Abstrak: Tujuan penelitian ini adalah untuk mengetahui penguasaan konsep konservasi biodiversitas guru biologi dan cara mengajarkannya. Penelitian ini menggunakan metode deskriptif dengan menggunakan angket pada 31 guru SMA/MA di Kota/Kab Serang. Hasil penelitian menunjukkan bahwa 52% guru telah memahami konsep biodiversitas, namun hanya 3% yang memahami konsep konservasi. Model yang digunakan guru dalam mengajarkan konservasi biodiversitas, 58% menggunakan observasi, 45% diskusi, 23% ceramah dan 16% tanya jawab. Untuk tingkat kesukaran, 87% guru beranggapan mudah memahami materi konservasi biodiversitas dan 81% beranggapan mudah mengajarkannya dibandingkan dengan materi IPA lainnya. Guru-guru selama ini hanya 6% saja yang memperoleh pengetahuan tentang konservasi biodiversitas pada saat pelatihan. Oleh sebab itu diperlukan pelatihan-pelatihan melalui Continuing Professional Development (CPD). Kata Kunci: guru profesional, konservasi biodiversitas, continuing professional development (CPD) BIOLOGY TEACHERS’ PROFESSIONAL ABILITY IN UNDERSTANDING AND DESIGNING INSTRUCTION ON BIODIVERSITY CONSERVATION IN SMA Abstract: The purpose of this study was to gain the knowledge about biology teachers’ concept mastery on biodiversity conservation as well as how to teach it. This study used descriptive methods with the questionnaires to 31 respondents of SMA/MA in Kota/KabSerang. The research result showed that 52% respondents had mastered the biodiversity concept. However, only 3% of respondents had fully mastered biodiversity conservation. In addition, for the teaching methods 58% respondents used observation, 45% respondents used discussion, 23% respondents used lecturing and 16% respondents used an interactive method. Moreover, for the difficulty level, 87% of respondents argued that it was easy to master the biodiversity conservation materials and 81% said that it was easier to teach the concept than other concepts. Only 6% of the teachers had gained the knowledge about biodiversity conservation when they had the training. Thus, the training is urgently needed to train the teachers in order to guarantee the Continuing Professional Development (CPD). Keywords : teacher professional, biodiversity conservation, continuing professional development (CPD)

Biodiversitas jamur Basidiomycota di kawasan konservasi Taman Nasional Gunung Halimun Salak (TNGHS) yang terletak di Kabupaten Lebak, Provinsi Banten, belum pernah diteliti sebelumnya. Kawasan konservasi tersebut dihuni oleh masyarakat adat dari Kasepuhan Cisungsang, yang selama ini memanfaatkan jamur dalam kehidupan sehari-hari. Oleh karena itu, penelitian ini mengeksplorasi keanekaragaman jamur Basidiomycota dan pemanfaatannya oleh masyarakat adat Kasepuhan Cisungsang. Penelitian dilaksanakan pada bulan Maret-Mei 2016. Sebanyak 34 spesies dari 21 marga, 16 keluarga, dan 5 bangsa dari jamur Basidiomycota berhasil ditemukan di daerah sawah, pekarangan, kebun, talun atau dudukan, dan hutan. Tujuh marga yang ditemukan diketahui dapat dimanfaatkan sebagai sumber makanan, yaitu supa ceuli (Auricularia sp.); supa amis (Marasmiellus sp.); supa beas (Coprinus sp.); supa tiram (Pleurotus sp.); supa jerami (Volvariella sp.); suung tunggal (Termitomyce sp.); dan supa kebo (Boletus sp.). Data ini menunjukkan tingginya biodiversitas jamur Basidiomycota di daerah masyarakat adat wilayah ini dan potensinya sebagai sumber makanan.

The use of digital technology in education is currently important as for increased access to education through the perform various digital platforms, as well as by providing website as online learning media. The website can load text information, images, videos, animation, sound or a combination of these, and can be widely accessed. This research aims to develop an interactive website of Rawa Danau natural reserve, in Banten, to support conservation education through online learning. The 3D research and development (R & D) methodology approach was used which includes 3 stages; define, design, and develop. The define stage was the process of collecting data through the requirements analysis, curriculum analysis for biology conservation, and content analysis. The website of CARD biology conservation was developed in the design stage. In the develop stage, the website was assessed by the expert on both content material and learning media specialist. The results of the expert’s validations showed that the website was feasible to be used as online learning media for biology conservation education on both content material and learning media.

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The development of problem based learning based environmental conservation e-modules aims to present the result of the development and describe the feasibility level of Problem Based Learning basedenvironmental conservation e-modules that have been made. This environmental conservation e-module was created using the Flip PDF Professional application. The method used in this research is the Borg & Gall development model but the stages are limited to three stages by the researchers and modified as needed.. The stages in this research consist of the first stage, namely searching and collecting data, the second stage is the planning, the third stage is the initial product development, which consists of making the e-module design, product validation and revision. The developed e-module is then validated and revised based on expert advice. The level of feasibility for the e-module which was developed based on the results of expert validation obtained a percentage value of material experts of 82.8% with a very decent category, while the validation of design experts obtained a percentage value of 83.3% with a very decent category. Based on the results of the expert's assessment, the Problem Based Learning-based E-Module Environmental Preservation is declared suitable for use in the field.