Analisis Bibliometrik Pendidikan Biodiversitas di Sekolah Dasar

Hasna Nuraeni, Saefudin Saefudin

Abstract


This study aims to analyze trends and thematic focuses in scientific publications on biodiversity education in elementary schools from 2015 to 2024 through bibliometric analysis. The method employed is a literature review, with data sourced from journal articles indexed in Google Scholar, and analyzed based on keywords, titles, and abstracts using the Publish or Perish (PoP) and VOSviewer software. The analysis identified four main thematic clusters: environment-based investigative approaches, technology integration, outdoor learning, and direct nature experience. Terms such as "child," "biodiversity knowledge," and "direct nature experience" dominate the network visualization, indicating the importance of actively involving elementary school students in fostering ecological awareness from an early age. These findings have significant implications for strengthening contextual, project-based, and nature-based learning approaches in primary education. Furthermore, technologies such as virtual field trips and local species identification apps support learning in areas with limited access to natural environments. From a policy perspective, biodiversity education should be explicitly integrated into the elementary school curriculum. Strategic recommendations include teacher training, the development of locally based thematic teaching materials, and cross-sectoral collaboration in providing contextual and applicable learning resources.

Keywords


Biodiversity Education; Ecological Awareness; Elementary School

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References


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DOI: https://doi.org/10.17509/didaktika.v5i2.85427

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