Ethnobotanical Knowledge Linked to Stronger Environmental Awareness Among Junior High Students in Bali

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FORMOSA NEWS -  Denpasar - Understanding local plant knowledge helps students care more deeply about the environment, according to new research conducted in Denpasar, Bali. A peer-reviewed study by Dewa Ayu Sri Ratnani of Mahasaraswati University and I Made Maduriana of the Saraswati Institute of Teacher Training and Education, published in 2026 in the Indonesian Journal of Advanced Research (IJAR), finds a strong and statistically significant relationship between students’ ethnobotanical knowledge and their environmental concern. The findings matter as Indonesia and other countries seek effective ways to build environmental responsibility among young people amid accelerating ecological degradation.

The research shows that students who better understand how plants are used in local culture, health, and daily life are more likely to demonstrate positive attitudes toward environmental protection. This connection highlights the value of integrating local ecological knowledge into formal education to support sustainability goals.

 

Why Environmental Education Needs Local Knowledge

Environmental damage caused by pollution, land conversion, biodiversity loss, and climate change continues to intensify worldwide. In Indonesia, rapid development and urbanization have increased pressure on natural ecosystems, including forests, agricultural land, and green spaces in cities.

While environmental education is widely promoted in schools, many programs focus on abstract concepts rather than lived experiences. Ethnobotany—the study of how people interact with plants in cultural and practical contexts—offers a different approach. It connects scientific knowledge with everyday life, traditions, and local wisdom.

According to the researchers, losing ethnobotanical knowledge not only threatens cultural heritage but also weakens people’s emotional connection to nature. When students no longer recognize the value of plants around them, concern for conservation may decline. This makes schools a critical space for preserving local knowledge while shaping environmentally responsible behavior.

 

How the Study Was Conducted

The research was carried out at SMP PGRI 2 Denpasar, a junior high school known as an Adiwiyata school, a national designation for institutions committed to environmental education and sustainable practices.

The study used a quantitative correlational design. Fifty seventh-grade students were selected through simple random sampling. Data collection involved:

·         A 30-question multiple-choice test measuring students’ ethnobotanical knowledge

·         A 30-item questionnaire assessing environmental care attitudes using a Likert scale

·         Supporting observations and interviews to strengthen interpretation

The data were analyzed using Pearson correlation and simple linear regression to measure the strength and significance of the relationship between ethnobotanical knowledge and environmental awareness.

 

Key Findings in Clear Terms

The results show a strong link between knowing plants and caring for the environment.

·     High ethnobotanical knowledge: Seventy-eight percent of students scored in the high category for ethnobotanical knowledge, with an average score of 74.99.

·     Positive environmental attitudes: Seventy-two percent of students demonstrated good environmental care attitudes, with an average score of 74.97. The strongest attitude indicator was awareness of the role of plants in sustaining life.

·    Strong correlation: The correlation coefficient between ethnobotanical knowledge and environmental awareness was 0.697, classified as a strong positive relationship.

·     Meaningful contribution: Regression analysis showed that ethnobotanical knowledge explained 48.5 percent of the variation in students’ environmental attitudes.

In practical terms, students who better understood the cultural and practical importance of plants were significantly more likely to care about protecting their environment.

 

What This Means for Schools and Policymakers

The findings offer concrete guidance for education systems aiming to strengthen environmental responsibility.

For schools, the study supports hands-on learning approaches such as school gardens, medicinal plant programs, and outdoor activities that encourage direct interaction with plants. These experiences help students connect theory with practice.

For teachers, integrating ethnobotanical examples into science, biology, and social studies lessons can make environmental education more relevant and engaging.

For policymakers, the research reinforces the value of programs like Adiwiyata, which link curriculum, school culture, and daily behavior. Environmental education becomes more effective when knowledge, attitudes, and action are developed together.

More broadly, the findings suggest that preserving local ecological knowledge can support national and global sustainability goals by shaping environmentally conscious citizens from an early age.

 

Academic Insight

According to Dewa Ayu Sri Ratnani of Mahasaraswati University, ethnobotanical knowledge helps students form a deeper emotional and ethical connection to nature. In ethical paraphrase, she explains that when students understand how plants support health, culture, and daily life, they are more motivated to protect and conserve their environment.

 

Author Profiles

Dewa Ayu Sri Ratnani, M.Pd. Lecturer at the Faculty of Teacher Training and Education, Mahasaraswati University, Denpasar. Field of expertise: environmental education, ethnobotany, and science learning.

I Made Maduriana, M.Pd. Lecturer at the Saraswati Institute of Teacher Training and Education, Tabanan, Bali. Field of expertise: biology education and environmental awareness development.

 

Source

Article Title: Correlation of Ethnobotanical Knowledge with Students’ Environmental Concern Attitude at SMP PGRI 2 Denpasar

Journal: Indonesian Journal of Advanced Research (IJAR)

Publication Year: 2026

DOI: https://doi.org/10.55927/ijar.v5i1.16105