Analysis of students' attitudes towards ethnobiology-based local biodiversity conservation

Abstract

Empirical evidence on student attitudes toward local biodiversity conservation in ethnobiology-based learning remains limited, particularly in higher education, where local wisdom is often underrepresented. This study analyzed university students’ ecological awareness, appreciation of local wisdom, and commitment to biodiversity conservation through an ethnobiology-oriented learning approach. A descriptive mixed-method design was employed using a Likert-scale questionnaire and semi-structured interviews with 50 sixth-semester Biology Education students at the State Islamic University of North Sumatra. Quantitative data were analyzed descriptively, while qualitative findings provided contextual support. Results showed high scores for ecological awareness (87.7%), appreciation of local wisdom (88.8%), and conservation commitment (88.8%). Students demonstrated positive attitudes reflected in responsibility, cultural attachment, and willingness to participate in conservation. Qualitative findings indicated that interactions with local communities and biodiversity-related field activities strengthened students’ understanding of the relationship between ecological systems and local knowledge. The ethnobiology approach effectively connected scientific concepts with socio-cultural contexts, promoting meaningful learning. Overall, ethnobiology-based learning contributed to the development of ecological and cultural awareness. These findings highlight the value of integrating local wisdom and community-based experiences into biology curricula to foster contextual and sustainable environmental education in higher education.