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Biodiversity material is close to the lives of students. Hence the possibility of students having their own experience will be their initial knowledge on the material. In the Curriculum Merdeka, biodiversity material is taught in the odd semester of class X SMA. Therefore, to determine the preconceptions of students, a three tier test is given at the grade IX level of junior high school, specifically students who have not received the material on biodiversity. The purpose of this study was to develop a three-tier test that was used to determine the preconceptions of students. This research uses research and development method with 4D design which consists of define, design, develop and dissemination stages. The research sample used included 220 junior high school students determined by purposive sampling technique. There are 18 out of 36 items which are stated to have good validity and difficulty level. The developed three tier test was declared reliable with an average high category in the first trial of 5,201, the second trial of 3,853 and the third trial of 1,040. The quantitative and descriptive results of the use of a valid three tier test were found that the instrument could be used to measure students' preconceptions on biodiversity materials. The results of this study can be used as a reference for teacher to develop appropriate teaching materials and learning strategies for teaching biodiversity materials. [ABSTRACT FROM AUTHOR]

Education for Sustainable Development (ESD) must be developed in response to the large numbers of animal slaughter culture (buffalo and pig) during traditional event (funeral and marriage) which is not in correspondence with sustainable development goals (SDG's). The animal population as seen from the data obtained from Central Statistic Body (BPS) from four districts in Sumba Island showed that three of the districts were having a decrease in numbers in comparison to Central Sumba district. This was a explorative descriptive study. The instrument used in this study were observational record, interview and supplemental data from corresponding department. The aim of this study was to understand the perspective of the teachers and students about education for sustainable development in prior to large numbers of animal slaughter culture during traditional event. The introduction of sustainable development concept and applying it widely during learning process is one crucial alternative to be done. It was expected that Education for Sustainable Development (ESD) raises the awareness of the students to find the best solution for the future so that the dualism of animal slaughter culture during traditional event can be interpreted wisely, so that the cultural value and the aim of sustainable development goals (SDG's) can be sustained. From the data obtained 77% of students agreed to reduce the number of animals slaughtered in traditional ceremonies, while 16% of students hoped that this culture would be maintained, while 7% of students thought that this culture should be eliminated. [ABSTRACT FROM AUTHOR]

Ocean literacy is the influence of the sea on humans and the influence of humans on the sea. However, the lack of ocean literacy becomes an obstacle for students who do not understand the issues around ocean pollution in the coastal areas of Indramayu. The use of investigation practicum provides actual knowledge for students as initial capital in understanding ocean literacy. The study aims to improve ocean literacy in the use of Investigation Practicum on high school students. The research method used in this research is pre-experiment. The research subjects used were 10th-grade high school students at Indramayu, West Java the academic year 2020/2021 had learned about the ecosystem. The sample that participated in this study amounted to 26 students. The research instrument used was a matter of ocean literacy in the ecosystem, amounting to 23 multiple-choice questions. Based on seven principles of ocean literacy. Questions modified by researchers referring to SOLE (Survey of Ocean Literacy and Experience). Based on the results of the study, it concluded that the initial ability of students' ocean literacy on the third principle of 39%, the fifth principle is 47%, and the seventh principle of 31%, the three principles of ocean literacy is in the very low because the ecosystem material has not been integration with ocean literacy. [ABSTRACT FROM AUTHOR]