DEVELOPMENT OF SCIENCE

LEARNING MODULE BASED ON

LOCAL POTENTIAL INTEGRATED
SETS IN JUNIOR HIGH SCHOOL
SEMBORO JEMBER
Zakaria Sandy Pamungkas1, Sri Wahyuni2, Trapsilo Prihandono3
1
Physics Education Study Program, Jember University, Kalimantan Street No.37 Sumbersari Jember
2
Physics Education Study Program, Jember University, Kalimantan Street No.37 Sumbersari Jember
3
Physics Education Study Program, Jember University, Kalimantan Street No.37 Sumbersari Jember

pamungkaszakaria@gmail.com

ABSTRACT

The purpose of this research is to examine the eligibility of science learning module based on local potential
integrated SETS. The eligibility consists of three aspects: validity, practicality and effectiveness.This research
were developed by Borg and Gall method that modified into four step, that is : (1) front-end analysis, (2)
design, (3) validation and revision, and (4) testing and final revision. The design of field testing is The One
Group Pretest-Posttest Design. The results show that module based on local potential integrated SETS is proper
to be applied in learning. This can be seen from the validation assesment criteria gets valid with a assesment
scores reached 3,8. The practically assesment shown from percentage 94,44%. The effectiveness assesment
showed in the medium category indicated by the calculation of the gain score 0,4735. It could be concluded that
sciences learning module based potential local integrated SETS wothly to use as teaching materials.
Keywords : Eligibility, Local potential, SETS

INTRODUCTION
Indonesia is an archipelago consisting of large and small islands about 17500. The diversity that became
the characteristics and uniqueness of Indonesia is among others in terms of potential geographic, resource
availability, the availability of facilities and infrastructure, background and social conditions, culture and a
variety of other diversity contained in each area. This leads to science lessons in junior high school taught in an
integrated manner that includes the field of physics, biology, and chemistry by presenting the potential of the
surrounding area. Trianto (2010) says that science is a collection of knowledge systematically arranged, and in
its use in Commonly limited to symptoms of natural phenomena. Its development is not only characterized by
the existence of a collection of facts, but by the existence of scientific method and scientific attitude.
Implementation of integrated science lesson in junior high school can be done by using integrated science
teaching materials that contains themes with physics, chemistry, and biology studies. The presentation of
science concepts on integrated science materials begins with the phenomenon around students and discusses
them with reviews From three study areas. The integrated science teaching materials are presented in a
contextual manner intended for material review to be tailored to the learning environment and easily understood
by the students (Yuliati, 2013 ). Therefore, integrated science materials need to be developed and implemented
contextually to respond regional needs, educational units, and learners by looking at the characteristics and
areas.
Each region must have local potential that can be utilized optimally as learning materials of science
lesson. These potentials if used in accordance with relevant topics will provide various alternative activities to
provide adequate insight and knowledge for both teachers and students. In fact, many schools have not utilized
local or regional potentials in Semboro as teaching materials. Some of the factors causing many schools have
not utilized local potentials are the difficulty of time in the making of teaching materials, the cost of making
teaching materials, and the determination of learning materials relevant to local potential.This causes the
teacher's textbooks owned by teachers mostly obtained from government publications or from a variety of
commercial publishers not from teacher creativity development. The books are used in teaching and learning
activities in the classroom as well as supporting student learning at home.
The fact is based on the results of preliminary studies conducted by researchers on 28 March 2016 at
SMPN 1 Semboro.Based on interviews with teachers in the field of science states that students' learning
outcomes on science subjects is still relatively low.One factor that causes low yield learning is less than the
maximum textbook used in presenting the facts that are in the environment of learners. This is supported also
with the results of questionnaires distributed in 31 students obtained 93% of data argue that textbooks used
science still not utilize the local potential as a learning environment.
Based on this, it is necessary to develop textbooks as teaching materials to support the implementation of
the national education system. One type of textbook that can be developed in the form of science module.
Modules are a set of teaching materials that are presented systematically so that readers can learn with or
without a teacher or facilitator (Akbar, 2013). The module should be able to explain something in a language
that is acceptable to learners according to their knowledge level and age (Kurniasih, 2014: 61). For students the
science module is assumed to help students to think intact and systematically about the science so that it can be
studied by students independently. As for teachers, it will make it easier for teachers to design and conduct
science learning because the module contains learning objectives, materials and activities to achieve the
objectives and evaluation of the achievement of learning objectives (Budharti et al, 2012: 71).
Module based on local potential can be used as a solution to enable students to know local potential.
Local potentials are the specific resource potentials that a region possesses, including natural, human,
technological and cultural resources that can be developed to build national self sufficiency (Sarah, S., and
Maryono, 2014). Local potential can also be interpreted as basic knowledge obtained from a life that is balanced
with nature. Arowolo (2010) says that "culture is the totality of a set of bequeathed ideas, belief systems, values
and norms, which constitute the common bases of common agreed social action". Therefore it can be concluded
that the local potential is also a basic knowledge obtained from a balanced life with nature. Module based on
local potential are developed by linking new material with existing concepts about something that students are
familiar with in their environment. Existing concepts relate to local potential and provide opportunities for
teachers to facilitate the linking of new knowledge to be conveyed to students. Module based on local potential
provide students with opportunities to observe historically and futuristic local potential conditions (Novana et al,
2014).
Education based local potential certainly has a positive purpose for learners that is a) improve living
values that can be observed directly (tangible) such as religious, environmental care (clean, tidy, safe,
comfortable, beautiful, shady, and cool), discipline, empathy, cooperation, courtesy, friendliness, smile,
greetings, and greetings (Sutjipto, 2011), b) establishing learners who characterize as part of school life
(Romanowski, 2005). The integration of module based on local potential with the SETS (Science, Environment,
Technology, and Society) approach is one of the alternatives to teach environmental concerns and solutions to
address environmental issues, especially in the utilization of local potential waste processing. SETS, which have
an extension of Science, Environment, Technology and Society. The integration of local potentials with SETS
can be done by providing teaching materials using actual issues about the science and technology that occur in
the community. Each material is linked to the social and technological context so students see the integration
between the universe as science and the man made environment as technology and the everyday world of
students as the community environment (Yuliati, 2013). With the packaging of the students not only embedded
theoretical concepts, but the application of concepts in everyday real life such as local potential and embedded
attitudes of the importance of environmental conservation in the management of local potential for the benefit of
society.
Binadja (2005) said that approach SETS a greater emphasis on the granting on direct experience to
develop potential so that learners are able to explore and understand the natural surroundings naturally. The
approach SETS geared toward finding out and doing so can help learners understand the nature around. A
number of traits or characteristics on learning vision SETS according, among others are (1) keep giving
emphasis on science as a subject of the lesson, (2) students brought to the situation to make use of the concept of
science to the technology for the benefit of the community, (3) students are asked to think various possibilities
result happens in the process of transferring the science into a form of technology, (4) Students are asked to
explain the integrated between elements of science that are being discussed with other elements in SETS that
affect a range of linkages between these elements, (5) Students brought to consider the advantages and
disadvantages of the use of the concept of the science when it is changed in the form of related technology, (6)
In the context of constructivism, students may be invited to talk about SETS, (7) a wide range of directions and
from a variety of starting points depending on the basic knowledge that is owned by the student concerned.
 Relevant research on the use of local potential and SETS has already been done by other researchers
before. However, researchers are still often separated between the use of local potential and SETS. Relevant
research on local potential among others by Sarah and Maryono (2014) shows that local potential based learning
tools can improve living values as a key factor in shaping the character of learners. In addition, Ibrohim (2015)
through his research says that science learning Based discovery and local potentials can increase the
achievement of learning outcomes above 75% and increase the entrepreneur spirit of learners. Suwarni (2015)
through his research on local-based textbooks shows that the average classroom learning outcomes that use
local-based textbooks are higher than those using conventional textbooks. Wahyuni (2015: 5) through his
research shows that learning tools based on local wisdom are able to improve critical thinking skills in the
medium category. With regard to the use of SETS in learning, conducted by Danu (2013) regarding the
development of SETS visionary materials on the chemistry lesson of Redox Reaction chapter, it was found that
teaching materials with vision of SETS can improve students' critical attitude and be effective in learning.
Based on the above background, the purpose of this study is to describe the validity of science learning
module based on local potential integrated SETS, to describe the effectiveness of science learning module based
on local potential integrated SETS, and to describe the practicality science learning module based on local
potential integrated SETS. The results of this study are expected to introduce students related to local potential
so that students can learn in relating the concept of science with local potential, can be used as the fulfillment of
curriculum curriculum materials, sabd can t be used as information and certain considerations to create teaching
materials that can improve learning potential and interest in student learning, as well as serve as reference
material to conduct research development of materials based on local potential further.

METHODOLOGY
The type of this research is development research. According to Sugiyono (in Astra et al, 2012),
development research is used to produce certain products, and test the effectiveness of the product. Product in
the form of science learning module based on local potential integrated SETS. The research was conducted
using Borg and Gall's simplified development research procedure into 4 main steps: 1) front-end analysis, (2)
design, (3) validation and revision, and (4) testing and final revision. This research was conducted in the odd
semester of academic year 2016/2017 in SMPN 1 Semboro.Subjek used is the students of class VII C as many
as 36 students and tested by using empirical test design of the product developed is One Group Pretest-Posttest
Design. Borg and Gall suggests that pretest and posttest research designs are used to determine the effectiveness
and quality of products to be developed (Putra, M, D., and Rakhmawati, L., 2015).
Instruments used in this study are: (1) sheet validation expert and user learning module to measure
validity and learning module filled by validator; (2) cognitive assessment test in the form of pre test and post test
consisting of 10 multiple choice questions and 5 description questions used to measure the effectiveness of
learning module in improving student learning outcomes; (3) questionnaire of student response to 3 aspect that
is presentation, clarity of content, and achievement of goal.
Assessment of module validation results by logic and user validation is analyzed using descriptive
analysis to measure the level of validity and module. This quantitative descriptive analysis is used to process the
data obtained through the validation sheet in the form of the average indicator value. The steps to determine the
average value for each aspect of validity are as follows: (1) determine the average validation value of each
indicator; (2) determine the average validation value for each aspect; (3) determine the total average value of all
aspects; (4) Validation value is converted in the interval rate determination interval
Assessment of learning outcomes in the form of pre test and post test were analyzed statistically to
know the difference of the students learning result between pre test and post test. Analysis of this difference
using paired sample t-test and analyzed using SPSS, then analyzed by using gain test to know the value of the
increase. The steps to determine the gain score are:
(1) Calculate the normalized gain score with the following formula:
Skor Skor
< >=
skor total Skor pre test
(2) Categorize the gain scores by the category of gain scores as shown in Table 1.

Table 1 Criteria for interpretation of gain score

No Valuei <g> Criteria
1 <g> 0,7 Height
2 0,7><g> 0,3 Medium
3 <g><0,3 Less
(Nofiyanti, W., and Ismono, 2015).
 (3) The result of N-gain score data is examined if the N-gain score of 0,3 can be said that science
learning module based on local potential integrated SETS is effective in improving student learning outcomes
(Marfuah et al, 2014).
The student response data on the module developed was analyzed descriptively to determine the
practical level of the module. The percentage of data from the student response questionnaire obtained was
calculated based on the Guttman scale with the following description: 1) the score 1 represents the agree
option on the positive statement or the choice disagree On a negative statement, 2) the score 0 represents the
disapproval option on the positive statement or the agree option on the negative statement. The formula used
to calculate the percentage of each aspect is as follows.

Percentage of agreement= 100%

Information :
R = the proportion of the number of students who choose to agree
SM = number of students
(Trianto, 2010).
The results of percentage data were analyzed to determine the practicality of the module by using
criteria of response scores as in Table 2 below. The results of the response data were examined if the percentage
of agreement 61% of science learning module based on local potential integrated SETS can be categorized as
practical (Masruroh, F and Listiadi, A., 2015).

Table 2 Criteria for interpretation of response scores

No Percentage Category
1 0%-20% Very less
2 21%-40% Less
3 41%-60% Enough
4 61%-80% Practical
5 81%-100% Very Practical
(Apsari, Y, D., and Ismono, 2014: 3).

RESULTS and DISCUSSION

Product development in the form of science learning module based on local potential integrated SETS.
This learning module is developed with reference to Core Competence and Basic Competence in accordance
with the basic framework of curriculum 2013. The role of the module serves as an accompanying books that
already exist in the school and can be used self-learning materials for students at home so as to provide
sufficient time for students to understand a Material.
Characteristics of science learning module based on local potential integrated SETS include the module
cover presented providing an overview of the material to be discussed as shown in Figure 1. The combination
color of green as well as the addition of a local potential image aims to attract students to introduce students to
local potential areas Semboro. The next module section is the module's starting page consisting of title page,
offer page, introduction, table of contents, image list, table list, introduction, core competencies, usage
instructions, module anatomy, concept maps and local potential.

Figure 1. Cover of Module

The material in this module will be presented into 3 learning activities that are learning activities 1 (KB
1 which will study sub subject of characteristic object which includes physical and chemical properties,
Learning Activity 2 (KB 2) which will study sub subject of change of object which include Physics and
chemistry changes, and learning activities 3 (KB 3) which examine the sub-topics of mixed separation methods
include filtration, centrifugation, chromatography, distillation, evaporation and its benefits in daily life.
The modules that have been developed are measured the feasibility level by considering three aspects
of feasibility, namely: validity, practicality and effectiveness. In the validation test data validation of science
learning module based on local potential integrated SETS. science learning module based on local potential
integrated SETS is valid if it has been through expert validation process and user validation with validation
value is at interval 4Va5.
Data of expert validation result is validation result in instructional study obtained from two validator
consisting of two lecturers of Physics Education Study Program of FKIP University of. User validation result
data is validation result on technical study obtained from two validator consisting of two science subjects. Data
validation results obtained in the form of assessment data as well as suggestions and comments from expert
validator and user validato. The result of assessment analysis from expert validator to science learning module
based on local potential integrated SETS can be seen in Table 3.

Table 3. Quantitave of Logic Validation

Aspect Average of aspects Validity Category
Content 4,21
Design 4,19
4,18 Valid
Language 4,08
Evaluation 4,17
The results of the analysis of logicvalidation valuation data obtained validation value at 4Va5
interval of 4.18 so that meet the valid category. Expert validation value of 4.18 is obtained from the average of 4
fields of material, design, language and evaluation. In the field of material obtained validation value of 4.21 due
to the material that is not yet clear on the characteristics of substances about the chemical nature of acid and
decay. In the field of design obtained validation value of 4.19 because there are images that have a low
resolution that is on the picture drops contained in learning activities 3 about the separation of the mixture. In
the field of language obtained validation value of 4.08 because there are some parts that do not use the standard
Indonesian language is good and correct. In the field of evaluation obtained value of 4.17 because the key
answer to the problem of multiple choice has not been given an explanation but the evaluation of the module can
be used in measuring the achievement of learning objectives.
This validation result also matches the suggestion and comment data obtained from two expert
validators. Based on the assessment from the expert validator, it is concluded science learning module based on
local potential integrated SETS is good and can be used with little improvement. Such improvements include
image resolution, grammar, key answers and material review on the subject of more clarified substance
characteristics. The results of the assessment analysis of user validation of science learning module based on
local potential integrated SETS can be seen in Table 4.

Table 4. Quantitative of User Validation

Aspect Average of Aspect Validity Category
Content 4,80
Language 4,6
4,80 Valid
Design 4,83
Evaluation 5
The result of data analysis of user validation validation obtained greater validation value than expert
validation value that is equal to 4.80 which is at interval 4Va5 so that fulfill valid category. The user
validation score of 4.80 is derived from the average of 4 aspects ie material, language, presentation, and
evaluation aspects. In the material aspect obtained score 4.80 due to the concept of planting on the sheet of
scientific activities is still difficult to do independently by students so that the validator provides suggestions to
clarify and guide students in carrying out experimental procedures. In the language aspect obtained the smallest
score from another aspect that is equal to 4.6. This is because the language used in mixed separation material is
still difficult to understand by the students even though the language used is guided by rule so the validator
provides suggestions for delivering the material when the learning activities are simplified. In the aspect of the
presentation obtained score of 4.83 because there are some illustrations that are still difficult to understand by
students so that the validator provides suggestions to bring the source of learning in the form of local potential
as a demonstration media for students to better understand the characteristics of substances. In the evaluation
aspect obtained a maximum score of 5. This is because the question of evaluation in accordance with indicators
and learning objectives and can measure the achievement of goals.
Data on the assessment sheet can be concluded that science learning module based on local potential
integrated SETS is valid on the technical assessment in the field of materials, design, language and evaluation
without any improvement.This validation results also in accordance with the data suggestions and Comments
obtained from two expert validators stating that the contents of the modules developed interesting and good, as
well as images contained in the module has been presented in accordance with the material so that it can be
obtained the conclusion that the science learning module based on local potential integrated SETS classified
Good and can be used without any improvement. The results of the effectiveness analysis science learning
module based on local potential integrated SETS based on pre test and post test data. The summary of the
average grade scores on the pre test and post test activities can be seen in Figure 2.
100

50

0
Pre test Post test
Pre test Post test
Average 21.25 58.33

Figure 2. Average grade score on pre test and post test

Furthermore, the pre test and post test data were analyzed to determine the improvement of cognitive
domain learning outcomes before and after being given the module using the N-gain test and categorized
according to the criteria based on Table 1 to determine the effectiveness of the module.results of N-gain test
calculation can be seen in the table 5.

Table 5. Recapitulation of N-gain test

Aspect Pre test Post test Difference N-gain Criteria
Average 21,25 58,33
Score max 42 86 37,08 0,4735 Medium
Score min 10 33
Result of effectivity analysis of science learning module based on local potential integrated SETS got
data that mean score of pre test and post test of student that is 21,25 and 58,33 with average value of N-gain
equal to 0,4735. This value indicates that the improvement of student learning outcomes before and after being
given science learning module based on local potential integrated SETS on medium criteria. Thus science
learning module based on local potential integrated SETS is said to be effective in improving students' cognitive
domain learning outcomes.
The science learning module based on local potential integrated SETS is effective in improving student
learning outcomes as the developed module has several advantages: linking new materials with existing
concepts such as local potentials. In addition, the materials contained in science learning module based on local
potential integrated SETS are linked to environmental and technological contexts. With the packaging of the
students not only embedded theoretical concepts, but the application of concepts in everyday real life such as
local potentials to obtain optimal learning results.
The result of analysis of practicality of learning module of SCIENCE based on local potency of subject
matter of change of object is based on student response data. Result data of percentage of response obtained is
analyzed to determine module practicality by using criterion of response score interpretation in Table2.
Response data results are examined if the percentage of agreement 61% of local potential-based SCIENCE
modules can be categorized as practical. Student response data on each aspect can be seen in Table 6 below.

Table 6. Percentage of student response

Percentage of
No Aspect Category
agreement
1 Design of module 95,14 % Very practical
2 Clarity 95,84 % Very practical
3 Achievement 93,01 % Very practical
Average 94,44 % Very practical
Result of analysis of practicality of Very practical based on student response data can be known that
average of percentage of agreement raised response response equal to 94.44% so that in very practical category.
The students' positive response is high due to some of the advantages found in the module that developed
module attention to the local potential so that students can associate the concept learned with the application in
life in the form of local potential management. In addition, developed modules contain phenomena and
problems around the environment of learners so that learners are taught the use of sugar cane waste as a solution
to the problems that occur in the environment. In general, students respond positively to Very practical with a
value of 94.44% so it can be said that Very practical has a practical level of 94.44% according to students.

CONCLUSION
Based on the description of the results and discussion above, it can be concluded that module based on
local potential integrated SETS is proper to be applied in learning. This can be seen from the validation
assesment criteria gets valid with a assesment scores reached 3,8 and 3,18. The practically assesment shown
from percentage 94,44%. The effectiveness assesment showed in the medium category indicated by the
calculation of the gain score 0,4735. It could be concluded that sciences learning module based potential local
integrated SETS wothly to use as teaching materials.

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