Introducing A Conservation-Based Learning Model to Build Student Creativity Through Conservation Values as an Effort to Preserve Biodiversity In SDG's

Objective: This study aims to determine the implementation of the Conservation-Based Learning (CBL) model and its effect on creative behaviour through conservation values obtained by students through learning. Theoretical Framework: The CBL model is built on the premise that addressing the negative impacts of biodiversity loss requires behaviour change. While behaviour must be built through knowledge that fosters values. A learning model that is able to build Conservation Values (CV) and Conservation Behaviour (CB) will have a significant role in conserving biodiversity as specified in the SDG's. Method: The research involved 127 secondary school students used SmartPLS and PLS-Graph version 3.0 to analyse the relationships and effects of two syntaxes in the CBL model: Value Clarification (VC) and Systematic Action Planning (SAP). These syntaxes were tested for their impact on developing students' Conservation Values CV and Conservation Behaviour CB. Result and Discussion: The findings reveal that all variables examined in the study, including CV, CB, VC, and SAP, have positive and significant relationships. The implementation of the CBL model successfully enhances students' understanding of biodiversity and conservation values while promoting actionable conservation behaviour. Research Implication: The application of CBL model in learning successfully builds students' values and creative conservation behaviour. This has important implications for efforts to conserve biodiversity through the younger generation as expected in the SDG's. Originality/Value: This research introduces a new approach to achieve the SDG’s in conserving biodiversity (SDG-14, SDG-15) through quality education (SDG's-4). The CBL model has the potential to build the conservation values and behaviours of future generations.