Ethnobotanical study of medicinal plants utilized by the Baduy tribe used as a learning resource

Authors

  • Rida Oktorida Khastini Department of Biology Education, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, Indonesia Jl Raya Jakarta Km 4, Pakupatan, Serang, Banten Province 42422
  • Indria Wahyuni Wahyuni Indonesia Center of Excellence for Food Security (I-CIFORY), University of Sultan Ageng Tirtayasa, Jl Raya Jakarta Km 4, Pakupatan, Serang, Banten Province 42124
  • Irma Saraswati Department of Electrical Engineer, Faculty of Engineer, University of Sultan Ageng Tirtayasa, Indonesia Jl. Jenderal Sudirman Km 3, Kotabumi, Purwakarta, Cilegon, Banten Province 42435
  • A. Alimuddin Department of Electrical Engineer, Faculty of Engineer, University of Sultan Ageng Tirtayasa, Indonesia Jl. Jenderal Sudirman Km 3, Kotabumi, Purwakarta, Cilegon, Banten Province 42435
  • Prasart Nuangchalerm Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Nakhonsawan Road,Ta-Lad Sub-district, Muang District, Maha Sarakham Province 44000

DOI:

https://doi.org/10.22219/jpbi.v5i2.7219

Keywords:

Baduy tribe, contextual-based module, ethnobotanical study, learning resource

Abstract

The existence of contextual learning resources has been known to be able to improve the meaningful learning, particularly biology learning. This research provides the information about the medicinal plant utilized by the Baduy tribe as well as its endeavour in developing the results obtained as a contextual-based module. This research and development was designed using Thiagarajans’ model, which was limited in three phases (define, design, and development). The data was collected using interview guideline, validation sheets, and students' response questionnaires. The research findings inform that there were 67 species utilized by the Baduy tribe as the medicinal plants. These species belong to Spermatophyte and divided into 31 families. Furthermore, the validation results showed that the media developed was valid; in which the best component of module, based on students' response, was its presentation (the mean value was 89.5%). It can be concluded that the media developed is feasible to use as a learning resource.

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Published

2019-06-30

Issue

Vol. 5 No. 2 (2019): JULY

Section

ICT, Learning Media, and Learning Resources

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