Strengthening Conservation Literacy through Integrating Local Wisdom into Problem-Based Learning in Secondary School Students

Year 2025, Volume: 12 Issue: 6, 108 - 122, 01.11.2025

Iwan Iwan , Jeni Jeni , Nurfathurrahmah Nurfathurrahmah

https://doi.org/10.17275/per.25.81.12.6

Abstract

The purpose of this study was to explore the impact of problem-based learning (PBL) integrated with local wisdom on conservation literacy among high school students. This study used a quasi-experimental method, which compared students in the intervention and control group using pre- and post-assessments with the Conservation Literacy Assessment instrument for ten weeks.A total of 96 students from an Indonesian senior high school participated in this study.The intervention group engaged in PBL integrated with local wisdom, which consisted of three phases: (1) problem identification and local wisdom integration, (2) collaborative investigation and local wisdom exploration, (3) critical presentation and local value reflection. In contrast, the control group received the traditional teaching method. The results showed that the intervention group had significantly higher conservation knowledge and attitude, whereas the control group had moderately higher knowledge but no change in attitude. These findings suggested that integrating local wisdom in PBL bridges the preservation of cultural heritage and can also strengthen conservation knowledge and attitude. Therefore, this study recommended to educators that PBL should be integrated with local wisdom to foster conservation literacy among secondary school students and highlighted the urgency of future research to identify local wisdom values to be integrated into the curriculum to support student learning.

Keywords

conservation literacy , high school , local wisdom , problem-based learning

Project Number

This research is conducted based on a research contract with the Indonesian Ministry of Research, Technology and Higher Education for funding in 2024 through the Fundamental Basic Research Scheme in Higher Education (No: SP-34/UN42.15/PG/2024).

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