THE DEVELOPMENT OF LEARNING MATERIAL ON ECOLOGY AND ENVIRONMENT TOPICS BASED ON SCIENTIFIC LITERACY AND LOCAL POTENTIAL OF NORTH SUMATERA.
THE DEVELOPMENT OF LEARNING MATERIAL ON ECOLOGY AND
ENVIRONMENT TOPICS BASED ON SCIENTIFIC LITERACY
AND LOCAL POTENCIAL OF NORTH SUMATERA
A THESIS
Submited to Biology Education Study Programe in a Partial
Fulfillment of Requirements for the Degree of
Magister Pendidikan
By:
VERRONICHA CRYSTY
Student Registration Number. 8146173023
POSTGRADUATED SCHOOL
THE STATE UNIVERSITY OF MEDAN
MEDAN
2016
ACKNOWLEDGEMENT
Praise and sincerest gratitude be to the Almighty, Jesus Christ, for gis
endless and immeasureable blessing and all the kindness that ease her life, so that
she finally able to accomplish her thesis which entitled “The Development of
Learning Material on Ecology and Environment Topics Based on Scientific
Literacy and Local Potencial of North Sumatera”. It is intended as one of the
requirement to obtain the degree of Magister Pendidikan from Biology Education
Study Program, Postgraduate Program in State University of Medan.
The writer would like to express her special gratitute to the people who never
stop motivating, providing constructive advice, and commenting for better
improvement. Earnest gratitude is expressed for her thesis supervisors, Prof. Dr. rer.
nat. Binari Manurung, M.Si and Syarifuddin, M.Sc., Ph.D for their invaluable time
spent in giving guidance, suggestions, comments and critics for improvement of this
thesis and helping her grow to be a better researcher.
She also owes debt to the people, Dr. Rahmad gusein, M.Ed, Dr. gj.
Fauziyah garahap, M.Si and Dr. g. gasruddin, M.Pd as examiners, for their
constructive coments and suggestion for improvement of this thesis. Thanks to Arlen
ganel John, M.Si, Puji Prastowo, M.Si and Dr. Rachmat Mulyana, M.Si., fot their
suggestion, advivce, invaluable time as validators for improvement of thesis and
product of llearning material that has been developed. And also to the whole Biology
teachers and students who participated in this research at SMA Negeri 6 Binjai.
Undying gratitude to her beloved parents, Drs. Jackson galoho and Dra.
gertitawati Br. Siahaan for their boundless loves, attentions encouragements and
understanding every weakness of her. Especially when she faced the puzzling
situation in completion of this thesis, the amazing endorsement and deep
constructive advice always sheds to her. So she still could stay on the tract to
overcome it. Brothers, Liehardo P. galoho, S.Pd and Okky S. galoho for their
invaluable support when she conducted the research.
Thanks to all of her friends for countless hour gathering valueable feedback
and the overwhelming friendship (Mira, Raja Novi A., Wira P., and Pasca Dik Bio
Reg A 2014). Especially to Ivan L. Rajagukguk for his invaluable support, insight
i
and patience in helping her to face hectic situation during accomplished this thesis.
And also relatives who cannot be mentioned more for the friendship, suggestion,
support, pray, and affection.
May God bless us. Finally, with all humility this paper hopefully will
benefical to contribute ideas in education.
Medan, August 2016
The writer,
Verronicha Crysty
Reg. Number 8146173023
ii
CONTENTS
PAGE
APPROVAL SHEET ..........................................................................
ABSTRACT .........................................................................................
ABSTRAK ...........................................................................................
ACKNOWLEDGEMENT ...................................................................
CONTENTS .........................................................................................
LIST OF TABLE ................................................................................
LIST OF FIGURE ...............................................................................
LIST OF APPENDIX .........................................................................
i
ii
iii
v
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viii
CHAPTER I INTRODUCTION.......................................................
1.1 Background ................................................................................
1.2 Problem Identification................................................................
1.3 Scope of Study ...........................................................................
1.4 Research Question ......................................................................
1.5. Research Objectives .................................................................
1.6. Significance of Study ................................................................
1.7. Operational Defenition .............................................................
1
1
5
6
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CHAPTER II LITERATURE REVIEW .........................................
2.1 Theoretical Framework..............................................................
2.1.1 Learning Material ...................................................................
2.1.2 The Roles of Learning Material .............................................
2.1.3 Characteristic of Learning material ........................................
2.1.4. Model of Learning Material ..................................................
2.1.5 Scientific Learning Material ...................................................
2.1.6.Scientific Literacy...................................................................
2.1.7. Components of Scientific Literacy ........................................
2.1.8. Scientific Learning in 2013 Curiculum
2.1.9. Indonesian Scientific Literacy Achievement
in PISA Survey.......................................................................
2.10. Local Potencial .......................................................................
2.10.1. Defenition and Roles of Local Potencial in Learning .........
2.10.2. Type of Local Potencial .......................................................
2.10.3. North Sumatera’s Local Potencial .......................................
2.2. Relevant Research ....................................................................
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CHAPTER III RESEARCH METHODOLOGY ...........................
3.1.Time and Location of Research .................................................
3.2.Developmental Model ...............................................................
3.3.Developmental Procedure .........................................................
3.4 Product Test Procedure..............................................................
3.4.1. Product Test Design ..............................................................
3.4.2. Preliminary Field Testing Subject .........................................
3.5. Type of Data .............................................................................
3.6. Data Collection Instrument.......................................................
3.7. Data Analysis Technique ..........................................................
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3.8. Descriptive Analysis ................................................................. 34
CHAPTER IV RESULT AND DISCUSSION.................................
4.1.Preliminary Product Description ...............................................
4.1.1.Problem identification, curricullum analysis and students’
education level .......................................................................
4.1.2.Product Planning ....................................................................
4.1.3.Product Design .......................................................................
4.1.4.Preliminary Product Development .........................................
4.1.5. Preliminary Field Testing of Product ....................................
4.2 Result and Data Analysis of Questionnaire ...............................
4.2.1. Validation Experts .................................................................
4.2.2. Response from Biology Teachers ..........................................
4.2.3. Individual Preliminary Field Testing.....................................
4.2.4. Small Group Preliminary Field Testing ................................
4.2.5. Big Group Preliminary Field Testing ....................................
4.3. Revised Product ........................................................................
4.3.1. The First Revision .................................................................
4.3.2. The Second Revision .............................................................
4.3.3. The Third Revision ................................................................
4.3.4. The Fourth Revision ..............................................................
4.3.5. The Fifth Revision .................................................................
4.4. Result Discussion .....................................................................
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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION . 67
5.1. Conclusion ................................................................................ 67
5.2. Implication ................................................................................ 67
5.3. Suggestion ................................................................................ 70
REFERENCES ................................................................................... 71
APPENDICES .................................................................................... 75
vi
LIST OF TABLE
PAGE
Table 3.1.Research instrument’s framework of learning
material for ecology and environment topics
based on scientific literacy and local potency
of North Sumatera from contnt expert ..........................
Table 3.2.Research instrument’s framework of learning
material for ecology and environment topics
based on scientific literacy and local potency
of North Sumatera from design expert .........................
Table 3.3.Research instrument’s framework of learning
material for ecology and environment topics
based on scientific literacy and local potency
of North Sumatera from Biology teacher .....................
Table 3.4.Qustionner framework of students’ Rsponse on
learning material for ecology and environment
topics based on scientific literacy and local potency
of North Sumatera.........................................................
Table 3.5. Answer’s criteria of validation instrument by
using Likert Scale .........................................................
Table 3.6.Criteria for the percentage of scientific literacy
indicators of Scientific ecology and environment
topics based on local potency of North Sumatera
that has been developed ................................................
Table 4.1. Feasibility Components of SL content by expert .........
Table 4.2. Feasibility assesment of SL content by content expert
Table 4.3. Suggestion and Advice List from Content Expert .......
Table 4.4. Feasibility Assesment of Design by Design Expert .....
Table 4.5. Suggestion and Advice List from Desig Expert ..........
Table 4.6. Biology Teachers’ Respondent Names ........................
Table 4.7. Biology Teacher’s Response to Product ......................
Table 4.8. Individual Field Testing to Product .............................
Table 4.9. Small Group Field Testing to Product ..........................
Table 4.10. Big Group Field Testing to Product ..........................
vii
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LIST OF FIGURE
PAGE
Figure2.1. Borg and Gall model of R&D Rsearch ....................................
16
Figure 2.2. Scientific Approach in Learning.............................................
17
Figure 3.1. Research Procedure of developing learning material for
ecology and environment topics based on scientific literacy
and local potency of North Sumatera .....................................
29
Figure 4.1. Diagram of SL Content Feasibility by Expert ........................
46
Figure 4.2. Percentation of Product Design Feasibility ............................
47
Figure 4.3. Feasibility of Product Design Persentation ............................
50
Figure 4.4. Biology Teachers Response....................................................
52
Figure 4.5. Students Response to Product.................................................
56
viii
APPENDICES
PAGE
Appendix 1 ...........................................................................................
Appendix 2 ..........................................................................................
Appendix 3 ..........................................................................................
Appendix 4 ...........................................................................................
Appendix 5 ...........................................................................................
Appendix 6 ...........................................................................................
Appendix 7 ...........................................................................................
Appendix 8 ...........................................................................................
Appendix 9 ...........................................................................................
Appendix 10 .........................................................................................
Appendix 11 .........................................................................................
Appendix 12 .........................................................................................
Appendix 13 .........................................................................................
Appendix 14 .........................................................................................
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1
CHAPTER I
INTRODECTION
1.1.Background
Based on Program for gnternational Student Assessment (PISA)
surveys started from 2000 to 2012, Indonesian students’ achievement in PISA,
especially in science always below the average score of OECD’s countries
(500) and took the fifth last place among all participants (Hadi & Endang,
2009; Burckhardt,2014; OECD,2003; OECD, 2004; OECD,2006; OECD,
2013). Since the first survey of PISA in 2000, Indonesia attained 38th rank
from 41 participants with mean score 393 (OECD,2003). Followed by 38th
rank from 40 participants with score 395 in 2003 (OECD, 2004). While the
third survey in 2006, Indonesia occupied in 53th rank from 57 participant by
mean score 395(OECD, 2006). It was getting worse in 2009 and 2012, where
Indonesia only able to reached 62th and 64th rank from 65 participant
countries with 382 mean score.
Data above showed that Indonesian students only achive score about
400 constantly from year to years, which means students’ scientific literacy
still at the beginner level. This level indicate that students’ tend to gain
knowledge by remembering the simple fact (i.g. name, fact, term, simple
formulation). Or in othe words, students at this level only used a common
scientific knowledge to make and evaluate a conclusion (Rustaman,2010).
If this situation is continiously happen, Indonesian students may have
low science process skills and ultimately unable to survive in the era of
1
2
globalization. The finding and exposure above clarify that adevelopmental
research of learning materials based on scientific literacy is necessary to do.
Recent study delineate that most of biology textbook in high school
nowadays are not completely discussed material based on scientific literacy
aspects (Adisendjaja, 2008; Ariska, 2014). According to Chiappeta, et.al
(1991) it is recommended to have four components in developing a learning
materials for science. The four components are: (1) science as a body of
knowledge, (2) science as a way of investigating, (3) science as a way of
thinking, and (4) interactionof science, technology and society.
Another weakness derived from the learning material, where not all
learning materials which available today contain issues that close to students’
daily lives. In order to provide valuable experience to students, learning
biology in schools should be linked to the real environment around them. As
the result, students are able to make connections between what they learn in
classroom and what they see in daily life. (Chamany, et al, 2008).
Ecology is one of topic in biology course that use environment as the
object of learning. This topic will discuss both of biotic (living organism)
factors and abiotic (non-living things) factors of environment and also the
interactions between living organisms to live together and how they influence
each other in their environment. The intended environment here is everything
that lives and not lives around certain living creatures.(Miller, 1998).
The development of learning materials for ecology and environment
topics so far has not been done and yet contains four components of scientific
literacy. According Holbrock (2009), the existing activities on the learning
3
material with a scientific literacy can encourage and inspire students to be able
to understand, implement, and develop ways of thinking rationally and
objectively in response to the substance or teaching materials.
Learning material in ecology and environment topics of high school
Biology textbook is rare arranged based on local potential, especially North
Sumatera.While in biology textbook in Canada, Texas, Mexico and Thailand
(Feedman, 2009; Miler,1998; Veeravatnanond, 2001) have highlight the
example of real environment that known by students. This bring a very
positive and good impact on students’ scientific capabilities ininterpret
information, solve problems, create appropriate decisions, accommodate
change, and achieve new understandings.
To help student easy to understand, teachers can give close examples
in their daily life or local potential in their region. The use of local potential
in learning to train the student's ability to socialize and problem-solving skills,
in line with that described by Ahmadi (2012) that based education locally will
provide the opportunity for students to learn to identify problems and solve the
problem of local potential in the region and an investment for public welfare
and social action.
Susilo on his research (2013) has been develop a teaching material
related to local potencial of Gunung Puyuh Pundong, Kab. Bantul, Yogyakarta
in order to help student to get knowledge by direct investigating. This method
help student to own their experience in having knowledge and success to bring
a positive student’s respons.
Sajidan (2013) states that the use of local potential in accordance with
4
a curriculum and sylabus that gives freedom to each school consider the
potential of the school and the surrounding area. Dimensional space that is
affordable, gives learners the opportunity to be able to observe the history and
potential of local conditions futuristic raised in learning. Local potential
provides an opportunity for teachers to facilitate the linking of new knowledge
that will be delivered to students.
One of the important ecosystems from throughout Indonesia is rice
field. As one of ecosystem, rice field has a natural combination of biotic and
abiotic factors. It’s include collection of organisms like producers, consumers,
and decomposers which interact to each other and with their physical
environment
According to BPS (2015) North Sumatra has 181,860.65 km² of its
total area, consist of 71680.68 km² land area (3.73% of the total area of the
Republic of Indonesia) and the 110,000.65 km² marine area. This geography
makes Sumatera Utara rich of natural resource. There are about 10,000 species
of plants, of which 17 of them are endemic genus. North Sumatera also rich of
cultures and has some historical sites. This potential can be optimized through
the availability of learning materials for ecology and environment topics based
on North Sumatera ecosytem characteristic.
Ecosystem of rice field, ecosystem of palm oil plantation, vegetable
and flower garden in Berastagi can be integrated into the ecosystem material;
Abiotic and biotic factors, food web, energy flow in rice field in Binjai and
Langkat, ecosystem of palm oil plantation in Deliserdang, vegetable and
flower garden in Berastagi can be integrates into Interaction in ecosystem.
5
Another example are the eruption of Sinabung, large flood in Binjai, noisy of
train Medan-Binjai, aiport in Kualanamu, waste from house or factory in
Industry Area in Medan (KIM-Belawan) also trash in Lake Toba can be linked
to pollution and carbon cycle.
Based on results of preliminary observations by researcher, which
conducted through interviews with biology subject teachers and also
distributing the initial questionnaire to students who have studied the topic of
ecology and environment, it obtained results that there are some obstacles in
the learning process. The main obstacles are the lack of learning resources in
the form of teaching materials that provided by the school and goverment.
Goverment only provide BSE, while some school provide Erlangga and
Yudistirain their library. The content of this textbooks was deemed not
comlplete yet, it has not contain 4 components of scientific literacy and most
of the content in the book is not yet utilizing local potentials that exist around
students in North Sumatera.
Based on the problems mentioned above, a research entitled "The
Development of Learning Material on Ecology and Environment Topics
Based on Scientific Literacy and Local Potencial of North Sumatera"was
conducted to overcome the problems that have been described above.
1.2.Problem Identification
According to the background, the identification problem are:
1.
Indonesian achievement is low in science literacy based on PISA survey.
2.
The teaching materials hasn’t or less developed to contains four components
of scientific literacy.
6
3.
Not all learning materials used as learning source provide issues that close to
students’ daily lives.
4.
The lack of learning resources in a form of learning materials be based on
North Sumatera environment that provided by the schools.
5.
Learning materials that used by students for ecology and environment also
has not been developed based on local potencial of North Sumatera.
6.
Learning material that exist in textbook is less engaging students to observe
environment directly.
7.
Local potencial such as rice field, palm oil plantation, vegetable garden have
not optimally used by teacher as a source of learning material.
1.3.Scope of study
1. This research is limited to the topic of ecology and environment with a
development of scientific literacy learning material based on rice field, palm oil
plantation,
vegetable garden, industrial area as local potencial of North
Sumatera.
2. This development research is conducted only at preliminary field testing stage.
3. Product of developed learning material will be validated based on content and
design by experts.
4. The product will be assessed by a biology teacher to determine the feasibility
of learning material that has been developed.
5. The research focused on the second semester at grade X (tenth) of senior high
students.
1.4.Research Question
In accordance with the issues that has been stated, then the problem can be
formulated as follow:
1. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed basedon scienceasa body of knolledge?
2. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed basedon science as lay of thinking?
7
3. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed basedon scienc eas a lay of investigating?
4. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed basedon interaction of science,tecnology and society?
5. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed based on design expert?
6. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed based on assessment of biology teacher and students' response?
1.5.Research Objectives
This study is aimed to:
1. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed basedon scienceasa body of knolledge.
2. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed basedon scienceasas lay of thinking.
3. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed basedon scienceasa lay of investigating.
8
4. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed basedon interaction of science,tecnology and society.
5. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed based on design expert.
6. Reveals the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed based on assessment of biology teacher and students' response
1.6.Research Significances
1.6.1. Theoretical Significance
1. Providing an information related to the development of scientific literacy
learning materials for ecology and environment topics based on local potencial
of North Sumatera.
2. Encouraging the educators and publisher to create a better learning material by
using a local potencial or daily life environment based on scientific literacy to
improve the quality of learning.
3. As a references to get information for other reseachers who want to continue
and develop this research.
1.6.2. Practical significance
1. It can be used as a reference to develop a better quality of textbook or learning
material for Senior High School.
2. As a reference for educators to make students become familiar in real life
situation issues, solving complex problem and initiates them to think critically.
9
3. As an alternatif for educators to choose learning materials for ecology and
environment topics be based on scientific literacy based on local potencial of
North Sumatera that can be used in learning process.
1.7.Operational Defenition
1.
Scientific literacy is the knowledge and understanding of scientific concept
and process require that involved science as a body of knowldege, science as
a way of investigating, science as a way of thinking and interaction of
science, technology and society. Scientific literacy help students to develop
their technical skill,communication skill, personal decission making and build
confidence.
2.
Local potencial is everything that characterizes regionalism, unique, has a
competitive advantage and can be utilized as product or service to interests of
people's lives, meet the economic, cultural, information technology,
communications, ecology and more.
3.
Learning material on ecology and environmental topics based on scientific
literacy and local potencial of North Sumatera is a learning material that
developed based on scietific literacy components and involved local potencial
of North Sumatera for ecology and environment topics in Biology course for
X (tenth) grade Senior high school students.
71
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Pundong Kabupaten Bantul, Yogyakarta : Universitas Ahmad Dahlan.
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journal.
ENVIRONMENT TOPICS BASED ON SCIENTIFIC LITERACY
AND LOCAL POTENCIAL OF NORTH SUMATERA
A THESIS
Submited to Biology Education Study Programe in a Partial
Fulfillment of Requirements for the Degree of
Magister Pendidikan
By:
VERRONICHA CRYSTY
Student Registration Number. 8146173023
POSTGRADUATED SCHOOL
THE STATE UNIVERSITY OF MEDAN
MEDAN
2016
ACKNOWLEDGEMENT
Praise and sincerest gratitude be to the Almighty, Jesus Christ, for gis
endless and immeasureable blessing and all the kindness that ease her life, so that
she finally able to accomplish her thesis which entitled “The Development of
Learning Material on Ecology and Environment Topics Based on Scientific
Literacy and Local Potencial of North Sumatera”. It is intended as one of the
requirement to obtain the degree of Magister Pendidikan from Biology Education
Study Program, Postgraduate Program in State University of Medan.
The writer would like to express her special gratitute to the people who never
stop motivating, providing constructive advice, and commenting for better
improvement. Earnest gratitude is expressed for her thesis supervisors, Prof. Dr. rer.
nat. Binari Manurung, M.Si and Syarifuddin, M.Sc., Ph.D for their invaluable time
spent in giving guidance, suggestions, comments and critics for improvement of this
thesis and helping her grow to be a better researcher.
She also owes debt to the people, Dr. Rahmad gusein, M.Ed, Dr. gj.
Fauziyah garahap, M.Si and Dr. g. gasruddin, M.Pd as examiners, for their
constructive coments and suggestion for improvement of this thesis. Thanks to Arlen
ganel John, M.Si, Puji Prastowo, M.Si and Dr. Rachmat Mulyana, M.Si., fot their
suggestion, advivce, invaluable time as validators for improvement of thesis and
product of llearning material that has been developed. And also to the whole Biology
teachers and students who participated in this research at SMA Negeri 6 Binjai.
Undying gratitude to her beloved parents, Drs. Jackson galoho and Dra.
gertitawati Br. Siahaan for their boundless loves, attentions encouragements and
understanding every weakness of her. Especially when she faced the puzzling
situation in completion of this thesis, the amazing endorsement and deep
constructive advice always sheds to her. So she still could stay on the tract to
overcome it. Brothers, Liehardo P. galoho, S.Pd and Okky S. galoho for their
invaluable support when she conducted the research.
Thanks to all of her friends for countless hour gathering valueable feedback
and the overwhelming friendship (Mira, Raja Novi A., Wira P., and Pasca Dik Bio
Reg A 2014). Especially to Ivan L. Rajagukguk for his invaluable support, insight
i
and patience in helping her to face hectic situation during accomplished this thesis.
And also relatives who cannot be mentioned more for the friendship, suggestion,
support, pray, and affection.
May God bless us. Finally, with all humility this paper hopefully will
benefical to contribute ideas in education.
Medan, August 2016
The writer,
Verronicha Crysty
Reg. Number 8146173023
ii
CONTENTS
PAGE
APPROVAL SHEET ..........................................................................
ABSTRACT .........................................................................................
ABSTRAK ...........................................................................................
ACKNOWLEDGEMENT ...................................................................
CONTENTS .........................................................................................
LIST OF TABLE ................................................................................
LIST OF FIGURE ...............................................................................
LIST OF APPENDIX .........................................................................
i
ii
iii
v
vi
vii
viii
CHAPTER I INTRODUCTION.......................................................
1.1 Background ................................................................................
1.2 Problem Identification................................................................
1.3 Scope of Study ...........................................................................
1.4 Research Question ......................................................................
1.5. Research Objectives .................................................................
1.6. Significance of Study ................................................................
1.7. Operational Defenition .............................................................
1
1
5
6
6
7
8
9
CHAPTER II LITERATURE REVIEW .........................................
2.1 Theoretical Framework..............................................................
2.1.1 Learning Material ...................................................................
2.1.2 The Roles of Learning Material .............................................
2.1.3 Characteristic of Learning material ........................................
2.1.4. Model of Learning Material ..................................................
2.1.5 Scientific Learning Material ...................................................
2.1.6.Scientific Literacy...................................................................
2.1.7. Components of Scientific Literacy ........................................
2.1.8. Scientific Learning in 2013 Curiculum
2.1.9. Indonesian Scientific Literacy Achievement
in PISA Survey.......................................................................
2.10. Local Potencial .......................................................................
2.10.1. Defenition and Roles of Local Potencial in Learning .........
2.10.2. Type of Local Potencial .......................................................
2.10.3. North Sumatera’s Local Potencial .......................................
2.2. Relevant Research ....................................................................
10
10
10
11
13
14
16
17
18
19
20
20
22
24
25
CHAPTER III RESEARCH METHODOLOGY ...........................
3.1.Time and Location of Research .................................................
3.2.Developmental Model ...............................................................
3.3.Developmental Procedure .........................................................
3.4 Product Test Procedure..............................................................
3.4.1. Product Test Design ..............................................................
3.4.2. Preliminary Field Testing Subject .........................................
3.5. Type of Data .............................................................................
3.6. Data Collection Instrument.......................................................
3.7. Data Analysis Technique ..........................................................
27
27
27
27
30
30
30
30
31
34
v
3.8. Descriptive Analysis ................................................................. 34
CHAPTER IV RESULT AND DISCUSSION.................................
4.1.Preliminary Product Description ...............................................
4.1.1.Problem identification, curricullum analysis and students’
education level .......................................................................
4.1.2.Product Planning ....................................................................
4.1.3.Product Design .......................................................................
4.1.4.Preliminary Product Development .........................................
4.1.5. Preliminary Field Testing of Product ....................................
4.2 Result and Data Analysis of Questionnaire ...............................
4.2.1. Validation Experts .................................................................
4.2.2. Response from Biology Teachers ..........................................
4.2.3. Individual Preliminary Field Testing.....................................
4.2.4. Small Group Preliminary Field Testing ................................
4.2.5. Big Group Preliminary Field Testing ....................................
4.3. Revised Product ........................................................................
4.3.1. The First Revision .................................................................
4.3.2. The Second Revision .............................................................
4.3.3. The Third Revision ................................................................
4.3.4. The Fourth Revision ..............................................................
4.3.5. The Fifth Revision .................................................................
4.4. Result Discussion .....................................................................
37
37
37
40
40
43
43
44
44
51
52
53
54
57
57
58
58
59
59
59
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION . 67
5.1. Conclusion ................................................................................ 67
5.2. Implication ................................................................................ 67
5.3. Suggestion ................................................................................ 70
REFERENCES ................................................................................... 71
APPENDICES .................................................................................... 75
vi
LIST OF TABLE
PAGE
Table 3.1.Research instrument’s framework of learning
material for ecology and environment topics
based on scientific literacy and local potency
of North Sumatera from contnt expert ..........................
Table 3.2.Research instrument’s framework of learning
material for ecology and environment topics
based on scientific literacy and local potency
of North Sumatera from design expert .........................
Table 3.3.Research instrument’s framework of learning
material for ecology and environment topics
based on scientific literacy and local potency
of North Sumatera from Biology teacher .....................
Table 3.4.Qustionner framework of students’ Rsponse on
learning material for ecology and environment
topics based on scientific literacy and local potency
of North Sumatera.........................................................
Table 3.5. Answer’s criteria of validation instrument by
using Likert Scale .........................................................
Table 3.6.Criteria for the percentage of scientific literacy
indicators of Scientific ecology and environment
topics based on local potency of North Sumatera
that has been developed ................................................
Table 4.1. Feasibility Components of SL content by expert .........
Table 4.2. Feasibility assesment of SL content by content expert
Table 4.3. Suggestion and Advice List from Content Expert .......
Table 4.4. Feasibility Assesment of Design by Design Expert .....
Table 4.5. Suggestion and Advice List from Desig Expert ..........
Table 4.6. Biology Teachers’ Respondent Names ........................
Table 4.7. Biology Teacher’s Response to Product ......................
Table 4.8. Individual Field Testing to Product .............................
Table 4.9. Small Group Field Testing to Product ..........................
Table 4.10. Big Group Field Testing to Product ..........................
vii
32
33
33
34
35
35
45
45
48
49
50
51
52
53
54
55
LIST OF FIGURE
PAGE
Figure2.1. Borg and Gall model of R&D Rsearch ....................................
16
Figure 2.2. Scientific Approach in Learning.............................................
17
Figure 3.1. Research Procedure of developing learning material for
ecology and environment topics based on scientific literacy
and local potency of North Sumatera .....................................
29
Figure 4.1. Diagram of SL Content Feasibility by Expert ........................
46
Figure 4.2. Percentation of Product Design Feasibility ............................
47
Figure 4.3. Feasibility of Product Design Persentation ............................
50
Figure 4.4. Biology Teachers Response....................................................
52
Figure 4.5. Students Response to Product.................................................
56
viii
APPENDICES
PAGE
Appendix 1 ...........................................................................................
Appendix 2 ..........................................................................................
Appendix 3 ..........................................................................................
Appendix 4 ...........................................................................................
Appendix 5 ...........................................................................................
Appendix 6 ...........................................................................................
Appendix 7 ...........................................................................................
Appendix 8 ...........................................................................................
Appendix 9 ...........................................................................................
Appendix 10 .........................................................................................
Appendix 11 .........................................................................................
Appendix 12 .........................................................................................
Appendix 13 .........................................................................................
Appendix 14 .........................................................................................
xi
75
78
81
83
85
98
105
107
109
115
118
120
124
126
1
CHAPTER I
INTRODECTION
1.1.Background
Based on Program for gnternational Student Assessment (PISA)
surveys started from 2000 to 2012, Indonesian students’ achievement in PISA,
especially in science always below the average score of OECD’s countries
(500) and took the fifth last place among all participants (Hadi & Endang,
2009; Burckhardt,2014; OECD,2003; OECD, 2004; OECD,2006; OECD,
2013). Since the first survey of PISA in 2000, Indonesia attained 38th rank
from 41 participants with mean score 393 (OECD,2003). Followed by 38th
rank from 40 participants with score 395 in 2003 (OECD, 2004). While the
third survey in 2006, Indonesia occupied in 53th rank from 57 participant by
mean score 395(OECD, 2006). It was getting worse in 2009 and 2012, where
Indonesia only able to reached 62th and 64th rank from 65 participant
countries with 382 mean score.
Data above showed that Indonesian students only achive score about
400 constantly from year to years, which means students’ scientific literacy
still at the beginner level. This level indicate that students’ tend to gain
knowledge by remembering the simple fact (i.g. name, fact, term, simple
formulation). Or in othe words, students at this level only used a common
scientific knowledge to make and evaluate a conclusion (Rustaman,2010).
If this situation is continiously happen, Indonesian students may have
low science process skills and ultimately unable to survive in the era of
1
2
globalization. The finding and exposure above clarify that adevelopmental
research of learning materials based on scientific literacy is necessary to do.
Recent study delineate that most of biology textbook in high school
nowadays are not completely discussed material based on scientific literacy
aspects (Adisendjaja, 2008; Ariska, 2014). According to Chiappeta, et.al
(1991) it is recommended to have four components in developing a learning
materials for science. The four components are: (1) science as a body of
knowledge, (2) science as a way of investigating, (3) science as a way of
thinking, and (4) interactionof science, technology and society.
Another weakness derived from the learning material, where not all
learning materials which available today contain issues that close to students’
daily lives. In order to provide valuable experience to students, learning
biology in schools should be linked to the real environment around them. As
the result, students are able to make connections between what they learn in
classroom and what they see in daily life. (Chamany, et al, 2008).
Ecology is one of topic in biology course that use environment as the
object of learning. This topic will discuss both of biotic (living organism)
factors and abiotic (non-living things) factors of environment and also the
interactions between living organisms to live together and how they influence
each other in their environment. The intended environment here is everything
that lives and not lives around certain living creatures.(Miller, 1998).
The development of learning materials for ecology and environment
topics so far has not been done and yet contains four components of scientific
literacy. According Holbrock (2009), the existing activities on the learning
3
material with a scientific literacy can encourage and inspire students to be able
to understand, implement, and develop ways of thinking rationally and
objectively in response to the substance or teaching materials.
Learning material in ecology and environment topics of high school
Biology textbook is rare arranged based on local potential, especially North
Sumatera.While in biology textbook in Canada, Texas, Mexico and Thailand
(Feedman, 2009; Miler,1998; Veeravatnanond, 2001) have highlight the
example of real environment that known by students. This bring a very
positive and good impact on students’ scientific capabilities ininterpret
information, solve problems, create appropriate decisions, accommodate
change, and achieve new understandings.
To help student easy to understand, teachers can give close examples
in their daily life or local potential in their region. The use of local potential
in learning to train the student's ability to socialize and problem-solving skills,
in line with that described by Ahmadi (2012) that based education locally will
provide the opportunity for students to learn to identify problems and solve the
problem of local potential in the region and an investment for public welfare
and social action.
Susilo on his research (2013) has been develop a teaching material
related to local potencial of Gunung Puyuh Pundong, Kab. Bantul, Yogyakarta
in order to help student to get knowledge by direct investigating. This method
help student to own their experience in having knowledge and success to bring
a positive student’s respons.
Sajidan (2013) states that the use of local potential in accordance with
4
a curriculum and sylabus that gives freedom to each school consider the
potential of the school and the surrounding area. Dimensional space that is
affordable, gives learners the opportunity to be able to observe the history and
potential of local conditions futuristic raised in learning. Local potential
provides an opportunity for teachers to facilitate the linking of new knowledge
that will be delivered to students.
One of the important ecosystems from throughout Indonesia is rice
field. As one of ecosystem, rice field has a natural combination of biotic and
abiotic factors. It’s include collection of organisms like producers, consumers,
and decomposers which interact to each other and with their physical
environment
According to BPS (2015) North Sumatra has 181,860.65 km² of its
total area, consist of 71680.68 km² land area (3.73% of the total area of the
Republic of Indonesia) and the 110,000.65 km² marine area. This geography
makes Sumatera Utara rich of natural resource. There are about 10,000 species
of plants, of which 17 of them are endemic genus. North Sumatera also rich of
cultures and has some historical sites. This potential can be optimized through
the availability of learning materials for ecology and environment topics based
on North Sumatera ecosytem characteristic.
Ecosystem of rice field, ecosystem of palm oil plantation, vegetable
and flower garden in Berastagi can be integrated into the ecosystem material;
Abiotic and biotic factors, food web, energy flow in rice field in Binjai and
Langkat, ecosystem of palm oil plantation in Deliserdang, vegetable and
flower garden in Berastagi can be integrates into Interaction in ecosystem.
5
Another example are the eruption of Sinabung, large flood in Binjai, noisy of
train Medan-Binjai, aiport in Kualanamu, waste from house or factory in
Industry Area in Medan (KIM-Belawan) also trash in Lake Toba can be linked
to pollution and carbon cycle.
Based on results of preliminary observations by researcher, which
conducted through interviews with biology subject teachers and also
distributing the initial questionnaire to students who have studied the topic of
ecology and environment, it obtained results that there are some obstacles in
the learning process. The main obstacles are the lack of learning resources in
the form of teaching materials that provided by the school and goverment.
Goverment only provide BSE, while some school provide Erlangga and
Yudistirain their library. The content of this textbooks was deemed not
comlplete yet, it has not contain 4 components of scientific literacy and most
of the content in the book is not yet utilizing local potentials that exist around
students in North Sumatera.
Based on the problems mentioned above, a research entitled "The
Development of Learning Material on Ecology and Environment Topics
Based on Scientific Literacy and Local Potencial of North Sumatera"was
conducted to overcome the problems that have been described above.
1.2.Problem Identification
According to the background, the identification problem are:
1.
Indonesian achievement is low in science literacy based on PISA survey.
2.
The teaching materials hasn’t or less developed to contains four components
of scientific literacy.
6
3.
Not all learning materials used as learning source provide issues that close to
students’ daily lives.
4.
The lack of learning resources in a form of learning materials be based on
North Sumatera environment that provided by the schools.
5.
Learning materials that used by students for ecology and environment also
has not been developed based on local potencial of North Sumatera.
6.
Learning material that exist in textbook is less engaging students to observe
environment directly.
7.
Local potencial such as rice field, palm oil plantation, vegetable garden have
not optimally used by teacher as a source of learning material.
1.3.Scope of study
1. This research is limited to the topic of ecology and environment with a
development of scientific literacy learning material based on rice field, palm oil
plantation,
vegetable garden, industrial area as local potencial of North
Sumatera.
2. This development research is conducted only at preliminary field testing stage.
3. Product of developed learning material will be validated based on content and
design by experts.
4. The product will be assessed by a biology teacher to determine the feasibility
of learning material that has been developed.
5. The research focused on the second semester at grade X (tenth) of senior high
students.
1.4.Research Question
In accordance with the issues that has been stated, then the problem can be
formulated as follow:
1. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed basedon scienceasa body of knolledge?
2. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed basedon science as lay of thinking?
7
3. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed basedon scienc eas a lay of investigating?
4. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed basedon interaction of science,tecnology and society?
5. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed based on design expert?
6. How is the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed based on assessment of biology teacher and students' response?
1.5.Research Objectives
This study is aimed to:
1. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed basedon scienceasa body of knolledge.
2. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed basedon scienceasas lay of thinking.
3. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed basedon scienceasa lay of investigating.
8
4. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed basedon interaction of science,tecnology and society.
5. Reveals the feasibility of learning material on ecology and environment
topics based onscientific literacy and local potencial of North Sumatera which
developed based on design expert.
6. Reveals the feasibility of learning material on ecology and environment topics
based onscientific literacy and local potencial of North Sumatera which
developed based on assessment of biology teacher and students' response
1.6.Research Significances
1.6.1. Theoretical Significance
1. Providing an information related to the development of scientific literacy
learning materials for ecology and environment topics based on local potencial
of North Sumatera.
2. Encouraging the educators and publisher to create a better learning material by
using a local potencial or daily life environment based on scientific literacy to
improve the quality of learning.
3. As a references to get information for other reseachers who want to continue
and develop this research.
1.6.2. Practical significance
1. It can be used as a reference to develop a better quality of textbook or learning
material for Senior High School.
2. As a reference for educators to make students become familiar in real life
situation issues, solving complex problem and initiates them to think critically.
9
3. As an alternatif for educators to choose learning materials for ecology and
environment topics be based on scientific literacy based on local potencial of
North Sumatera that can be used in learning process.
1.7.Operational Defenition
1.
Scientific literacy is the knowledge and understanding of scientific concept
and process require that involved science as a body of knowldege, science as
a way of investigating, science as a way of thinking and interaction of
science, technology and society. Scientific literacy help students to develop
their technical skill,communication skill, personal decission making and build
confidence.
2.
Local potencial is everything that characterizes regionalism, unique, has a
competitive advantage and can be utilized as product or service to interests of
people's lives, meet the economic, cultural, information technology,
communications, ecology and more.
3.
Learning material on ecology and environmental topics based on scientific
literacy and local potencial of North Sumatera is a learning material that
developed based on scietific literacy components and involved local potencial
of North Sumatera for ecology and environment topics in Biology course for
X (tenth) grade Senior high school students.
71
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