DEVELOPMENT
OF SCIENCE MODULE INTEGRATING LOCAL WISDOM OF BIOTECHNOLOGY MATERIALS FOR CLASS
IX JUNIOR HIGH SCHOOL
Bunga Alifia
Nabila1, Ratna Yulinda2, Rizky Febriyani Putri3�
Universitas
Lambung Mangkurat, Banjarmasin, Indonesia
�[email protected]1, [email protected]2, [email protected]3
ABSTRACT
The purpose of this research is to describe: (1)
the validity of the science module integrating local wisdom on biotechnology,
(2) the practicality of the module, and (3) the effectiveness of the module. Module development implements only three stages of the 4D model, namely
(define, design, and develop). The instruments implemented in the research
include learning achievement tests, student response questionnaires, and
science module validation sheets. The research resulted in validating the
science module integrating local wisdom from experts who showed very valid
criteria by obtaining a score of 3.86. The learning
outcomes test in this module is also very valid, with a score of 3.82. The
results of the practicality of the module obtained a value of 86.18% which was
indicated by efficient criteria. The IPA module integrates local wisdom and is
also declared effective by obtaining an n-gain of 0.82 with high criteria. From
these results, it can be concluded that the science module integrating local
wisdom in the biotechnology material developed can be implemented as teaching
material because the test results are feasible and valid.
Keywords: local
wisdom, biotechnology, science module, smpn 2 banjarmasin.
Corresponding Author: Bunga Alifia Nabila
E-mail: [email protected]
INTRODUCTION
Science learning is learning in
which the concept of actual events in the natural surroundings is emphasized so
that students can experience them directly and develop their competence (Safitri et al.,
2022). The goals of science include
making science and technology (IPTEK) more developed, helping people's daily
life problems more, and trying to make environmental sustainability more
guarded by humans (Listianthy et
al., 2021). Not only focusing on mastering
the concepts and theories contained in the book, but students must also allow
students to learn things related to themselves and the surrounding environment (Misbah
& Fuad, 2019).
The science is usually called a
product because it contains and presents facts about natural phenomena to be
analyzed so that a scientific attitude is embedded (Istianah, 2022). Unfortunately, the situation on
the ground revealed that collaboration between interrelated elements had not
yet been implemented. This happens because teaching materials implemented in
the field still contain content summaries and practice questions with
theoretical concepts. At the same time, the role of science in everyday life is
rarely discussed (Listianthy et al., 2021). An essential component in a
learning process that is more compelling is teaching materials through
information conveyed by the media. Problems that occur in teaching materials
will affect the quality of learning (Rahmatullah et
al., 2021).
Based on the relevant literature
review, several views found deficiencies in teaching materials, especially at
the Junior High School (SMP) level, namely students who still needed help being
skilled in explaining phenomena around them by implementing the knowledge they
had. The need for more contextual content in teaching materials is a
contributing factor. That means content material in general and abstract
concepts still dominate the presentation. This makes students memorize existing
material without knowing the material's relationship with their daily lives.
Learning is instilled in students to be skilled at processing abstract concepts
that can be applied in their daily life, which is good learning (Irhasyuarna
& Hafizah, 2022).
Engaging media or device
innovations can grow students' interest in learning and increase their
understanding (Safrina, 2021). This can be realized as an
effort to improve the maximum learning structure. Among them are teaching
materials for students to learn independently, developed using modules (Listianthy et
al., 2021).
States that the module aims to
allow students to adapt freely, in which the implementation is accompanied or
unaccompanied by a teacher through a book (Yuniarti
et al., 2021). With the module, students must be
more independent and not depend on the teacher so that learning is not focused
on the teacher and the teacher is only a facilitator (Wahab
et al., 2021). Things that are contained in
the basic module are in the form of targets, material or substance, and
learning assessment. The planning and creation of the compiled modules can be
adjusted based on how the circumstances and conditions and circumstances of the
learning will be carried out. Thus, students are expected to be able to move,
help, find, and grow ideas, as well as their more tremendous enthusiasm for
independent learning (Listianthy et
al., 2021). Middle school students are very
suitable for learning using modules according to the challenges of learning in
the 21st century. This is because the module's characteristic is that it is
structured, coherent, and able to simplify the complexity of biological
material. One is by integrating learning with habits or the environment around
students (Sari
et al., 2020).
Module development must be under
the curriculum based on what students need, namely teaching materials with
characteristics similar to their surroundings (Rahmatullah et
al., 2021). Characteristics of junior high
school students in the cognitive domain include the ability to understand
abstract things, have a high sense of knowing, and think critically. The
characteristics of junior high school students also cover the social realm, where
junior high school students tend to want to be part of a group or work with a
team. In line with these characteristics, students certainly easier to accept
learning if it is related to the environment around students. The
interrelationship between the characteristics of students and the surrounding
environment is also expected to create students who have concerns for the life
of the surrounding environment. However, in science learning, what the teacher
tries to do with the environment around students could be more optimal. The
surrounding environment is the realm of culture and local wisdom around
students. Therefore, integrating local wisdom into learning science can make
wisdom a source of knowledge for students (Herwandi
et al., 2021).
Local wisdom-based modules are
very suitable for junior high schools, with learning activities introducing
indigenous and scientific knowledge. With a modular design based on the needs
of students, it is hoped that students' learning activities can be supported so
that they become better, especially in the development of skills (Sari
et al., 2020). Students can easily understand
and be more effective because the module helps teachers deliver material online
or offline. Developing modules based on ethnoscience according to related
material can also increase insight into local culture. Apart from that,
students' attention can also be attracted to modules, students can be motivated
because they get new things, and their enthusiasm for increasing knowledge
about local culture also increases (Istianah, 2022).
Science learning with modules
based on local wisdom has various discussions due to the many cultural, ethnic,
racial, and religious diversity in Indonesia. Indonesia has islands with diverse customs and
cultures between regions. Each region has very varied and diverse advantages.
The teaching and learning process should be driven by this cultural wealth so
that it becomes meaningful (Misbah & Fuad,
2019). For students to become familiar with their
environment, the potential and advantages of each region must be developed and
given special attention by the government. Local wisdom values in biology
material can be applied in schools by developing modules based on local wisdom (Lestari et al., 2019).
Indonesian people generally inherited a tradition from
their ancestors (Ravico, 2019). �However, over
time, the existing tradition has faded. Therefore, conservation efforts need to
be made. The learning process in schools is the fastest medium for instilling
and disseminating the values contained (Siregar & Ravico,
2021). The implementation aims to pay more attention to the
social life, surrounding environment, and students' culture. Therefore, local
wisdom is expected to provide students with more meaningful insights. The
output of learning that is held is more meaningful, resulting in the
application of a learning process that can connect the basic concepts of
science with the activities of the community around the students' environment,
especially regarding culture and customs. Therefore, it is necessary to form an
identity for indigenous regional culture as the root of learning in science or
science education in Indonesia (Arifin, 2019).
Local wisdom can include beliefs, customs, traditional
houses, traditional ceremonies, regional clothing, and traditional foods, such
as some traditional foods in South Kalimantan, namely Pakasam, Wadi, Tapai
Gambut (Tape), and Mandai, where the traditional food processing is
appropriate. The syllabus for science subjects in science material for grade IX
junior high school, namely the concept of biotechnology, for example regarding
how to make some fermented foods such as tape (tape). However, besides Tape
(tapas), there are several foods from the fermentation process that can be made
in a simple way that integrates local wisdom values, such as Pakasam, Wadi,
Tapai Gambut (Tape), and Mandai typical of South Kalimantan, where these
fermented foods are also one of the products conventional biotechnologies that
utilizes microorganisms.
Modules in providing material if there is no variation
in the manufacture, then the module seems ordinary. Therefore, variations such as
adding learning models in modules are necessary. Biotechnology material
requires practicum activities to fulfill essential competencies, namely making
one of the biotechnology products. So,
to support the understanding of biotechnology material, an innovative
practicum-based learning model is implemented, namely PjBL (Project Based
Learning). In the PjBL (Project Based Learning) learning model, students must
be actively involved in problem-solving activities and group work and create a
product of value by utilizing the project as a learning media model (Melinda & Zainil,
2020). PjBL can help achieve a student center that will be useful during
meaningful teaching and learning activities.
The information obtained from
the interviews with teachers of SMP Negeri 2 Banjarmasin is that science
learning at this school, especially on Biotechnology material, is mainly done
with a lecture approach. Biotechnology material should require a simple experiment
to meet the basic competency standards in the skills domain. Many learning
resources, such as traditional fermented foods, can be found in the school
environment. Another problem is the limited learning resources that only use
publishers, and there needs to be a science module that integrates local wisdom
to support learning, especially biotechnology material. Based on the background
above, this research aims to find out and analyze the development of science
modules integrating local wisdom on biotechnology material for class IX of
junior high school.
METHODS
This research belongs to development research or R&D
(Research and Development), a technique with a function to validate and develop
products (Fajarianti, nd). In
research, R&D design techniques are implemented to develop products that
can increase the understanding of class IX students of SMP Negeri 2 Banjarmasin
regarding biotechnology material in the form of a science module integrated
with local wisdom.
The
product model developed applies 4D. The 4D model is based on explanation (Listianthy et al., 2021); (Herwandi
et al., 2021). There are four steps: define,
design, develop, and disseminate. However, this research only implemented three
steps, namely defining, designing, and developing, while the deployment stage
still needs to be carried out. This development model was created to create
viable products under the research objectives, namely to produce science modules integrating local wisdom on biotechnology
materials for class IX in junior high school.
The research instrument is the equipment used in data collection. The
instruments implemented in the research include (1) an instrument to measure
the level of effectiveness of the Science module through a learning achievement
test and (2) an instrument to measure the practicality of the module used,
namely through student response questionnaires. (3) the instrument for
measuring the validity of a module is the module validation sheet.
In this research, the testers for the validity of the
module were one science teacher at SMP Negeri 2 Banjarmasin and two lecturers
from the Science Education FKIP, Lambung Mangkurat University. So, there are
three module validity testers. Next, testing will be carried out on 34 class IX
C students of SMP Negeri 2 Banjarmasin for the 2022/2023 school year after
going through the validator test stage.
A module can
be declared valid, as seen by matching the validation results carried out by
the validator with the predetermined validity criteria. The analysis of the
validity of the data results can be described through the following formula (Nahdaturrugaisiyah,
2014):
The equation for the average value of each category
from the validation results by the validator is:
(
Explanation:
n ������� = Number of validators
Equation of the average value of each
aspect:
(
Explanation:
n ������� = Number of categories
Total average value equation:
(
Explanation:
n ������� =
Number of facets
Based on the explanation (Nahdaturrugaisiyah, 2014) the
determination of validation categories can be seen from (
Table 1. Module Validity Level Criteria
|
Mark |
Criteria |
|
|
Invalid |
|
|
Valid Enough |
|
|
Valid |
|
|
Very Valid |
Source:
Trianto, 2015
Explanation:
Practicality can be examined seen from the students'
responses regarding the modules that have been developed. The response
questionnaire used can describe students' responses to interest,
feelings of pleasure, and ease of learning the components in the module. This
questionnaire includes the object of ease of use, benefits, and timeliness.
Then calculate the average value of the questionnaire data obtained from
students, then convert it according to the criteria for the level of
practicality using the following formula (Kumalasani, 2018).
Information:
Table 2. Module Practicality
Criteria with Percentages
|
Criteria |
Category |
Information |
|
00.00% - 25.00% |
Not practical |
It cannot be used |
|
25.01% - 50.00% |
Less practical |
Should not be used |
|
50.01% - 75.00% |
Practical |
Usable, but with revisions |
|
75.01% - 100% |
Very practical |
It can be used without revision |
Source: (Kumalasani, 2018)
Furthermore,
the effectiveness of learning activities will be measured based on the post-test and pre-test of the learning outcomes test. Determination of cognitive
aspects of students' learning outcomes based on the score obtained is
categorized by applying the standard categorization method by the Ministry of
Education and Culture (KEMENDIKBUD), namely:
Table 3. Categories of Learning Outcomes
|
Proficiency
Level |
Category |
|
9-34 |
Very low |
|
35-54 |
Low |
|
55-64 |
Currently |
|
65-84 |
Tall |
|
85-100 |
Very high |
Source: Trianto, 2015
Normalized gain formula (N-gain) is used to determine the
cognitive level of students from learning outcomes, as the equation is:
(g)
Table 4 represents the criteria for the effectiveness
of student learning outcomes, namely:
Table 4. N-Gain Criteria
|
Intervals |
Criteria |
|
|
Tall |
|
|
Currently |
|
|
Low |
Sources: (Hake,
1998); (Fajariani, 2019); (Nita, 2020)
RESULTS
AND DISCUSSION
Based on the researched development, a product was produced, namely a
science module that integrates local wisdom with biotechnology which is the
main discussion in class IX semester two junior high school. It makes it easier
for students to complete the realm of skills and become more literate about
science because learning involves local wisdom often found in everyday life (Sya'ban et al., 2017).
Module Validity
Results of
the Validation Test of the Science Module Integrated with Local Wisdom on
Biotechnology Materials
At the data
collection stage of this study, data recapitulation of the results of the
validation of the Science module integrated with local wisdom was obtained from
3 expert validators consisting of 1 science teacher at SMP Negeri 2 Banjarmasin
and two lecturers in science education FKIP Lambung Mangkurat University which
contains three aspects of assessment consisting of the feasibility of
presentation format, the feasibility of content, and language. Table 5 shows
the results of the module validation in detail based on the aspects and
indicators.
Table 5. IPA Module Validation Results
|
Aspect |
Indicator |
Average |
|
Criteria |
|
Feasibility of Presentation
Format |
Module Formats |
3.73 |
3.81 |
Very Valid |
|
Serving
Technique |
3.67 |
|||
|
Presentation Support |
4.00 |
|||
|
Coherence
and Completeness of Presentation |
3.83 |
|||
|
Content Eligibility |
Alignment with KD |
3.93 |
3.92 |
Very Valid |
|
Material
accuracy |
3.93 |
|||
|
The latest level of material |
4.00 |
|||
|
Curiosity
drive |
3.75 |
|||
|
Benefits and Usability of the Module |
4.00 |
|||
|
language |
directness |
4.00 |
3.84 |
Very Valid |
|
communicative |
4.00 |
|||
|
Interactivity
and dialogue |
4.00 |
|||
|
Alignment of student development |
3,33 |
|||
|
Congruence
of Indonesian language teachings |
3.89 |
|||
|
Total Validation Average |
|
3.86 |
Very Valid |
|
Judging from the results of the
module validity analysis, it was found that in the feasibility aspect, the
presentation format in the module met the very valid criteria with a value of
3.81. The assessment indicators covered are module format, module presentation
techniques, module presentation support, and the coherence and completeness of
the module presentation. Then on the content feasibility aspect, a value of
3.92 was obtained, fulfilling the very valid criteria. In this aspect, the
assessment benchmarks include the use of modules, usefulness, the curiosity of
students, the accuracy of teaching materials, up-to-date teaching materials,
and KD (Basic Competence).
The
linguistic aspect of the module also meets
very valid criteria, with a value of 3.84. The linguistic aspect includes
assessment indicators that include sentences that are used simple, easy to
understand, open, and interactive and follow the student's language and the
rules of Indonesian.
Based on
the analysis of some of the aspects above, it is produced that the genuine
validation of the modules from 3 validators has a value of 3.86 with very valid
criteria. Even though from the results of the validity test, the module is said
to be very valid, improvements still need to be made to improve the module
based on input from the validator. This module has the advantage of containing
information on local wisdom, so it needs special attention in its preparation
to contain information on teaching materials based on local wisdom. Local
wisdom can fulfill learning achievements in everyday life. Table 6 presents
suggestions and input for the results of improving the IPA module integrating
local wisdom from the validator, namely:
Table 6. Module Repair Results
|
Suggestions or Feedback |
Before Revision |
After Revision |
|
Adding illustrations of
bacteria or fungi on the cover to better describe the contents of the
material |
|
|
|
Some images adapted to the student's educational level
are replaced with original ones. |
|
|
|
Clarify the image quality of
the module. |
|
|
|
Enlarge the pictures contained in the module. |
|
|
|
Change the font color in image captions and use one
space. |
|
|
|
Add aspects of local specialties such as local folklore
or science. |
|
|
|
Each word is interactive; add a
cartoon illustration as if interacting. |
|
|
|
Replacing the evaluation
questions in number 13 |
|
|
Learning
Outcomes Test Validation Test Results (THB)
In this
study, to estimate whether the developed module was practical, a learning
achievement test was carried out. The learning achievement test is an accurate
method to determine student understanding regarding teaching materials (Arikunto,
2021). �Effectiveness can be seen from the achievement
of learning objectives by developing products that will be used to carry out
the learning process (Alfiriani
& Hutabri, 2017). Teaching material can be effective if the
results are under the research objectives. So, it becomes necessary to validate
the learning outcomes test to determine the validity of the instrument being
carried out. In this study, the learning outcomes test comprised 15
multiple-choice questions and five description questions, so there were 20
questions. This effectiveness test can be used in post-test or pre-test sheets
so that student scores before using the developed module or after can be seen. In Table 7, the student learning outcomes
test is detailed based on the form of validation results in questions.
Table 7. Results of Learning Outcomes Test
Validation
|
Question Form |
Average |
Criteria |
|
Multiple choice |
3.78 |
Very Valid |
|
Description |
3.87 |
Very Valid |
|
Total
Validation Average |
3.82 |
Very Valid |
Based on the analysis of the
validity of the learning outcomes test, a validity value of 3.78 was obtained
for the multiple-choice questions, which were in the outstanding category. For
the questions in the form of descriptions, a value of 3.87 was obtained, which
fulfilled the very valid criteria. Based on the total number of questions in
multiple-choice or description, a total validity value of 3.82 was obtained
with very valid criteria. Even though the three validators stated that the
learning outcomes test was very valid, the suggestions and input given to
improve the module were still carried out by researchers to produce even better
learning outcomes tests. Some
questions that received suggestions from the validator for improvement are as
follows.
Table 8. Suggestions for Learning Outcomes
Tests
|
No. Question |
V1 |
V2 |
V3 |
( |
Suggestion |
|
A. MULTIPLE OPTIONS |
|||||
|
1 |
3 |
4 |
4 |
3.67 |
The question changed to realm C2 |
|
2 |
4 |
4 |
4 |
4.00 |
- |
|
3 |
3 |
4 |
4 |
3.67 |
The following sentences are better omitted |
|
4 |
3 |
4 |
4 |
3.67 |
|
|
5 |
4 |
4 |
4 |
4.00 |
- |
|
6 |
4 |
4 |
4 |
4.00 |
- |
|
7 |
4 |
4 |
4 |
4.00 |
- |
|
8 |
4 |
4 |
4 |
4.00 |
- |
|
9 |
4 |
4 |
4 |
4.00 |
- |
|
10 |
4 |
4 |
1 |
3.00 |
The questions are not following the
cognitive domain being tested |
|
11 |
4 |
4 |
3 |
3.67 |
Corrected question narration |
|
12 |
4 |
4 |
4 |
4.00 |
- |
|
13 |
4 |
3 |
2 |
3.00 |
Look for more apparent answer choices or
substitute them |
|
14 |
4 |
4 |
4 |
4.00 |
- |
|
15 |
4 |
4 |
4 |
4.00 |
- |
|
B. DESCRIPTION |
|||||
|
1 |
3 |
4 |
4 |
3.67 |
- |
|
2 |
4 |
4 |
4 |
4.00 |
- |
|
3 |
4 |
4 |
4 |
4.00 |
- |
|
4 |
3 |
4 |
4 |
3.67 |
Avoid two question words
in one problem |
|
5 |
4 |
4 |
4 |
4.00 |
- |
Module Practicality
Practical,
that is easy to use from preparation techniques and easy to use by others. A
device can be practical if learning is easy to implement in its application (Arifin, 2019). If the learning device is easy to
implement, then the device is practical. Practicality can be seen from whether
or not the product can be applied. Learning that is carried out must be
engaging, meaningful, fun, and valuable and can enhance students' learning
creativity by referring to learning modules developed by users (teachers and
students) (Alfiriani
& Hutabri, 2017). This questionnaire consists of 3 aspects, namely ease of use, benefits,
and timeliness, with seven negative statements and 13 positive statements, so
there are 20 items. This response questionnaire includes ease of use,
benefits, and time efficiency. The results of the practicality calculation based on the several aspects
above are as follows.
Figure 1. Ease of Use Aspect Diagram
The statements in the ease-of-use aspect are numbers 1, 9, 10, 12,
15, 17, and 19. This aspect contains six positive statements and one negative
statement in number 19. Based on the analysis of the diagram above, the value
of the ease-of-use aspect item is the
highest. Statements 1, 10, and 19 are in the convenient category because
the average scores are 88.97%, 89.71%, and 91.18%, respectively. This statement
is that the Science module integrates local wisdom and attracts the attention
of students; students feel that the Science module integrates local wisdom can
help in learning the material more easily. Another statement is that students
are interested in the Science module, which integrates local wisdom, and the
needs of students can be met. This subject represents the teaching materials in
the module that students can understand with examples in everyday life. This is
to the user-friendly function, which states that users and modules must be
friendly to each other (Sirate & Ramadhana, 2017).
Figure
2. Benefit Aspect Diagram
Statements containing aspects of
benefits are statements number 2, 3, 4, 5, 8, 11, 13, and 18. On the benefit
aspect, there are three positive statements, namely numbers 5, 8, and 13, and 3
negative statements, namely numbers 4, 11, and 18. From the diagram above,
statement number 18 is in the convenient category because it gets the highest
score, with an average of 93.38%. Students feel interested in biotechnology
material because there is a science module that integrates local wisdom and
contains real-life examples. This is in line with research (Rahmawati & Atmojo, 2021), which states that the surrounding environment has many things to
learn; for example, in the South Kalimantan area, there is a floating market.
At the elementary school level, this floating market is used as teaching
materials for utilizing Indonesia's Natural Resources, such as rivers and boats
or klotok. Students will easily interpret and think naturally in their lives
with ethnoscience learning which is believed to be more effective.
Modules could encourage
independent learning. This is evidenced by students learning the concepts
presented in the module. Feelings of responsibility for the tasks shared in the
module can be developed. Learning can progress on its own with little or no
help from others.
Figure
3. Time Efficiency Aspect
Diagram
Statements containing aspects of
time efficiency are statements 6, 7, 14, 16, and 20. Regarding time efficiency,
there are two positive
statements, namely numbers 14 and 16, and 3 negative statements, namely numbers
6, 7, and 20. Students assess that learning with the IPA module integrating
local wisdom makes learning complete on time according to class hours with an
average score of 91.91%, efficient criteria. Statement number 7 states that
preparing the material's content in the Science module integrates local wisdom,
making it easy for students to learn it; this statement obtains an average
score of 93.38%. In addition, with the IPA module integrating local wisdom,
students understand the material more quickly than usual. This statement
produces an average value of 80.88% which is very practical.
Then
the existence of this IPA module also makes it easy for students to understand
lessons when learning takes place or when repeating subject matter, and the
link between material and local wisdom makes students more diligent in learning
when learning takes place or when repeating subject matter. This is evidenced
by the acquisition of student response questionnaire scores on statements 16
and 20, obtaining an average score of 77.94% and 98.53%, respectively. The existence of this response questionnaire can determine that
the existence of a science module that integrates local wisdom has a perfect
aspect of learning time efficiency. The conclusions on the practicality of the
module can be seen in table 9.
Table 9. The practicality of the Module
|
Assessment Aspects |
Overall
Score |
Overall
Criteria |
|
Ease of Use |
86.18% |
Very
Practical |
|
Benefit |
||
|
Effectiveness |
This response questionnaire was
distributed to 34 students in class IXC. The results of distributing this
questionnaire obtained five students assessing the practicality of this module.
Other students, totaling 29 people, rated the practicality of this module as
very practical. When viewed from every aspect, the easy aspect is in the
convenient category because it has an average value of 85.50%. The benefits
aspect is in the convenient category because it has an average value of 85.29%,
and the time efficiency aspect is 88.53% which is included in the practical
criteria. From the analysis of the three aspects above, the total practicality
of this module scores 86.18%, which means it is in the efficient criteria.
These results prove that the science module which integrates local wisdom that
is developed can be expressed as practical in learning.
Module Effectiveness
The learning
outcomes test in the form of description questions totaling five items and
multiple choice questions totaling 15 items, so there are 20 items. The design
of questions based on learning objectives guided by basic competence 3.7
"Applying the concept of biotechnology and its role in human life." 4.7 "Making one of the conventional biotechnology products in
the surrounding environment. "
The evaluation given to students
functions so that the module's effectiveness can be known in achieving learning
objectives. The
effectiveness of the developed module can be seen through the student learning
outcomes tests (Nita, 2020). Learning
outcomes in this study were measured by looking at the results of the post-test and pre-test.
Based on the categories of
learning outcomes applied by the Ministry of Education and Culture
(KEMENDIKBUD), the pretest scores of students can be concluded in table 10; it
is found that out of 34 students in class IXC at the time of the pretest as
much as 44% or 15 people in the shallow criteria while the rest are in the low
criteria of 56% or 19 people. As for the high and very high categories, they
have yet to fulfill them.
Table 10. Pretest Results
|
Number of Students |
Criteria |
Percentage |
|
15 people |
Very low |
44% |
|
19 people |
Low |
56% |
Figure
4. Pretest results
In contrast to the pre-test,
the post-test scores obtained by students after participating in learning
activities using the Science module integrating local wisdom on biotechnology
material resulted in 4 people obtaining scores in the moderate category with a
percentage of 12%. Nine
students with a high category percentage of 26%, and 21 people with a very high
category score of 56% of students. Based on this, after students take part in
learning using this module, there are no more students who score under the
moderate category as in the pretest, and it can be concluded that students'
cognitive abilities have increased.
Table 11.
Posttest results
|
Number of Students |
Criteria |
Percentage |
|
Four people |
Currently |
12% |
|
Nine people |
Tall |
26% |
|
21 people |
Very high |
62% |
Figure 5. Posttest Results
The Post-test score was
88.18, and the pre-test score was
35.88. There are differences in student learning outcomes test answers when
before attending lessons and after attending lessons. The score obtained when the
pre-test is less than the post-test. This is in line with research (Nita, 2020) that the effectiveness of the developed module can be seen by
looking at the higher post-test scores than the pre-test.
Furthermore, the determination of the gain value is based on the results of the
reduction of the post-test with the pre-test. So, based on the
results of the n-gain analysis, the real learning achievement test obtained
an average gain value of 34 students in class IXC of 0.82 with high criteria.
In Table 12, the results of the n-gain
criteria in the use of modules in class IX C are:
Table 12. N-gain Calculation Results
|
Number of
participants |
N-gain |
N-gain
criterion |
|
34 people |
0.82 |
Tall |
In the research conducted, a small-scale test was also tried on ten students in
class IXC to provide suggestions and input related to the development of the
module being carried out. This trial will help to perfect the IPA module that
integrates local wisdom that was developed. The suggestions can be seen in
table 13, which is below.
Table 13. Suggestions for Small-Scale
Trials
|
Suggestion |
|
The image is enlarged, and the
writing is clarified again |
|
It is better if the module is reproduced with examples
and more detail |
|
I think the questions are tricky, but the practical
guide is easy to follow |
|
Images to be further clarified
and enlarged |
|
Words and sentences must be clear, concise, and easy to
understand. Very interested in the practicum given through this module. |
|
This IPA module which integrates local wisdom, is quite
interesting to me. My suggestion is more detailed in order to provide more
information. |
|
The module is straightforward to understand because it
always includes exciting pictures. |
|
This module further details the material with local
wisdom stories related to the examples given. |
|
The videos in this module make
it very easy to do experiments |
|
The tasks in this module have funny pictures and caught
my attention |
CONCLUSION
The results of the research development
carried out, the integration of the IPA module on local wisdom on biotechnology
material for class IX of junior high school is suitable for use in learning
activities because the research findings can be concluded that the IPA module
was developed with the integration of local wisdom on biotechnology material
for class IX of junior high school at the expert validation stage obtained a
value of 3.86 which meets very valid criteria. A validator also carried out the learning outcomes test in this module,
scoring 3.82 in the outstanding category. This module is also stated for its
practicality at the percentage level of 86.18% of the results of the student
response questionnaire, so it is included in the convenience category. As well
as the IPA module integrates local wisdom, which was declared effective by
obtaining an n-gain value of 0.82 which is in the high criteria and proves that
there is an increase in students' cognitive abilities in biotechnology
material.
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