APPLYING LOCAL WISDOM- BASED SCIENTIFIC APPROACH IN CHEMISTRY LEARNING AT GRADE TEN OF STATE SENIOR HIGH SCHOOL 1 PURWOREJO TO IMPROVE ACHIEVEMENT, SOCIAL MATURITY, AND LEARNING DISCIPLINE.

CHAPTER I INTRODUCTION A. Background of the Problem

Local wisdom is a social science or system that is continuously done in a certain region. Local wisdom can improve habit of people life. In this case, it can be culture or custom. A government of a region is able to develop its local wisdom well based on potencies of the region. Local wisdom should be used in a right way, especially in educational system.

Indonesian educational system supports educational development based on the potencies of a region as it is declared in the act of the Republic of Indonesia No. 20 Year 2003 on National Education System:

1. Article 36 section 2 states that the curriculum at all education levels and types is developed according to principles of diversification, adjusted to the units of education, local and learners’ potencies.

2. Article 36 section 3 states that the curriculum development is organized in accordance with the level of education within the framework of the national unity of the Republic of Indonesia and takes into account of the following:

a. the enhancement of faith and piety; b. the enhancement of noble character;

c. the enhancement of learners’ potency, intellect, and interests; d. the diversity of the region’s potency and environment.

3. Article 38 section 2 manages that the curriculum for basic and secondary education shall be developed in accordance with its relevance by each educational cluster or unit and school/ madrasah committee under the coordination and supervision of the Ministry of National Education or the Ministry of Religious Affairs at the district/city levels for basic education, and at the provincial level for

secondary education.

The government of Indonesia focuses on the character building, attitude, life

skill, and knowledge of the students. The government has some efforts to make students respect their country for which students are able to solve problems of globalization using their regions’ potencies. One of the efforts is by using local wisdom as the path of character building. This is proven by the existence of the Regulation stated by the Minister of Culture and Education No. 81 A (2013) which

declares that a local knowledge is a study that improves t_{he comprehension of the}

students’ region potency, aiming to improve attitude, knowledge, and skill. The government’s goals are:

1. Students should be able to recognize and go deeper to natural, social, and cultural environment.

2. Students are expected to have ability, skill, and knowledge about their region

which is beneficial for the others.

3. Students are expected to have good attitude and habit that are in line with the

value/ rules in their regions, and develop the regional cultural value in the national building.

Based on Regulation of Minister of Culture and Education 2013, students should use scientific approach in their learning which is shown by some steps. The steps are: observing, asking, associating, trying and communicating. These steps require the students to be systematic in thinking. The main purpose is making students to be more active and critical.

Serious problems that rise in a society nowadays are the inability to live harmoniously. Harmonization of live in a community can be built and maintained by the use o_{f local wisdom.}

People living in modern cities should learn old local wisdom and adapt it to their circumstances. (Na Thalang, 2001: 56).

The problems posed by globalization provoke the people to search for ways to better manage their lives. These ways differ depending on the choices that individuals make. Wise and knowledgeable elders were indispensible for this research, making it possible to choose an appropriate framework for communities to learn to live responsibly and sensibly (Mungmachon, 2012: 177).

One of the challenges faced by teachers in the education systems is solving problems of moral, cultural, and social degradation which happens in the society because of their depression toward local wisdom. This problem was also faced by Chemistry teachers. As educators, Chemistry teachers should make strong efforts to build students’ moral and penetrate valuable cultures and local wisdoms into Chemistry learning. Education practices in the last decade showed that only few schools applying approaches of integrating local wisdoms and cultures into education. Therefore, it is necessary to conduct the study of the integration of local wisdom-based scientific approach into chemistry learning. The chemistry learning needs to be contextual, memorable, and beneficial. Thus, this

is an opportunity for the educators and teachers to develop education in local wisdom- based scientific approach. Purworejo is one of a region that has potency to do this.

Furthermore, this research was collaborating local wisdom into scientific approach to bring about effective results of students’ achievement. The attitudes investigated in this study were social maturity and learning discipline. This research results may be expected to be one of interesting valuable contextual teaching that provides students opportunities to love local wisdom and culture which improve, in some extent, students nationality and integrity in the globalization era.

B. Identification of The Problem

1. Kurikulum 2013 requires learning approaches in which students should be

active and critical in learning activities. The active students are indicated by detail activities in each step of scientific approach.

2. Purworejo is a region that has much potential sources of local wisdom to be

integrated on chemistry education. The sources of local wisdom should be explored and practiced in the learning Chemistry at senior high schools as valuable investigation. The latest curriculum suggests the integration of local wisdom into teaching-learning materials. This is because of the depression of integrating local wisdom into educational system.

3. Discipline in learning is very important to build consistency and sustainability

important for learning. In addition, social maturity also takes important rule in the successful chemistry learning.

C. Limitation of the Problem

This research focused on:

1. Integration of local wisdom into the scientific approach was through five steps: observing, asking, trying, associating, and communicating. The government suggested that it was a strong effort to improve students’ achievement.

2. The sources that were going to be used in chemistry learning originally from

Purworejo namely Seplawan Cave, Jatimalang Beach, Tosan Aji Museum, mangosteen and durian, Etawa, Dawet Ireng, Limestone in Pituruh, coconut water, Suronegaran Market, and the traditional organization.

3. This research focused on the measurement students’ of achievement, social

maturity, and learning discipline due to the integration of local wisdom into chemistry learning.

4. The practices of integration of local wisdom into chemistry learning were conducted at State Senior High School 1 Purworejo in academic year 2014/ 2015. There are many topics that are interesting to be learnt by integrating the local wisdom of Purworejo into the scientific approach, but because of time constraints, the integration was conducted into learning of one chemistry topic for semester 2, 1st grade students (the chapter of electrolyte- non electrolyte and oxidation-reduction reaction)

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.

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.

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

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

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).

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 (CaCO3). Indonesia has

many caves with beautiful and artistic stalactites and stalagmites throughout Indonesia regions.

Molecules of CO2 in the air reacted with CaCO3 and water to produce

Ca(HCO3)2. Actually Ca(HCO3)2 is unstable because HCO3- ion can only be

stabilized by the ion that has low charge density (such as Na: 24 C mm-3). Ca2+ charge density is 52 C mm-3). The reaction can be written like this:

CaCO3(s) + CO2(g)+ H2O(l)→ Ca2+(aq) + 2HCO3-(aq).

Calcium bicarbonate 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 CaCO3 that forms stalactite

and stalagmite (Raharjo, 2014: 171).

Ca(HCO3)2(aq) → CaCO3(s) + CO2(g) +H2O (l)

In other word, Ca2+ can not stabilize HCO3-. Then CaCO3 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

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 25th 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.

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 (CaCO3) especially

by heating them at 00 C to produce CaO and CO2. This treatment is the

purification of CaCO3.

The reaction is CaCO3(s) → CaO(s) + CO2(g).

If CaO was dissolved in H2O, it would produce Ca(OH)2 and heat.

Ca(OH)2 (s) + CO2(g) → CaCO3 (s) + H2O(l).

CaCO3 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 NH3, PH3, H2S 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.

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 him/her as lurah), a treasurer (then we call him/her 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 his/her friend to solve the problems in chemistry. They learn about governmental system, local wisdom, discussion, problem solving, and

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 measured 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.

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 experience 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

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 and 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

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 her/himself and participating in the activities to make him/her 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.

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 him/her 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

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.

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.

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

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.

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 for 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

together, and integrating new knowledge, the community is able to resolve the problems and have societal impacts.

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 was students’ prior knowledge, which was collected by using documentation data of the previous chemistry achievement.

B. Time and Research Place

This research was done on January until February 2015. The place for research is at State Senior High School 1 Purworejo, addressed at Tentara Pelajar Street 55, Purworejo, Central Java.

C. Variable Definition

This research consisted of three variables:

1. Independent Variable

Independent variable in this research was chemistry learning using local wisdom- based scientific approach.

2. Dependent Variable

Dependent variables in this research were students’ achievement, social maturity, and learning discipline. Students’ achievement was the result (mark) of students’ answers on validated problems (questions) of Oxidation and Reduction

Materials. Social maturity and learning discipline were from questionnaire results. Measurements were done twice, which were before and after chemistry learning process.

3. Controlled Variable

Controlled variable in this research was students’ prior knowledge from documentation data.

D. Population, Sample, and Sampling Technique

1. The Population of the Research

The population of this research was grade ten students of State Senior High School 1 Purworejo in academic year of 2014/ 2015. The number of students was 224 students divided into 7 classes, they were X MIA 1 until X MIA 7.

2. The Sample of the Research

The samples of this research were the ten grade students of State Senior High School 1 Purworejo 2014/ 2015 who were in second semester. They were 64 students in two classes. X MIA 2 was as treatment class and X MIA 3 was as control class.

3. The Technique of Sampling

The technique of sampling was purposive sampling by which the samples were taken with specific objectives and based on the consideration of researcher. The objective of this sampling technique is to have effective learning in well- conditioned class, which can achieve learning objectives.

E. The Instruments of the Research and the Technique of Collecting Data

1. The Instruments of the Research

The Instruments of the Research used in this research were:

a. Lesson Plan

Two different lesson plans were prepared. One of them was for the treatment class (with implementation of local wisdom-based scientific approach) and the other one was for control class (without implementation of local wisdom-based scientific approach). The lesson plan was reviewed by a lecturer, two chemistry teachers, and three peer reviewers.

b. Test Instruments

The data of prior knowledge was gotten from students’ mark on first semester and students’ achievement was gotten after the learning. The instruments were used to collect data of students’ chemistry learning achievement. The instrument was multiple choice test instruments with five options of answers, and there was only one right answer. For the data analysis, right answer was scored by 1 and wrong answers by 0. Researcher also took an account of cognitive levels as Bloom taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. The instrument of essay test was also developed to complete the multiple choice test. The instruments were validated questions which were tested.

Table 2. The Indicators to measure the students’ achievement

No Indicators Number of questions

1. Differentiating electrolyte and non electrolyte solution based on the experiment.

2 (multiple choice)

2. Grouping a solution into strong or weak electrolyte 4 (multiple choice)

3. Explaining the cause of conducting electricity (of

solution)

6 (multiple choice)

4. Describing that electrolyte solution can be ionic and

polar covalent compound

5 (multiple choice)

5. Writing the reaction of ionization of electrolyte solution 3 (multiple choice)

6. Explaining the cause of electrolyte solution can conduct

electricity based on degree of ionization

4 and 5 a,b,c (essay)

7. Differentiating oxidation and reduction concept based

on oxidation number

1 a,b,c,d (essay)

8. Determining the oxidation number of an element in a

compound or ion

3 a,b,c,d,e,f,g,h,i (essay)

9. Determining the agent of oxidation and reduction in a redox reaction

2 a,b,c,d (essay) 10. Naming a compound according to IUPAC (based on

oxidation state)

1 (multiple choice)

c. Questionnaires of Social Maturity and Learning Discipline

Two sets of questionnaires were developed to collect data of social maturity and learning discipline. They were validated by some experts (lecturers and counseling teacher). This validation is named construct validation. The number of statements in learning discipline questionnaire was 29 and social maturity was 30. The questionnaire was written in Likert Scale with five alternative answers. The alternative choices were: Sangat Sesuai(SS), Sesuai(S), Cukup(C), Kurang Sesuai(KS), and Tidak Sesuai (TS).

Table 3. The Indicators of Learning Discipline

No Indicators Descriptors Number of

statements

1. Working in time Students are in well time management (task and

presence)

1,2,

2. Obeying rules Students do all rules well 3,4,5,6,7

3. Having schedule

for activity

Students have time management and make schedule to manage time for their activity

8

4. Choosing

beneficial activity

Students are able to choose beneficial activity for their lives. They also make priority scale of activity.

9,10

5. Working fast Students do activity well and soon. 11

6. Working in

responsibility

Students have responsibility to learn and search knowledge.

12,13,14

Table 4. The Indicators of Social Maturity

No Indicators Descriptor Number of

statements

1. Self help Students are able to manage themselves

without other’s help 1,2,3,4

2. Interacting well in

society

Students are able to make communication with other.

5,6,7,8,9,10

3. Appreciating other Students are able to make a solution of

their friend’s problem 11,12,13

4. Having awareness to

the rule

Students are able to be discipline and manage themselves and give suggestions

14,15

5. Having good

contribution for the

people around them

Students do some activities to make their friends happy/ help others

16

6. Participating in

environment

Students are able to show that they are able to survive in individual and in group.

d. Data of Documentation

Data of Documentation indicated the prior knowledge of students. The data were collected from the documentation of final examination results on the first semester.

e. Data Analysis

The analysis of data was carried out for: 1.) Item Validity of objective test

Objective item validity was analyzed by correlation of biserial point (Arikunto, 2003: 79) :

Where:

Rpbis : Biserial point correlation

Mp : average score of students who had right answers for tested items

Mt : total average score

SD : standard deviation of total score

p : proportion of students with right answers

q : proportion of students with wrong answers

The value of rpbis was compared with the value of rtable, with significant

level of 5%. If the value of rpbis > rtable, the statement item was valid. The analysis

was also done by data analysis application of SPSS, and the validity of item by the

computer program was shown by the value of rpbis that was positive.

2.) The Validity of Essay Test

The validity test of essay questions was calculated by the formula of “product moment”, between the score of each question (Xp ) and the total score

(Xt). The formula product moment was used because the data correlated were the

interval data and the interval data.

 xy x = X - X

rxy =  y = Y - Y

 x2 y2 rxy = correlation of product moment

If the value of rxy is more than or the same with rtable, the question will be

valid.

3.) Item Reliability of test instrument

The valid items of both objective and essay test instruments were tested or

their reliability. The analysis was done by use of Kurt-Richardson 20_.

On which:

r11 : reliability coefficient

k: total number of questions

Criteria of instrument reliability were indicated by the value of reliability coefficient (r11), as listed below (Arikunto, 2009).

= not reliable = low reliability = medium reliability = high reliability = very high reliability

4.) Questionnaires

The questioners of learning discipline and social maturity were developed based on indicators that were in Table 3 and 4. Those questionnaires were prepared and validated constructively by three lecturers from Chemistry Education Department of UNY and a counseling teacher. The lecturer validators are senior education practitioners who have capabilities on validating the instruments, and the counseling teacher has been well practicing and researching on social and education measurement. The letters of statements of validation completion from reviewers were attached in Appendix 1. Not only construct validation, empirical validation of both questionnaires was conducted as well by the students of X MIA 1 consisting of 31 students. Fourteen of 29 statements of discipline questionnaire were valid, and 17 of 31 statements of social maturity

questionnaire were valid. The score was for positive answers. The scores were 5,4,3,2, and 1. While for negative answers, the scores were 1,2,3,4, and 5.

2. The Technique of Collecting Data

Three data were collected; students’ achievement, learning discipline, and social maturity. Students achievement data were collected by use of test instrument. Data of students’ learning discipline and social maturity were collected using questionnaires.

a. Students achievement data

The students’ achievements data were students’ prior knowledge collected before the treatment of learning process by documentation obtained from the marks on previous semester, and data of students’ achievement were collected after the treatment by test instruments.

b. Questionnaire Technique

Leaning discipline and social maturity data were collected by using questionnaires. The data of both variables were collected before and after the treatment of the learning process.

c. Diagram of Research Design

Design of research was illustrated by Figure 1.

X MIA 1 X MIA 2 XMIA 3 X MIA 4 X MIA 5 X MIA 6 X MIA 7

Data of Prior Knowledge of Students

(Chemistry students’ marks of Class X, first semester)

Choosing Class

Treatment class Control Class

Questionnaire of Learning Discipline I and Social Maturity I

Local Wisdom

based-Scientific Approachin

Chemistry Learning

Scientific Approach in Chemistry

Learning

Chemistry Learning Achievement

Chemistry Learning Achievement

Data Analysis Questionnaires of Learning

Discipline II and Social Maturity II

Questionnaires of Learning Discipline II and Social Maturity II

3. The Data Analysis

Data analysis was carried out to test the hypothesis of research to compare the control and treatment class. Parametric statistical analysis was done for the purpose. To do the analysis, the normality distribution of the data and homogeneity of the samples were tested.

Hypothesis of research was tested using univariate analysis of variance and independents sample t-test.

a. The Test of Normality

The test of data distribution was done toward the data of prior knowledge, students’ achievement, social maturity, and learning discipline. The test was done by using Kolmogorof- Smirnov methods by the computer program of SPSS V.16.0. According to Nazir (2005: 418), Kolmogorof- Smirnov likes to test the hypothesis that there is not any difference between two distributions. The level of significance of the test was 0.05, from which the index of significance > 0.05 indicated the acceptance of H0.

b. The Test of Homogeneity

The homogeneity test was conducted toward the data of prior knowledge, students’ achievement, social maturity, and learning discipline. The computer program of SPSS V.16.0 was used in analysis. The homogeneity of the population was indicated by values of pcalculation obtained from SPSS that was greater than

c. Univariate Analysis of Variance

This analysis was to test the difference of dependent variable between two groups by controlling another variable which affects dependent variable. The null

hypothesis (H0) was there is not significant difference of students’ achievements

between the students that applied and those who did not apply local wisdom based scientific approach when the prior knowledge of students was controlled

statistically. H0 was tested by using menu analyze general linier model univariate

in SPSS 16.0. When p < 0.05, H0 was rejected, it meant that there was significant

difference.

d. Independents Sample t-Test

This analysis was to know whether there was the difference of one factor with two samples (Burhan Nurgiyantoro, 2000: 171). The test was done toward the score achieved by students.

The null hypothesis (H0) were:

1.) There is not the difference of learning discipline between the students that applied local wisdom- based scientific approach and those who did not apply local wisdom- based scientific approach.

2.) There is not the difference of social maturity between the students that applied local wisdom- based scientific approach and those who did not apply local wisdom- based scientific approach.

Table 5. Data Analysis:

No Data Kinds of

Data

Instruments Data Analysis

Technique 1. Students’ achievements

difference

Quantitative Multiple Choice

and Essay Questions

univariate analysis of variance

2. Learning discipline difference

between treatment and control class

Qualitative Questionnaire Independent Sample

t-Test

3. Learning discipline difference

between treatment and control class

Qualitative Questionnaire Independent Sample

CHAPTER IV

THE RESEARCH FINDINGS AND DISCUSSION

A. The Research Findings

1. The Validations of Instruments

The instruments used in this research were lesson plan, learning discipline questionnaire, social maturity questionnaire, and pencil-paper test to measure students’ achievements. The questionnaires of learning discipline and social maturity were validated by three chemistry lecturers, and a counseling teacher. The validation statements are attached on Appendix 1. The questionnaires were also tested to 31 senior high school students. The test instrument (a pencil-paper test) was validated by a chemistry lecturer (supervisor) and two chemistry teachers of State Senior High School 1 Purworejo. Like the questionnaires, the test instrument was also tested to the students for external validation purpose. The result of validations of questionnaires and test can be seen on Appendix 2.

2. The Data of Research

The data of the research were students’ prior knowledge in chemistry, learning discipline before and after learning, and learning discipline before and after learning

a. The Data of Prior Knowledge of the Students

Data of students’ prior knowledge were documental collected, that were

Table 6. The Data of Students’ Prior Knowledge

Variables Prior knowledge

Treatment class Control Class

The number of students 32 32

The highest mark 91 89

The lowest mark 49 50

The average 73.7 74.8

The marks < 70 10 6

The marks 70-80 10 16

The marks 80-90 11 10

The marks > 90 1 0

b. The Students’ Achievement

The data of students’ achievement were measured by using objective and subjective test. The data were depicted on Table 7.

Table 7. The Data of Students’ Achievement

Variables Students’ Achievement

Treatment class Control Class

The number of students 32 32

The highest mark 96.4 94.6

The lowest mark 63 58

The average 84.3 75.1

The marks < 70 0 8

The marks 70-80 7 7

The marks 80-90 20 5

The marks > 90 5 12

c. The Data of Learning Discipline

The data of learning discipline of the students were collected by using the questionnaires of leaning discipline. The data of students’ learning discipline at first and final learning process were listed on Table 8.

Table 8. The Data of Learning Discipline

Note Treatment class Control Class

Before After Before After

The number of students 32 32 32 32

The average 46.46 50.53 47.78 50.28

The difference 4.07 2.50

d. The Data of Social Maturity

The data of students’ social maturity were collected by using of questionnaires of social maturity. The data of students’ learning maturity were depicted on Table 9.

Table 9. The Data of Social Maturity

Note Treatment class Control Class

Before After Before After

The number of students 32 32 32 32

The average 62.40 62.84 60.78 62.21

The difference 0.44 1.43

B. Data Analysis and Discussion

1. Data Analysis

a. The Validation of Instruments

Both instruments of the questionnaires and the test were validated empirically, and analyzed using the statistic computer program of SPSS V.16.0. It was 14 statements of 29 total statements of learning discipline questionnaire were valid, and 17 of 31 statements of students’ maturity questionnaire were valid. The reliability of each questionnaire was calculated and shows the reliability constants of 0.839 for the questionnaire of learning discipline and 0.862 for social maturity. There could be some invalid

statements having more than an interpretation, the statements were too complicated, the statements directed to the certain option, and the proportion of negative and positive statements was not in balance (Zakaria, 2006: 17). Although there were only 14 learning discipline valid statements and 17 social maturity valid statements, all valid statements have represented all indicators. Therefore, these questionnaires could measure the independent variables (social maturity and learning discipline), proven by all valid statements had represented all indicators and the value of reliability constants were more than 0.700.

The instruments of the data of students’ achievements were collected by 6 items of objective test and 22 items of subjective test. The 6 items were valid from 38 total initial items. Limited numbers of valid items could be due to the distracting options were not homogeny and useless, the items were quite easy for the students, and there was the possibility to have the blind guessing (Salim, 2006: 4). Since not all indicators were covered in the valid items of the objective test, a subjective test was prepared to complete of the measurement of all observed indicators. Beside that, these essay questions aimed to make the students organize their thinking, argue the opinions, and express the idea by using their own ways. In essay questions, there would not be blind guessing in answering the questions, it could focus on the deeper materials, and it could measure more than one aspect. (Salim, 2006:16-17).

b. The Normal Distribution Test toward Data

Normal test distribution was done toward the data of students’ prior knowledge, students’ achievements, learning discipline (before and after learning), and social maturity (before and after learning). The test was the Kolmogorov- Smirnov distribution test using SPSS V.16.0. The results of the test showed that tested data were normally distributed. The criterion of normal distribution was indicated by the value of significance that was greater than (α) 0.05. The results of the test were listed on Table 10, and given in detail on Appendix 3.

Table 10. The Data of the Test of Normality

Variables Class Asymp. Sig Dissemination

Prior Knowledge Treatment 0.671 Normal

Control 0.720 Normal

Students’ Achievements Treatment 0.914 Normal

Control 0.916 Normal

Prior Learning Discipline Treatment 0.832 Normal

Control 0.568 Normal

Final Learning Discipline Treatment 0.524 Normal

Control 0.710 Normal

Prior Social Maturity Treatment 0.813 Normal

Control 0.449 Normal

Final Social Maturity Treatment 0.843 Normal

Control 0.968 Normal

c. The test of homogeneity

The results of homogeneity test using SPSS V.16.0 showed that the

samples were from the homogeneous population as indicated by the value of p

that was greater than (α) 0.05. The results of homogeneity test were listed on Table 11.

Table 11. The Data of homogeneity test

Variables P Note

Prior knowledge 0.915 Homogenous

Students’ Achievements 0.124 Homogenous

Prior Learning Discipline 0.316 Homogenous

Final Learning Discipline 0.063 Homogenous

Prior Social Maturity 0.159 Homogenous

Final Social Maturity 0.644 Homogenous

d. The Mean Difference Test of Students’ Achievement between Control and Treatment Class

The difference of students’ achievements between control and treatment class with prior knowledge control variable was analyzed by using test of “univariate analysis of variance”. The results of the analysis were depicted on Table 12, and detail calculation was attached on Appendix 5.

Table 12. The results of analysis of “Univariate of Variance” of Students’ Achievement.

Data Class

Treatment Control

Students’ Achievements Average 84.1 75.10

Standard Deviation 0.707 0.904

df 1 1

df 2 62

P 0.000

Table 12 showed that the value of significance (p) was 0.000, indicating that students’ achievement of students who were from experiment class integrating local wisdom-based scientific approach was different to that from

control class which was without the integration, if students’ prior knowledge was

e. The Mean Different Test of Learning Discipline

The difference was statistically calculated by using Independent sample t-test. The results were given on Table 13, and were attached on Appendix 6. Table 13. The Result of Mean Different test of Learning Discipline

Data of Class

Treatment Control

The number of students 32 32

The average of prior learning discipline 46.46 47.78

The average of final learning discipline 50.53 50.28

P 0.000

Table 13 showed that learning discipline of students who were from treatment class integrating local wisdom- based scientific approach in learning was different significantly from that without the integration as indicated by the value of significance (p) of SPSS V.16.0 that was less than (α) 0.05.

f. The Mean Different Test of Social Maturity

The test was analyzed by independent sample t-test whose results were depicted on Table 14 and on Appendix 6.

Table 14. The Results of Independent Sample t- test of Social Maturity

Data Class

Treatment Control

The number of students 32 32

The average of prior social maturity 60.78 62.40

The average of final social maturity 62.21 62.84

P 0.000

Table 14 showed the difference of social maturity of students from treatment class and from control class.

2. Discussion

This research involved students from two different classes. The first class was treatment class which applied local wisdom- based scientific approach and the second class was control class that did not apply local wisdom-based scientific approach. The treatment class was X MIA 2 and the control class was X MIA 3. Teaching and learning materials of the research were electrolyte, non-electrolyte, and oxidation- reduction reaction.

a. Teaching and Learning Process in Treatment Class.

Teaching and learning process in treatment class (X MIA 2) which applied local wisdom-based scientific approach was done five times of meetings (5 times x 3 hours). Those meeting included four times of learning and once for examination to obtain students’ achievements. The treatment class consisted of 32 students (11 boys and 21 girls).

Before getting the treatments, the students had to fill in the questionnaires of learning discipline and social maturity. The first meeting was started by dividing the students into eight groups. Each group consisted of four students. Every group had certain name which showed the name of the village in Purworejo. There was a special group in this class. The class leader, secretary, the coordinator of religion, and the treasurer were in a group. The class leader was called lurah (head village), the secretary of the class was called carik (secretary), the treasurer was called kaur keuangan, and the coordinator of religion was named kaum. This special group was as a group that is as a model which could lead and manage their friends. This group was to show that Purworejo had governmental organization that was

structural well at the village level. It could be a model for them to make the organization in their lives. The students in another group were as citizens.

On the first day, the students watched a video of Purworejo’s local wisdom. This video showed some local wisdoms of Purworejo. It was purposed to recall the students’ awareness of their region’s local wisdom. Then, they conducted an experiment of electrolyte and non electrolyte test. They were asked to bring some materials which were related to Purworejo’s local wisdom such as: durian, manggis, a liquid of Javanese sugar, the sea water from Jatimalang Beach, etawa’s goat milk,coconut water, and dawet ireng. They also checked some chemicals,

such as HCl, NaCl, NH3, CH3COOH, and kerosene.

Scientific approach could be done by using experiments. In doing experiments, the students were able to do observing, asking, associating, trying, and communicating. Observing was done by seeing the bubbles at the electrodes and seeing the existence of light. The students might ask the ways in connecting the tools and materials. They could ask the interpretation of bright light, dim lamp, or, the existence of bubble. In associating, the students could conduct the experiment, read the book, or search the information to the internet. Associating could be done by connecting one science to another science. Trying was done by doing the experiment, checking the electricity, analyzing data, concluding the experiment, and reporting the experiment in written report. Communicating was done by students by saying/ presenting the result of experiment in front of the class.

Based on scientific approach, in trying step, the students were also asked to group ionic bond, polar covalent bond, and non polar covalent bond after doing experiment. It would make the students think and remember more about the teaching and learning material. Then the students were facilitated to know the electricity of each bond. The teacher also gave the student’s work sheet to make the experiment is easy to conclude. Every student had to do the experiment. It was done by dividing the materials. Because there were many materials which will be tested, the materials could be divided. So, one student could test one or two material(s).

After knowing the electricity of some materials in Purworejo’s local wisdom, the students were asked to make an essay about what they will do to develop Purworejo by using Purworejo’s local wisdom, related to chemistry learning (especially in electrolyte solution chapter). They were also asked to write the history of the sub district where the local wisdom existed. It was purposed to make the students were responsible to develop their region. The students would be the leaders in the future if the teacher directed them well. This essay task was as a home work.

On the second meeting, the teacher explained the material about ionization degree and ionization reaction. The teacher facilitated the students to conclude the data to make a formulation of ionization degree:

α=

Then, the students were facilitated to know the development of oxidation and reduction reaction. After that, the students were asked to make a presentation

for the fourth meeting. The presentation was made in a group of eight. The

presentation discussed about the chemical reaction in Purworejo’s local wisdom.

On the third meeting, the students were asked to learn about the oxidation number, the agent of oxidation, and the agent of reduction. The method used was discussion in a group. The teacher freed the students to discuss the material first. Then the teacher asked the students to explain in front of the class. If there was the difficulty, the teacher would explain more about the material. The teacher liked to give the exercise to make the students think. Then, the teacher asked the students to explain the answer in front of the class. The students were active in answering and confident in explaining.

On the fourth meeting, the students were facilitated to know the procedures in naming the chemical compounds, especially that were related to the oxidation numbers. The teacher explained the ways in naming first. Then, the students did the exercises from the teacher. Next, the teacher checked the students’ cognitive level by asking the students to explain the answers in front of the class and discussing the answer. After that, the students did presentation of Purworejo’s local wisdoms related to chemical reaction, such as: stalagmite and stalactite in Seplawan Cave, limestone in Pituruh, the waste at Suronegaran Traditional Market, and keris in Tosan Aji Museum. This was the effort to do scientific approach in chemistry class. The teacher freed the students to search the information. The students presented the presentation in a group. Each student had to speak and explain the material in presentation.

b. The Chemistry Teaching and Learning Process in Control Class

The chemistry teaching and learning process in control class (X MIA 3) which applied scientific approach (without integrated local wisdom) was done five times (5 x 3 hours). Four times were for learning, once was for examination (students’ achievements). Control class consisted of 32 students (11 boys and 21 girls). In the beginning, the students of control class fulfilled learning discipline and social maturity questionnaires. The first meeting was started by dividing the students into eight groups. Each group consisted of four students. Then, they were asked to make the experiment of electrolyte and non electrolyte test. They were asked to bring some materials which were related to daily life such as: isotonic beverages, salt solution, and sugar solution. They also checked some chemicals,

such as HCl, NaCl, NH3, CH3COOH, and kerosene.

Scientific approach could be done by experiment. In experiment, the students were able to do observing, asking, associating, trying, and communicating. Observing was done by seeing the bubbles in the electrodes and seeing the existence of light. The students might ask the ways in connecting the tools and materials. They could ask the meaning of bright light, dim lamp, or, existence of bubble. In associating, the students could conduct the experiment, read the book, or search to the internet. Associating could be done by connecting one science to another science. Trying was done by doing the experiment, checking the electricity, analyzing data, concluding the experiment, and reporting the experiment in written report. Communicating was done by students by saying/ presenting the result of experiment in front of the class.

Based on scientific approach, in trying step, the students were also asked to group ionic bond, polar covalent bond, and non polar covalent bond after doing experiment. It would make the students think and remember more about the teaching and learning material. Then the students were facilitated to know the electricity of each bond. The teacher also gave the student’s work sheet to make the experiment is easy to conclude. Every student had to do the experiment. It was done by dividing the materials. Because there were many materials which will be tested, the materials could be divided. So, one student could test one or two material(s).

After knowing the electricity of some materials in daily life, the students were asked to make an essay about what they think about the materials in daily life, related to chemistry learning (especially electrolyte solution chapter).

On the second meeting, the teacher explained the material about ionization degree and ionization reaction. The teacher facilitated the students to conclude the data to make a formulation of ionization degree.

Then, the students were facilitated to know the development of oxidation and reduction reaction. After that, the students were asked to make a presentation for the fourth meeting. The presentation was made in a group of eight. The presentation discussed about the chemical reaction in daily life.

On the third meeting, the students were asked to learn about the oxidation number, the agent of oxidation, and the agent of reduction. The method used was discussion in group. The teacher freed the students to discuss the material first. Then the teacher asked the students to explain in front of the class. If there was the

difficulty, the teacher would explain more about the material. The teacher liked to give the exercise to make the students think. Then, the teacher asked the students to explain the answer in front of the class. The students were active in answering and confident in explaining.

On the fourth meeting, the students were facilitated to know the procedures in naming the chemical compounds, especially that were related to the oxidation numbers. The teacher explained the ways in naming first. Then, the students did the exercises from the teacher. Next, the teacher checked the students’ cognitive level by asking the students to explain the answers in front of the class and discussing the answer. After that, the students did presentation of the materials in daily life related to chemical reaction, such as: stalagmite and stalactite in a cave, limestone, the waste in, and corrosion existence in iron. This was the effort to do scientific approach in chemistry class. The teacher freed the students to search the information. The students presented the presentation in a group. Each student had to speak and explain the material in presentation.

c. The Effectiveness of Applying Local Wisdom- based Scientific Approach

toward Students’ Achievement

Students’ achievement could be measured by using some questions about oxidation and reduction reaction. The problems had been validated constructively and empirically. These problems were done by the students after having chemistry learning. Before students’ achievement was analyzed, prerequisite test was analyzed, namely the test of normality and the test of homogeneity. The test of normality was done to know whether the sample was normally distributed or not,

while the test of homogeneity was done to know whether the sample had homogeny variance or not.

The test of normality was done to the students’ prior knowledge, students’

achievement, prior learning discipline, final learning discipline, prior social maturity, and final social maturity. The data would be called normally distributed if the value of significance (p) was more than (α) 0.05. The values of significance in treatment class (before treatment) were 0.671 for prior knowledge, 0.832 for learning discipline, and 0.813 for social maturity. While in final data, the values

were 0.91 for students’ achievement, 0.52 for learning discipline, and 0.8 3 for

social maturity. The values of significance in control class (before chemistry learning) were 0.720 for prior knowledge, 0.568 for learning discipline, and 0.449 for social maturity. While in the final data, the values were 0.916 for students’ achievement, 0.710 for learning discipline, and 0.968 for social maturity. Based on those data, it was concluded that the prior data and final data in treatment and control class were normally distributed.

The test of homogeneity was done to students’ prior knowledge, students’

achievement, prior learning discipline, final learning discipline, prior social maturity, and final social maturity. The values of significance (before treatment) were 0.915 for prior knowledge, 0.316 for learning discipline, and 0.159 for social maturity. While in the final data, the researcher got 0.12 for students’ achievement, 0.063 for learning discipline, and 0.644 for social maturity. Based on those data, it can be concluded that the data of prior knowledge, prior learning discipline, prior social maturity, students’ achievement, final learning discipline,

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APPENDICES Appendix 1. The Letters of Statement in Validation Appendix 2. The Results of Validity and Reliability Appendix 3. The Results of Normality Test

Appendix 4. The Results of Homogeneity Test

Appendix 5. The Result of Univariate Analysis of Variance Test Appendix 6. The Results of Independent Sample t- Test

Appendix 7. The Lesson Plans for Treatment Class Appendix 8. The Lesson Plans for Control Class Appendix 9. The Indicators of Learning Discipline

Appendix 10. The Questionnaire of Learning Discipline before Empirical Validation

Appendix 11. The Questionnaire of Learning Discipline after Validation Appendix 12. The Guide in Scoring Learning Discipline

Appendix 13. The Indicators of Social Maturity

Appendix 14. The Questionnaire of Social Maturity before Empirical Validation Appendix 15. The Questionnaires of Social Maturity after Validation

Appendix 16. The Guide in Scoring Social Maturity

Appendix 17. The Indicators of the Test of Students’ Achievement

Appendix 18. The Questions in the Test of Students’ Achievement before Validation

Appendix 19. The Questions in the Test of Students’ Achievement after Validation

Appendix 20. The Guide in Scoring Student’s Achievement Appendix 21. The Worksheets in Chemistry Learning

Appendix 22. The Data of Prior Knowledge, Students’ Achievement, Prior Learning Discipline, Final Learning Discipline, Prior Social Maturity, and Final Social Maturity