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Teaching the concept of biodiversity in learning activities especially science education is an important urgency to bring up biodiversity literacy competence. This article aims to examine the concept of biodiversity and ecosystems in science education activities, the level of student literacy on biodiversity, and several learning models in science education that can be applied in increasing the biodiversity literacy of students. The method used in this study is Knowledge mapping that begins with mapping students' knowledge about biodiversity, covering the breadth of knowledge and depth of knowledge; Focus Group Discussion (FGD) involving students and lecturers; Experiments applying three learning models in lecture activities for biodiversity materials and comparing the three models tested. Results obtained from the study is that literacy competence biodiversity is a form that can be grown on the p Education science. The existence of biodiversity literacy capabilities will further have a positive impact in efforts to maintain, protect, increase awareness of the importance of biodiversity. The application of biodiversity literacy can be built into several models, techniques or learning patterns that are appropriate to aspects of the surrounding environment, environmental issues that occur, and the ability of students. Participant’s learners who have literacy skills biodiversity is good, will have a character of sensitivity to any changes that exist in the surrounding environment. The presence of this character in the later stages can me n make learners make efforts to establish, maintain and preserve biodiversity and ecosystems.
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