Kumar, A., Kumar, S., Komal, Ramchiary, N., & Singh, P. (2021). Role of traditional ethnobotanical knowledge and indigenous communities in achieving sustainable development goals. Sustainability (Switzerland), 13(6). https://doi.org/10.3390/su13063062
Kurniasih, D. (2021). Implementasi Model Pembelajaran Contextual Teaching And Learning (CTL) Dalam Pelajaran IPA Di Sekolah Dasar. Social, Humanities, and Educational Studies (SHEs): Conference Series, 3(4), 285. https://doi.org/10.20961/shes.v3i4.53345
Lin, X., & Ding, H. (2024). Challenges and Pathways of Developing School-Based Textbooks in Primary and Secondary Schools. Education Reform and Development, 6(8), 200–206. https://doi.org/10.26689/erd.v6i8.8096
Maldonado Miranda, J. J. (2021). Medicinal plants and their traditional uses in different locations. Phytomedicine: A Treasure of Pharmacologically Active Products from Plants, 207–223. https://doi.org/10.1016/B978-0-12-824109-7.00014-5
Mijanović, N. (2023). Constructivism as a contemporary teaching paradigm. Inovacije u Nastavi, 36(1), 21–32. https://doi.org/10.5937/inovacije2301021m
Montero, J. C., & Geducos, D. T. (2022). Improved Conceptual Understanding in Learning Biology through Local-ized and Contextualized Learning Activities. International Journal of Multidisciplinary: Applied Business and Education Research, 3(7), 1231–1238. https://doi.org/10.11594/ijmaber.03.07.01
Nanti, S., & Asmendri, A. (2022). Desain Pembelajaran Biologi Berbasis Jelajah Alam Sekitar Dalam Menumbuhkan Budaya Peduli Lingkungan. Pendekar: Jurnal Pendidikan Berkarakter, 5(2), 155. https://doi.org/10.31764/pendekar.v5i2.8776
Nurlia, Nurhayati, B., Syamsiah, & Karim, H. (2025). Cultural Literacy in Biology Education: Theoretical Foundations and Future Directions. Salud, Ciencia y Tecnologia, 5. https://doi.org/10.56294/saludcyt20252163
Petrovschi, N., & Sbîrciu, C. (2022). Implications of constructivist theories in the reorientation of learning activities. Univers Pedagogic, (4(72)), 8–11. https://doi.org/10.52387/1811-5470.2021.4.01
RADASSA, M., & CESAR GEGLIO, P. (2022). Mapeamento Das Produções Acadêmicas Sobre a Influência Da Etnobiologia No Ensino De Biologia. Ciência e Democracia - o Que Essa Relação Depende de Nós? https://doi.org/10.46943/vii.conapesc.2022.01.030
Rinto, R., Iswari, R. S., Mindyarto, B. N., & Saptono, S. (2023). Bridging the generational gap: Exploring youth understanding on ethnobotanical knowledge and its integration in higher education curricula. Ethnobotany Research and Applications, 26. https://doi.org/10.32859/era.26.48.1-16
Rusnawati. (2022). Pemanfaatan Lingkungan Sebagai Sumber Belajar Pada Peserta Didik. JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam, 15(1). https://doi.org/10.58645/jurnalazkia.v15i1.202
SANTOS, M. D. R. (2023). Ensino De Biologia Numa Abordagem Contextualizada: Perspectivas E Desafios. Ensino de Ciências. https://doi.org/10.46943/viii.conedu.2022.gt16.031
Sattorova, Z. I. (2024). Comparison of Practical Learning and Theoretical Learning a Study to Investigate Benefits and Challenges. International Journal of Research in Arts and Science, 10(1), 1–3. https://doi.org/10.9756/ijras/v10i1/bij24003
Silva, R. P., Farias, C. R. de O., & Muhle, R. P. (2024). From the field practice of Biology’s naturalistic tradition to the field days at school: distances and approximations. Ciência & Educação (Bauru), 30. https://doi.org/10.1590/1516-731320240003a
Srinivasa. (2022). Context-Based Learning. 87(15). https://doi.org/https://doi.org/10.1007/978-981-19-6734-4_5
Suhartati, S., Genisa, M. U., & Saputri, W. (2025). Exploring The Potential of Biodiversity: An Ethnobotany Approach As A Learning Resource At SMA Negeri 1 Tempilang. Gema Wiralodra, 15(3). https://doi.org/10.31943/gw.v15i3.728
Supriyono, S. (2024). Research methodology: qualitative approach.
Todorova, S. (2024). 21st Century Skills in the Context of Education. Cultural and Historical Heritage: Preservation, Presentation, Digitalization, 10(1), 101–110. https://doi.org/10.55630/kinj.2024.100109
Published
2025-05-09
How to Cite
Mursalin, B. A., Indriyani, A., & Fransiska, A. (2025). Analysis of Local Wisdom (Ethnobiology) in Mulyoharjo Village as a Source of Biology Learning in High School. ISEJ : Indonesian Science Education Journal, 6(2), 7-16. https://doi.org/10.62159/isej.v6i2.2070
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