Medicinal Plant Diversity and Local Knowledge in Kelimutu, Ende: Development of an E-Atlas for Biodiversity Learning

Abstract

Medicinal plant knowledge represents both biocultural diversity and a potentially valuable source of contextual biology learning. This study aimed to document medicinal plant diversity and community-reported uses in Wolokelo, Nuamuri, and Nduaria villages of Kelimutu District, Ende Regency, Indonesia, and to develop a Grade X biodiversity E-Atlas based on the findings. A descriptive field study was integrated with a limited research-and-development process using the Analysis, Design, and Development stages of ADDIE. Seventeen residents with knowledge and experience in medicinal plant use were selected purposively. Data were collected through structured interviews, field documentation, observation, and morphology-based identification supported by published botanical references. The E-Atlas underwent a preliminary internal feasibility review using a five-point instrument. The study documented 33 medicinal plant entries representing 20 families. Zingiberaceae and Poaceae were the most represented families with four records each, followed by Asteraceae and Fabaceae with three records each. Leaves were the most frequently reported plant part, while preparation methods included boiling or decoction, pounding, grating, soaking or infusion, squeezing, and direct or topical application. Material and media review scores were 82.35% and 96.25%, respectively, yielding a mean feasibility score of 89.30% and indicating high preliminary feasibility under the study rubric. These findings show that place-based medicinal-plant knowledge can be organized into a context-rich digital resource that potentially supports biodiversity learning by linking familiar local species with classification, plant characteristics, conservation, and human-environment relationships. Because taxonomic identification was field-based and the feasibility review was internal, independent taxonomic verification, external validation, student usability testing, and classroom effectiveness studies remain necessary before wider implementation.