When Biodiversity Becomes the Key to Building a Literate Generation

JAKARTA - Indonesia's biodiversity wealth is considered not to have been optimally utilized as a source of learning to improve the quality of student literacy. In fact, the abundant potential of biodiversity can become "green gold" that serves as a laboratory as well as a natural library to support contextual science-based education.

The Manager of Forest and Mangrove Development (FMD) SEAMEO BIOTROP, Slamet Widodo, said Indonesia has a large capital to develop a learning model that utilizes biodiversity as a source of direct learning for learners.

According to him, this approach is important considering that Indonesia's literacy achievement still faces major challenges. Based on the results of the 2022 Programme for International Student Assessment (PISA) released by the Organisation for Economic Co-operation and Development (OECD), Indonesia is still in the bottom ten of 81 participating countries for reading, mathematics, and science skills.

"The problem of literacy in Indonesia is not only a pedagogical problem, but has become a systemic challenge that requires a more contextual and close learning approach to the lives of learners," said Slamet Widodo in his statement, Wednesday, June 3.

He explained that the concept of green gold refers to the use of biodiversity as a source of learning that has ecological, economic, and scientific value. Through this approach, students can learn directly from the surrounding environment, ranging from food crops, medicinal plants, to various species that have the potential for bioindustry.

According to Slamet, the exploration of local plants can be an effective gateway to increase science literacy because learners not only learn theory, but also conduct observations and analyses of real phenomena in the field.

"Science literacy is no longer just memorizing concepts, but the ability to understand natural phenomena, evaluate scientific evidence, and make decisions based on data. Plants that are around the school can become a living laboratory for students," he said.

He added that through activities such as morphological observation of plants, species identification, mapping of plant distribution, to simple content analysis, students can develop critical thinking skills and scientific methods directly.

This approach is also considered in line with the agenda for sustainable development because it is able to connect science learning with environmental issues, green economy, and natural resource management.

"When students learn the ecological and economic value of a plant, they not only understand biological concepts, but also understand the importance of sustainability and natural resource management," he said.

To support this, Slamet encouraged schools to develop various learning facilities based on biodiversity such as mini research gardens, digital herbariums, sensory gardens, to therapeutic gardens that can be used as laboratories and natural libraries.

According to him, the research-based learning model is able to integrate various disciplines, ranging from biology, geography, economics to information technology in one learning activity that is applicable.

"The realization of sensory gardens and therapy gardens as laboratories and natural libraries is an effective and adaptive way to develop competence-based education while accommodating students' interests and talents," he explained.

However, Slamet emphasized that the utilization of biodiversity as a source of learning must remain based on the principles of sustainability and bioprospecting ethics.

He reminded that education based on green gold should not encourage excessive exploitation of natural resources, but should instill awareness of the importance of conservation and protection of traditional knowledge possessed by the community.

"Biodiversity must be seen as a source of knowledge that needs to be maintained and passed on. Education is an important instrument to cultivate this awareness from an early age," he said.

Slamet assessed that the low literacy ranking of Indonesia today can be a momentum to innovate in the education system. By utilizing the wealth of biodiversity owned by Indonesia, schools can provide learning experiences that are more relevant, contextual, and directly impact the improvement of student literacy.

"When the surrounding environment is transformed into a scientific learning space, biodiversity is no longer a potential that is hidden, but becomes a strategic foundation for building a literate, adaptive, and sustainable generation of the nation," said Slamet Widodo.