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Abstract. The Government of the Republic of Indonesia establishes the competence of college graduates to master the science field and being able to apply it in daily life, one of them is to connect the learning materials with the environment and cultural surroundings through Ethnoecology. The disclosure of ideas by local communities through ethnoecological learning can strengthen the nature of meaningful learning and encourage the students' positive attitude to solve the problems wisdom. The Ethnoecology form of the Sasak Tribe in Mount Rinjani National Park Area is integrated into learning in the form of local knowledge, local intelligence, and local policies. The Ethnoecology Learning development method consisting of RPS, SAP, MFIS, and assessment instruments refer to the ADDIE development model. The Ethnoecology learning developed in this study needs to be validated by practitioners and experts. Based on the feasibility validation result of the ethnoecology learning tool belongs to the category of logical and religious validity, so that it can be used as a support in the implementation of ethnoecology learning. A good learning tool will create a quality learning process. Keywords: Validity; Learning tools; Ethnoecology

The integration of the local wisdom of the Mount Rinjani community provides alternative solutions to educational problems that can be tailored to the needs of supplements and substitutions in the learning process. The Local Wisdom Integrated Biology Learning (LWIBL) Program is an innovative learning program designed to improve generic science skills and positive characters of students towards the environment. This study aims to develop and produce a quality LWIBL Program (valid in content and construct, and reliable). The main product is the LWIBL Program which is manifested in the form of the LWIBL Program Book. The quality of the LWIBL Program was obtained through Focus Group Discussion (FGD) activities using an instrument for assessing the quality of the learning programs. The quality analysis of the LWIBL Program uses average validity scores, single measure Inter Coefficients Correlation, and Cronbach’s alpha coefficient. The results show the LWIBL Program, with the average content validity of 3.51, construct validity of 3.61, the validity of each aspect statistically (ra = 1.00) and reliability (a = 1.00), meets the quality of good category. The research implication is that the LWIBL Program is declared qualified by the assessor and it can be used to improve the students’ generic science skills and positive character towards the environment.