6
D. Formulation of the Problem
The problems of the research could be formulated as follows: 1.
Was there any difference of the students’ achievement between students that applied local wisdom based-scientific approach and those who did not apply
local wisdom- based scientific approach in chemistry learning at grade ten of State Senior High School 1 Purworejo if the prior knowledge was controlled
statistically? 2.
Was there any difference of learning discipline between students that applied and those who did not apply local wisdom-based scientific approach in
chemistry learning at grade ten of State Senior High School 1 Purworejo? 3.
Was there any difference of social maturity between the students that applied and did not apply local wisdom-based scientific approach at chemistry
learning at grade ten of State Senior High School 1 Purworejo?
E. The Objective of the Study
The objectives of the study were: 1.
To know whether there was any difference of students’ achievement between the students that applied local wisdom- based scientific approach and those
who did not apply local wisdom-based scientific approach in chemistry learning at grade ten of State Senior High School 1 Purworejo or not if the
prior knowledge was controlled statistically.
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2. To know whether there was any difference of learning discipline between the
students that applied and those who did not apply local wisdom-based scientific approach in chemistry learning at grade ten State Senior High
School 1 Purworejo or not. 3.
To know whether there was any difference of social maturity between the students that applied and did not apply local wisdom-based scientific
approach in chemistry learning at grade ten State Senior High School 1 Purworejo or not.
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CHAPTER II LITERATURE REVIEW
A. Literature Review
1. Scientific Approach
Teaching and learning process for all grades of education as stated by Kurikulum 2013 are delivered by using scientific approach. It is a learning
approach that makes the students as the main doers. According to the Regulation of Indonesian Minister of Education and Culture 2013, it has the criteria: 1
Learning materials are based on the fact or phenomenon that can be explained by logical thinking, not only as imagination, but also legend and folklore. 2
Teacher’s explanation, students’ responses, teacher- students educative interaction is not subjective 3 the learning supports and inspires the students to do critical,
right, and analytical thinking in identifying, understanding, solving the problem, and applying learning material. 4 The learning supports and inspires the students
to be able to think the hypothetic in observing sameness, difference, or linkage in a material. 5 The learning supports and inspires the students to be able to
understand, apply, and develop rational thinking pattern and objective in responding the learning materials. 6 The learning is based on concept, theory,
and empirical facts. 7 The aim of learning is formulated simple and clear, while the service system is interesting. Curriculum 2013 focuses on modern pedagogic
dimension in learning, namely scientific approach. It includes observing, asking, trying, associating, serving, concluding, and creating for all subjects.
Observing is very useful for students’ curiousness. By observing, the students find the fact that there is a relation between the analyzed object and
9
learning material used by the teacher. By observing pictures, the students tell what stated in indicator of a subject the Regulation of Indonesian Minister of
Education and Culture, 2013. Students will not ask a question if there is no interesting media. The
teacher has to be ready to inspire the students to ask a question. When a teacher gives a question, she he should facilitate the students to have a question well.
When a teacher answers a question, the teacher encourages the students to be the good listeners. The teacher’s question is for getting verbal answer the Regulation
of Indonesian Minister of Education and Culture; 2013. Term “associating” in learning process is to describe that teachers and
students are active doers. It emphasizes that the students are more active than a teacher. Associating is a logical and systematical thinking based on empirical
facts which can be observed to get a conclusion knowledge. Associating highlights to associating learning, it is an ability to relate new experience to
another experience the Regulation of Indonesian Minister of Education and Culture; 2013.
Trying is a skill to develop natural science using scientific methods in daily problem solving. To get authentic students’ achievement, the students have
to do experiments. The concrete activities are: determining theme topic according to the curriculum, learning the procedures to use tools and materials, learning
relevant theory, doing and observing in experiment, noting phenomena, analyzing, giving data, concluding the experiment, making report, and present the experiment
10
result the Regulation of Indonesian Minister of Education and Culture. The steps in scientific approach can be seen at table 1.
Table 1. The Steps in Scientific Approach Fauziah, 2013:170
Learning Steps Learning Activities Observing
Reading, listening, seeing, sensing, without or within media
Asking Having a question after observing
Associating Doing
experiment, reading
another source,
interviewing an expert Trying
Processing data, reporting and concluding result Communicating Presenting experiment result according to analyzed
result in written or spoken language
2. Local Wisdom
Local wisdom is tangible and intangible knowledge obtained from nature, culture, experience, and life. It emphasizes respect for elders and their life
experiences. Moreover it values morals more than material things Thap,1996. Local wisdom consists of various aspects of cultural potency such as
medicine, art, life style, farming, economy, government, and all systems that can manage people’s life Alwasilah, 2009: 23. Local wisdom is the knowledge
based on the experiences of people that is derived over the generation. This knowledge is used as the guideline for people and their surroundings. Villagers
must respect their ancestors, spiritual practices, and nature. The characteristics of local wisdom: 1 Local wisdom teaches about ethics and moral values; 2 local
wisdom teaches to love nature; and 3 local wisdom comes from the older members of the community. Local wisdom is presented in many forms, through
people’s thought, occupation, ways of living, and social value. “Phongpit and Nantasuwan in Kamonthip and Kongprasertamon, 2007:2.
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It can be concluded that local wisdom is a heritage from ancestors that is used to be a guideline in community life. It can be materials, knowledge, culture,
rule, system, etc. It comes from the community’s experiences. The local wisdom is collaborated with local knowledge. Local wisdom always exists in societies,
communities, and individuals. Due to the importance of local wisdom in lives and sustainability of community, children in the community should learn the wisdom.
Learning of the wisdom can be from daily live practices, but it can be efficiently taught in schools. Chemistry learning is potentially integrated by local wisdom.
Therefore Chemistry teachers should bring students to local wisdom practices in learning. It is based on the report of Fensham 2008: 14 who suggested students
connect learning to their life.
3. Local Wisdom in Purworejo
Local wisdom that is available in areas of Purworejo district consists of tourism areas, food, culture, natural resources, and village management. More
detailed explanations of the local wisdom from Purworejo are given below.
a. Goa Seplawan Seplawan Cave
Seplawan cave is located at approximately 20 km from Purworejo’s Town
Square. As other caves, Seplawan has interesting and artistic stalactites and stalagmites. The formation process of stalactites and stalagmites is a chemistry
reaction that needs to be learnt by students. Students need to observe the phenomena, and present their findings. As the location that is in tropical
atmosphere, Indonesia soil contains calcium carbonate CaCO
3
. Indonesia has
12
many caves with beautiful and artistic stalactites and stalagmites throughout Indonesia regions.
Molecules of CO
2
in the air reacted with CaCO
3
and water to produce CaHCO
3 2
. Actually CaHCO
3 2
is unstable because HCO
3 -
ion can only be stabilized by the ion that has low charge density such as Na: 24 C mm
-3
. Ca
2+
charge density is 52 C mm
-3
. The reaction can be written like this: CaCO
3
s + CO
2
g+ H
2
Ol → Ca
2+
aq + 2HCO
3 -
aq. Calcium bi
carbonate then felt on the cave’s surface, and dropped from the roof of the cave producing stalactite and stalagmite. When it falls drop by drop,
calcium bicarbonate experiences dissociation to be CaCO
3
that forms stalactite and stalagmite Raharjo, 2014: 171.
CaHCO
3 2
aq → CaCO
3
s + CO
2
g +H
2
O l In other word, Ca
2+
can not stabilize HCO
3 -
. Then CaCO
3
was reformed. There is also the water that is flown under the cave which the electricity can be
investigated. b.
Pantai Jatimalang Jatimalang Beach
This place is located at Jatimalang Village, Subdistrict Purwodadi, Purworejo. Based on the history, this place had ever been as the place for
Japanese ship disembarkation. This place is potential in exploring chemistry chapter of electrolyte and non electrolyte solution because of the existence of salt
in sea water. Sea water may highly contain Sodium Chloride NaCl that is able to be dissociated to be Na
+
and Cl
-
. Beside that, it is able to conduct the electricity. It
13
will be an example of electrolyte solution that can be investigated by the students
in chemistry learning. c.
Museum Tosan Aji Tosan Aji Museum
Museum Tosan Aji is a museum that exhibits the uniqueness of keris. As we know that keris is a weapon that is made of steel iron. It is like a sword that
has zigzag shape. Keris is from Hindustaan Mataram Kingdom. Since 25
th
of November 2005, keris has been patented as Indonesias’ weapon by UNESCO. In Java island,
there is a tradition for keris washing ceremony named Jamasan. This tradition is to wash keris on certain month in a year by an Empu Empu is a person that
makes and looks after keris. This tradition can be explained scientifically and related well to the main material of keris iron. Iron is corrosive. It means that the
annual tradition is necessary Rizki, Mudzakir, and Hernani, 2013: 46-47. In chemistry learning, students should explain the tradition of Jamasan that
can be related to the corrosion of iron. The students should explain the ways in Jamasan that can prevent the corrosion in keris scientifically.
d. Mangosteen and Durian
Mangosteen and durian are fruits that can be planted in tropical region such as Indonesia. In Purworejo, mangosteen and durian are considered as typical
fruits. They were chosen as the city’s icons. Fruit contained solution, including mangosteen and durian. The solution can be used as material of experiment
related to conductivity of electricity topic. The experiment using fruits can be chosen as one example of local wisdom integration into chemistry learning.
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e. Susu Kambing Etawa
Etawa is a goat that is widely bred by Purworejo people. The goat can produce milk that contains lactic acid. Because of its acidity, the properties can be
investigated in electrolyte and non electrolyte experiment in chemistry learning. f.
Dawet Ireng
Dawet ireng is typical jelly drink that is traditionally made by Purworejo people. The substance on the process of preparation of dawet ireng is interesting
to be used as a topic on electrolyte and non electrolyte experiments in the
laboratory. It is also potential to be developed in an electrolyte beverage industry. g.
Air Gula Jawa
Gula jawa is brown sugar. It is originally from Java. It is produced by Javanese. This was made from coconut flower that are harvested from
Purworejo’s agricultural area. The function is just the same with sugar. But there are the differences in the molecules and contains. Air gula jawa was dissolved in
the water from which it conducts electricity well for chemistry learning. It is
absolutely different with the usual sugar that can not conduct electricity. h.
Batu Karang in Pituruh
Purworejo people has a big chance to treated limestone CaCO
3
especially by heating them at 00 C to produce CaO and CO
2
. This treatment is the purification of CaCO
3
. The reaction is CaCO
3
s → CaOs + CO
2
g. If CaO was dissolved in H
2
O, it would produce CaOH
2
and heat. CaOs + H
2
Ol → CaOH
2
s.
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CaOH
2
s + CO
2
g → CaCO
3
s + H
2
Ol. CaCO
3
is one of the main materials to produce cement Prodjosantoso, 2010: 16.
i. Coconut Water
A lot of coconut trees grow in Indonesia. Indonesians use coconut as oil on frying. But the liquid was potential to be used as the material of laboratory work,
for example as electrolyte source. j.
Pasar Suronegaran Suronegaran Market
Suronegaran Market is the biggest market in Purworejo. The market produced huge waste every day. The waste smells bad. The substance in the waste
can be decomposed by aerobic and anaerobic bacteria through oxidation and reduction reaction. Aerobic bacteria oxidized compound in the waste and
anaerobic bacteria reduced Raharjo, 2014: 192-193.
If the elements of carbon C, nitrogen N, phosphor P, and sulfur S are oxidized by aerobic bacteria, the smell will be decreased. In other hand, if
anaerobic bacteria work, N, P, S will be reduced to be NH
3
, PH
3
, H
2
S that can produce bad smell Prodjosantoso and Tutik, 2011: 28-36. To prevent the
existence of the bad smell, there must be some efforts to make anaerobic bacteria can not work well by cleaning the waste in order to prevent reduction reaction and
support oxidation reaction Raharjo, 2014: 192-193. The students are asked to make a presentation about the reaction after observing to the market and searching
to the reference.
k. Traditional Organization
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In Purworejo, there is still an organizational structure in a village. A head village is called lurah, a secretary is called carik, a treasurer is called kaur
keuangan, etc. There is a moral value here, namely that we have to be able to make friend in society. We have to be in a good relation with others. This
organization was made by the ancestor. Everyone lives in a suburb has the community. They live together in a peace. Local people used wisdoms to manage
the natural resources to make the harmony living Kamonthip and Kongprasertamorn, 2007 :1.
Boonpanya in Kamonthip 2007: 2, describes the history and evolution of local community. A community can deliver a system of local wisdom. It is
organized in a learning system. It can be presented as the production system, a judicial system, governmental system, etc. The community mostly gives and helps
each other without expecting anything. It likes to share what they have to the neighbors. The people give utmost respect to elders. This makes them in one
family living. When conflicts arise, the elders are as the deciders. This is an example of simple life style that can be adapted in chemistry
learning. It is done by grouping the students into some groups. There is the special group that consists of class leader then we call himher as lurah, a treasurer then
we call himher as kaur keuangan, a secretary will be named carik, and a religion expert is named kaum. This group leads the other groups. They live in harmony
like in a community when they join chemistry learning. Everyone that is smarter will be kind to help hisher friend to solve the problems in chemistry. They learn
about governmental system, local wisdom, discussion, problem solving, and
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chemistry learning in this activity. They will help each other and make a very good friendship in society. Community can also build a local autonomy. It is a
freedom to manage a region to be more independent in its own way.
4. Developing the Local Wisdom
In this learning, students are asked to learn Purworejo’s local wisdom that
is integrated in chemistry learning. They are asked to plan what they like to do to develop their region by using local wisdom and relating it to chemistry learning.
This activity is to make them more creative in developing their region based on
chemistry. This is done by writing an article. 5.
Students’ Achievement
Learning is an effort, done by someone to get a new behaviour comprehensively, as the result of self- experience, in interaction with others
Slameto, 2003:22. According to Sudjana 2004:22, students achievement is the abilities owned by students after they get learning experience.
Hattie and Anderman 2013:21 stated that student achievement is the foundation of every aspect of education. It directs all educational improvements
and efforts. It serves as the primary outcome variable in most educational research studies. The activity done by the students will yield a change in them themselves,
including cognitive, affective, and psychomotor aspects. The learning achievement gotten by the students is measure
d according to the students’ behavior before and after learning. One of indicators of change is able to be seen from final mark at
the end of semester.
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Another general definition of students’ achievement is stated by Surya 200 :75, that the students’ achievement is the result of learning behavior change
that discuss knowledge, skill, and attitude after passing the certain process. It is as individual e
xperience result in the interaction with the others. Students’ achievement is the data obtained for the objective of this study. It gives the
information of the improvement in learning.
6. Social Maturity
Social maturity means every effort establishing good relations to the society for making and keeping friends. A person having good friendliness is
considered a socially mature person. Ram Prakash Gupta, 2014: 2. a.
Social maturity is needed for the following reasons: 1
To achieve the socialization of the individual: the more we need help, the higher we have to have social maturity.
2 To decline egocentricity: social maturity is able to reduce the
selfish character and make a care. 3
To develop self- confidence: this includes acceptance of self, emotional security, and freedom from egotism.
4 To develop social feeling: this includes trust, empathy accurately,
perception, and response to the others. 5
Productivity: the ability to work, task orientation, competence, skill for solving, objective problems, etc.
6 To develop social values: this includes ethics, integrity, and
humanistic values.
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The period of adolescence requires proper guidance and conceling by parents and teachers for the teenagers in classroom
environment and also in the society Ahamed and Ghosh, 2012: 9. Social maturity is the process to get
appropriate attitude for personality, inter personality and social adequacy of an individual which are essential in the society.
As related to social maturity, emotional maturity a nd teenagers’
socialization will be discussed first. b.
Emotional maturity for the teenagers is started by controlling the emotion. The indicators of reaching emotional maturity :
1 Teenagers start to control themselves to do not express their
emotion to the people. The teenagers start to consider the effects of what they do, until they find the right way for expressing their
anger. 2
The teenagers start to be able to analyze the situation critically, give the assessment to the negative events, consider whether an
event is right or false, and predict whether it will be good or bad. 3
The teenagers are able to show more stable and calmer condition than before. They are not affected by others easily. They can give
the prediction about what effects that will happen. Poerwanti and Widodo, 2002:114
c. Teenagers’ socialization
Socialization of the teenagers will be seen by their will in joining to certain teenager’s group, based on their interest. The
20
teenagers’ success in doing socialization process is mostly affected by the people’s attitudes around them before entering adolescence.
Internalization of value that is done by the parents will make the teenagers to be included in society. While the rigid attitude and wrong
behaviour are from the exclusive parents. Success criterion of the teenagers in socialization can be seen by the teenagers’ activity in
community. Poerwanti and Widodo, 2002: 117-118. d.
Social maturity itself is signed by the teenagers’ control in society. Social maturity is an ability in working that shows participation,
cooperation, shares something compatible to norms, sympathy, empathy, imitates positive attitudes from others, and loves friends like
what Prihaningsih stated in Wulandari 2009:3-4. Social maturity will make the people interact with society. Social maturity of a person can
be seen by the habit and attitude of a person. That attitude shows the person in managing herhimself and participating in the activities to
make himher autonomous like an adult. e.
Some aspects of social maturity according to Doll in Indriana and Windarti, 2008: 3:
1 Self-
help, helping themselves. It means they can manage themselves without people’s help autonomous.
2 Self direction, such as managing time and money; keeping their
goods well.
21
3 Locomotion, having the cognitive activities and adding individual
learning experiences. This is an ability to take the activity responsibly.
4 Occupation, using the tools equipments media to help their work.
This aspect is also shown by the increasing of learning process. 5
Social Relation, joining to organization or gathering with friends. This is about public relation.
6 Communication, talking with the people around himher directly or
indirectly well. They can give and receive message from others. Social maturity is a person’s ability to look after his her self and participate
to the society to get independence.
7. Learning Discipline
Tu’u 200 : 93 states that good students’ achievement is because of good intelligence, consistence and rigid school’s rule, self- discipline in learning, and
good behavior.
A good learning process is a learning process that makes the students to understand the learning material well. Discipline is really necessary to achieve the
good learning process. Learning discipline will improve the skills and memories of the students because there is self awareness and motivation to study. So, the
students will solve the problems well. a.
Discipline has an important role in character building. According to Tu’u 200 :37 discipline is important because of these reasons:
22
1 Self discipline will support the students in their study. In the other
hand, the students that like to break the rules at school will impede potency and achievement.
2 School and class will not be comfortable for learning activity if
there is not good disciplinary. Discipline will support silence and class control.
3 The parents look forward the children are able to apply norms,
moral values, and discipline. 4
Discipline is a way for the students to study and work successfully. b.
Discipline term is also explained in Goods’s Dictionary of Education Sutisna, 1985:97 as below:
1 A direction to get achievement or effectiveness.
2 An attitude that is selective, energetic, active, and self- directed,
although there are many problems. 3
An attitude controlling ourselves directly and authoritatively
through gift and law. Based on those statements, the most important aspect of discipline is a
strength and obedience to the rules. There is a self- awareness to do the rules to get the goals achievement.
c. Wijaya and Rusyan 1994:18-19 states that discipline has the
characteristics: 1
Doing the rules well, because rule is the certainty for obedience. 2
Obeying the wisdoms
23
While Gunarso 2004: 52 states that discipline is on time, responsible, and distinct. The discipline person will manage the time for doing everything, making
the schedule, and selecting the activity based on priority. Learning discipline is an attitude that shows obedience to learn according to
the schedule and does something in a right way.
8. Integrated Learning
It is necessary to blend the concepts, skill, and thematic unit, in chemistry learning. In order to blend them, an expert named Fogarty 1991: 44 states that
there are ten models to plan integrated learning. Not all of integrated learning models can be compatible to chemistry learning. According to National Ministry
of Education, there are three models that are compatible for Natural Science: a.
Integrated Learning Model This model uses the approach for one subject to another subject. This
model is developed by blending the subjects. It is by determining the curricular priority and determining skill, concept, attitudes that is overlapped in some
subjects. First, the teacher selects the concepts, skills, and attitudes that are learnt in one semester some subjects. Then the teacher chooses the concept, skill, and
attitude that is overlapped in various subjects. 1
The strengths of integrated learning model: a
It makes the students know the connections of all subjects well. b
It makes the good understanding of the subjects and appreciates more to knowledge and skill.
c It makes motivation.
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2 The weakness of integrated learning model:
a It is very difficult to apply this learning model fully.
b This model needs very skilled, confident, and smart teacher.
c This model needs the team. It is sometimes too difficult to manage
the team. b.
Webbed Learning Model This learning model is integrated learning model that uses thematic
approach. This approach is started by determining the theme, developing to be subtheme by seeing the relation of the subject and the theme. From that subtheme,
we hope that the students are able to study well. 1
The strength of webbed learning model: a
There will be motivational factor when the students choose the theme based on their interests.
b It can be done easily by inexperienced teacher.
c It is easy to develop the theme to all subjects.
2 The weakness of webbed learning model:
a The difficulty is selecting the theme.
b There is a tendency to formulate the easy theme.
c In teaching and learning, the teacher is more focus in the activity
than in concept development. c.
Connected Learning Model Connected learning model is the model for connecting one concept to
another concept, one topic to another topic, one skill to another skill, and one task
25
to another task. The ideas done in one semester could be learnt in the next semester in a subject.
1 The strengths of connected learning model:
a By connecting one idea to another idea, the students know the
aspects in a subject. b
The concepts are developed continuously, there will be
internalization. c
The students are able to use the ideas to solve the problem. 2
The weakness of connected learning model: a
The subjects look separated. b
The teacher is not motivated to work in cooperation. c
The efforts to develop this model in one subject making focus and concentrated can disturb the development of another subject.
A teacher should integrate one material to another material of teaching and learning to make it related each other. In this study, local wisdom was integrated
in chemistry learning.
B. THE RELEVANT RESEARCH
Suparwoto stated in his journal “Local Wisdom Aspects to Improve Physics Learning Quality” states that the success of local wisdom implementation is
indicated by the students’ appreciation toward sciences, technology, and art. The high appreciation is indicated by the students’ happiness in learning. The students
also think that the learning is meaningful. Local wisdom is able to contribute in national, even international education.
26
Khafid and Soeroso stated in their research states that learning discipline affects the Economics students’ achievements grade VIII of State Junior High Shool
1 Jatinegara , Tegal, it is 8.17. Kharismawati , Agung, and Arini stated in their journal “The Effect of
Local Wisdom based-TTW- Type Cooperative Learning Model to The Students’
Achievement in Natural Science Subject at Grade IV of 1 Pohsanten State Elementary School” states that the students’ achievement was significantly higher
than the students that did not learn by using local wisdom materials. Amirin stated in his journal “Contextual Implementation of Multicultural
Education Approach based on Local Wisdom in Indonesia”, states that multicultural education in Indonesia, more appropriate to call it as an approach. It
is educational approach that likes to make regional moral value, religion, and local wisdom. They are used to support
national education, based on “bhinneka tunggal ika” and tolerance each other.
Fauziah, Abdullah,and Hakim stated in their journal “ Scientific Learning in
Basic of Electro Oriented in Problem- based Learning” that scientific approach-
based lesson plans with problem- based learning models has positive feedbacks from teachers and students. It has a good effect f
or improvement in students’ hard skill and soft skill.
Mungmachon stated in her journal “Knowledge and Local Wisdom: Community Treasure” that a community can survive because of the loyal
character to the tradition wisdom. By sharing knowledge, solving problem
27
together, and integrating new knowledge, the community is able to resolve the problems and have societal impacts.
28
CHAPTER III RESEARCH METHOD
A. Research Design
This research was an experimental study with one factor research design, two samples, and a co-variable. One factor was the effect of local wisdom-based
scientific approach. Two samples of the research consisted of one group that was as the treatment class and the other group was as the control class. The co-variable
wa s students’ prior knowledge, which was collected by using documentation data
of the previous chemistry achievement.
B. Time and Research Place
Kategori