JPII 6 (1) (2017) 49-54

Jurnal Pendidikan IPA Indonesia

http://journal.unnes.ac.id/index.php/jpii

THE DEVELOPMENT OF LOCAL WISDOM-BASED NATURAL SCIENCE

MODULE TO IMPROVE SCIENCE LITERATION OF STUDENTS

B. Setiawan1, D. K. Innatesari1, W. B. Sabtiawan1, Sudarmin2

1
Natural Science, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia
2
Natural Science, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia

DOI: 10.15294/jpii.v6i1.9595

Accepted: February 30th 2017. Approved: March 23th 2017. Published: 30th April 2017

ABSTRACT

The vulnerability of communities in facing volcano disaster is one of the indicators of the low literacy of science.
The low knowledge about volcanic material causes it needs to be packed in an attractive learning so that it can tap
into the ability of students’ science literacy by using teaching materials that are closer to student learning envi-
ronments. This research aims to develop the local wisdom-based natural science module on the theme of Mount
Kelud eruption, which is both theoretical and empirical. The type of this research development is Research and
Development (R & D) by adapting the ASSURE instructional design. The results of this research are the validation
results of theoretical feasibility of teaching materials based on the components of material feasibility of 87, 5% with
very good category, components of presentation feasibility of 91, 7% with very good category, components of
language feasibility of 88, 9% with very good category, components of local wisdom values of 87, 5% with very good
category, and components of science literacy feasibility of 88, 9% with 88, 9% with very good category. The results of
empirical feasibility are the test results of students’ science literacy with N-gain variation value of 0,2; 0,3; and 0,4
respectively with low, medium, and medium category. The results show that the developed local wisdom-based
natural science module is suitable to improve the ability of students’ science literacy either theoretically or
empirically.

© 2017 Science Education Study Program FMIPA UNNES Semarang

Keywords: natural science module; local wisdom; science literacy

INTRODUCTION science and technology (Genc, 2015; Jurecki &

The life of people in the globalization era is
characterized by the rapidly growing progress of
science and technology. It demands the citizen to
have basic skills that can be used to socialize in the
community. A competitive generation is nee- ded in
the natural science and technology refer- ring to the
ability of science literacy.
In the 21st century, science literacy be-
comes the focus of science education or natural
science (Safitri et al., 2015), because the deve-
lopment level of a certain nation is determined by
the awareness of human resources toward
*Alamat korespondensi:
E-mail: benisetiawan@unesa.ac.id
Wander, 2012; Holbrook & Rannikmäe, 2009;
Turgut, 2007). In addition, Programme for In-
ternational Student Assessment (PISA) defines
literary science as the capacity to use scientific
knowledge, identify questions, and draw conclu-
sions based on evidence in order to understand and
help in making decisions about daily life and
interaction between human and nature (Bybee,
2011). Yuenyong and Narjaikaew (2009) define
science literacy as knowledge toward science and
understanding toward relation between sciences,
technology, society, and environment. It shows that
the students are hoped to be able to master the
scientific knowledge and apply it in the dai- ly life.
Science for All American defines litera-
50 B. Setiawan, D. K. Innatesari, W. B. Sabtiawan, Sudarmin / JPII 6 (1) (2017) 49-54
ry science as an ability to understand concept,
science principle, and scientific thinking to solve
problems relating to science. An understanding of
learning directing to the shaping of science literacy
on students is apparently still lacking in Indonesia.
It can be seen from the vulnerability of Indonesian
citizens toward the threat of a vol- cano. According
to (Safitri et al., 2015) that the ability of students’
science literacy of Indonesia is still low. It is
proven from the research results conducted by
PISA (Programme for Internatio- nal Student
Assessment) organized by PISA in 2012. The
results stated that the ability of stu- dents’ science
literacy of Indonesia with the sub- ject of fifteen-
years-old students ranked 64th out of 65
participating countries that are below the PISA
average standard is 500. The score result of science
is only 382. In every three years, the ran- king of
Indonesia continues to decline. The dec- rease in
science literacy skills is further strengt- hened by
the low level of learners’ knowledge of volcano-
related problems.
This is also strengthened by Martin’s rese-
arch in Hariyono (2014), which shows that the
average score of Indonesian students’ ability in
Earth Science material is 33, much lower than the
international average of 45. The ability of science
literacy for learners is important to mas- ter,
considering that Indonesia is an archipelagic
country located at the meeting of three major
tectonic plates of the world, the Euro-Asia Pla- te
in the North, the Indo-Australian Plate in the South
and the Philippine-Pacific Ocean Plate in the East.
This makes Indonesia be a country with high levels
of vulnerability to natural disasters, one of which is
volcanic eruptions.
Indonesia is a country that is located in the
Ring of Fire because it is surrounded by a mee-
ting of tectonic plates with an active volcano row.
Indonesia has 127 active volcanoes comprising of
76 type A volcano, 30 type B volcanoes, and 21
type C volcanoes. Type A volcanoes are spread in
several locations such as in East Java as many as 19
volcanoes, one of which is Mount Kelud, which is
located between Kediri, Blitar, and Ma- lang
(Anwari, 2015). The eruption of Mount Ke- lud in
2014 caused the Ngantang District to be the most
severely affected. This is because the Ngan- tang
District is the closest area to Kelud Crater, which is
about 7-10 km. The volcanic ash, which reaches
the Ngantang District, has a thickness of 20-30 cm
with a diameter of 5-8 cm (Syiko in Ma’arif et al.,
2012). Until now, Mount Kelud is declared as an
active volcano that is still possible to happen an
eruption in the future. Knowledge of natural
disasters needs to be held in disaster
prone areas, especially volcanoes.
SMP Negeri 1 Puncu is a school, which is
located on the slopes of Mount Kelud, Kedi- ri
Regency. As a school vulnerable to a volcanic
eruption, knowledge of volcano problems should
be fully understood by students. The results of the
dissemination of test sheets given to 28 Grade
VIII-G students of SMP Negeri 1 Puncu indicate
that all students have experienced an eruption of
Mount Kelud, 38% of students know the cause of
eruption, and 44% of students can explain the signs
of the eruption of Mount correctly. From the
students ‘answers, several problems were found,
such as students assuming that the vol- cano
erupted due to natural conditions and the
mountains were old, the students still had diffi-
culties in distinguishing lava and magma, and most
of the students’ answers were not accom- panied
by scientific explanations. Djulia in Su- darmin
(2014) explained that the low literacy of science
and the quality of education in Indonesia had been
predicted because of the lack of attenti- on to the
socio-cultural environment as a source of learning.
The villagers on the slopes of Mount Ke-
lud for generations have recognized the volcano
activity. The area around Mount Kelud has local
wisdom that appears and develops from gene-
ration to generation in the form of knowledge,
customs, and ethics that guide the community in
facing eruption disaster. One of the local wisdom
that developed in the society is signs of the erup-
tion of Mount Kelud. People believe that if there
are a red-tailed ape and Turtledove birds “Gung”
which go down to the residential areas, the erup-
tion of Mount Kelud will happen. Ma’arif et al.
(2012) concluded that each community group has
knowledge and ways to deal with the environ- ment
for their survival. It is known as “wisdom to cope
with the local events” or often abbreviated as
“local wisdom.” Based on the result of teacher
interview, there is no teaching material describing
the local wisdom of the local area.
Regulation of the Minister of National
Education number 22 of 2006 which states that
each educational unit can offer to learn in accor-
dance with the interests and talents of learners as
well as local potential, cultural environment,
economic conditions and regional needs, with
competence standards and basic competencies self-
developed. Education Unit Level Curriculum
provides schools and teachers the freedom to de-
velop their own curriculum according to the needs
and circumstances of the community around the
school (Isnaini, 2013). Cultural-oriented learning
(ethnosains) is based on the recognition of cultu-
re as a fundamental part has tried to meet the
of education to express challenge, by making a
and communicate an scien- ce-based teaching
idea and the design using
development of ethnoscience ap- proach
knowledge (Ryan, through the cultural
2010). Atmojo (2012) context of making
 B. Setiawan, D. K. Innatesari, W. B. Sabtiawan, Sudarmin / JPII 6 (1) (2017) 49-54 51
soybean cake (tempe). exploration skills of From the x
Based on this, teachers learning source, which description above, then,
are expected to develop derived from the socio- it is con- ducted 1
lessons that can utilize cultural environment to research and 0
local wisdom as a increase understanding development of local- 0
learning resource. of the IPA concepts. based wisdom IPA %
Modules can be used as Based on the module by using the
teaching materials that open questionnaire, theme of Kelud Mount N
can connect kno- which is distributed to eruption to teach the By the
wledge of science with students of grade VIII- science literacy to- description of ‘p’ is the
the local wisdom. G SMP Negeri 1 Puncu, wards students SMP percentage of eligibility
Sardjiyo (2005) it is found that 43% of Negeri 1 Puncu. module, N is the
states that the students want modules maximum number of
development of IPA that contained MET scores and f is the
learning media based information of eve- HODS number of scores
on ethnosciences ryday life. Learning obtained. The local
approach is a way to resources using cultural This research is wisdom-based IPA
create a learning and local wisdom using research and module is conside- red
atmosphe- re and approaches are expected deve- lopment (R & D) to be deserved as a
learning experience that to make learners to method by adapting the good category if the
integrates local wisdom achieve established instruc- tional design vali- dation rating
in the process of competencies. In ASSURE. The achieves ≥69% (Akbar,
science learning. This addition, learners also development of IPA 2013).
is in line with Khoiri obtain the more modules local wisdom A science
(2016), he stated that meaning- ful learning -based is reviewed literacy test of the
lear- ning that connects because it is close to the based on theoretical student is used to
the context of local cultural en- vironment. and empirical measure students’
potential with learning The Aprilia’s feasibility. The tar- get literacy skills. To cal-
materials would help Research (2015) states of this research is IPA culate the science
the learner to achieve that the booklet of module based local literacy test scores of
the learning objectives. ethnosciences wisdom. The students using the
Knowledge of local (Indegenous Scien- ce development stage was formula as follow:
potential is closely and Local Wisdom) is conducted in major of Score =
linked to the learner’s worth theoretically to be S-1 IPA Education in T
ex- perience. Osborn used in the learning Mathematics and ot
(2003) explains that the process on the diversity Sciences Faculty al
learner experience or of matter, and the ability (FMIPA) and limited sc
prior-knowledge will of science literacy, as trial at SMP Negeri 1 or
have a posi- tive impact well as Sudarmin & Puncu with 15 students e
on the learning attitudes Samini (2015), states of class of
of science. In addition, that the use of VIII. The limited trial a
learners who have had integrated module of design is using One ns
learning ex- periences ethnosciences in lear- Group Pretest-Posttest w
related to local wisdom ning Problem-based is Design. The data er
will tend to gain effective used for obtained in this s
cognitive improvement student literacy skills. research is the result of x
because they are more validation of local 1
motivated (Tosun and wisdom-based IPA 0
Taskesenligil, 2011). module and the result 0
Sajidan et al. (2015) of student’s science %
have also successfully literacy test. M
imple- mented this kind The result of a
of learning. The study local wisdom IPA xi
showed that 85% of module va- lidation m
learners were able to was analyzed by u
connect to the concept quantitative m
of IPA and local descriptive. The sc
knowledge in the com- analysis method used or
munity. Therefore, the in the study as follows: e
researcher suggests that P = Then, the scores
prospective IPA f obtained are interpreted
teachers should into science literacy
emphasize on the
52 B. Setiawan, D. K. Innatesari, W. B. Sabtiawan, Sudarmin / JPII 6 (1) (2017) 49-54
level scores according test science literacy Table 2. Pretest and
to PISA (Yuliantika in sco dimensi- on gets an Posttest results
Inzanah, 2014). The re average percentage of
increa- sing of student With criteria of 88.9% with very good Science Achievement
Percentage N-
science literacy was the gain score, g ≥ 0.7 feasibility categories. Literacy Crite
Gain
analyzed by is a high category, 0.3 The eligibility of Level Pretest Postest
normalized N-gain ≤ g <0.7 is a medium the module theoretical- 2 80,0 6,7 -3,7 (Decrea
formula: category and g <0.3 is ly gets an average of 3 13,3 26,7 0,2 Low
N-gain = a low category. percentage score 88.9
pos with the good category. 4 6,7 39,9 0,4 Medi
ttes RESU According to Rusilowati 5 0 26,7 0,3 Medi
t LTS et al. (2016), she states
sco AND that local wisdom-based Based on Table
re - DISC IPA modules are 2, pretest results show
pre USSI considered to be 13.3% of students are
test ON appropriate as in good in level 3 of science
sco category if the lite- racy ability, 6.7%
re The research validation assessment of students are in level
ma entitled “The reaches 77%. Therefore, 4 of science literacy
xi feasibility of Local it can be said that the lo- ability, and the
mu Wisdom-based IPA cal wisdom-based IPA remaining 80.0% are in
m Module to Improve Li- module developed is ap- level 2 of science
sco teracy of Student propriate theoretically literacy ability. After
re - Science” has been used in learning. the implementation of
pre implemented Scientific literacy learning by using local
and collected various The development capabilities measured wis- dom-based IPA
data needed. Then, the of local wisdom-based includes the dimensions module, the posttest
data are analyzed to IPA module consists of of content, context, and result shows that the
determine the five components. They process. The test given remaining 6,7% of
feasibility of the are material feasibility, is in the form of students are in level 2
modules applied in the presentation, language, multiple choice of science literacy
learning as it is conformity with local questions amounted to ability. This result
reviewed from the wisdom values and their 10 questions that indicates that most
theoretical and compatibility with oriented science literacy. students experience a
empirical feasibility.science literacy. Based The table 2 below is change in literacy skills
The theoretical on Table 1, the local Pre- test and Posttest of science that initially
feasibility can be wisdom-based IPA results. in level 2 becomes to a
determined from the module, the overall higher level. Table 2
validation done by material feasibility also shows 26.7% with
ethno sciences expert, component results in an science literacy ability
lectu- rer as the expert average percentage of of level 3, 39.9% of
of material, and science 87.5% with very good stu- dents with science
teacher. Empirical feasibility categories. literacy ability of level
feasibility can be seen The overall feasibility 4 and the remaining
from the results of of the presentation 26.7% of students are
students’ science results in an average in science literacy
literacy tests. The result percentage of 91.7% ability of level 5.
of the feasibility of the with very good Improvement of science
module theoretically feasibility categories. literacy can be made
exp- lained in Table 1 The overall language through improvement
below. feasibility gets 88.9% of the learning process
percentage with very (Sujana, et al., 2014).
Table 1. The theoretical good feasibility Based on the
feasibility of module category. The feasibili- results of the pretest
from 15 students in
Component Scorety(%)
of conformity with
Table 2, the large
local wisdom values as
Material 87,5 percentage is in the
a whole gets an average
Language 91,7
percentage of 87.5% science literacy ability
very good feasibility of level 2 (Fleischman
Presentation 88,9
categories. The et al., 2010) stated that
Local wisdom 87,5 at that level students
feasibility of con-
Science literacy 88,9
formity with the overall have sufficient science
knowledge to provide
 B. Setiawan, D. K. Innatesari, W. B. Sabtiawan, Sudarmin / JPII 6 (1) (2017) 49-54 53
explana- tions or draw The results are IPA. around Kelud mount.
conclusions based on quite satisfactory by The development The Student Worksheet
simple inqui- ry. seeing from the low of of student science litera- (LKS) contained in the
Students are able to science literacy level cy is seen from pretest module is linked to the
provide direct achieved in Indonesia. and posttest score by local wisdom values of
reasoning and make PISA (2012) states that using N-gain analysis. the local community in-
general interpretations 22% of Indo- nesian The result of N-gain cluding public belief
of the results of students are at level 2 analysis can be about the causes of
scientific inquiry or and only 2% are able presented in Table 2, erupting volcanoes,
problem solving from to reach level 3 and which is informing that then, it is examined by
techno- logical above. The science the increase of science performing simple
aspects. Posttest literacy level of literacy result is in the experimental activities.
results show the Indonesian students is low and medium Through simple
largest percentage is at in the second rank category. The experiments, students
level 4. At these levels from the lowest level development of science can explain the
indicates that students of PISA after Peru. literacy is not maximal scientific phenomenon,
can work effectively The le- vel because the te- acher which is one of the
with situations and achievement of does not give more time indicators of process
problems that may students’ science in science literacy dimensions. In the
involve explicit literacy abi- lity training. It means that it module, there is also an
phenome- na. between the PISA needs to add more time LKS where students are
Therefore, it requires results and the limited allocation in the science assigned to explain the
them to make trial results is different. lesson to improve stu- scientific science that is
inferences about the This is due to the dents’ science literacy. found in the local
role of science and difference in standard Therefore, it can be wisdom of the native
technology know- questions given by used in future research. people by using local
ledge (Fleischman et PISA. In additi- However, in the medium wisdom IPA module.
al., 2010). ca- tegory, it can be seen Therefore, students can
on, there are other materials, and having a that there is an increase answer the questions of
factors such as the cultural value that is ap- in student science pretest and posttest that
potential, regional propriate to the learning literacy. The local-based required explaining the
characteristics, social experience. This rese- science wisdom of IPA scientific science
and cultural com- arch is focusing on the learning can encourage contained in local
munities and the development of students to construct wisdom around stu-
diversity of Indonesia teaching materials in the and make connections dent learning
students. Those factors form of IPA module between the knowledge environment. This is
will certainly give based local wisdom and reality in the similar to the statement
effect to the as- pects of community of Mount environment. of Holbrook (2005) that
learning and the ability Kelud. This is in line Local wisdom- science will be easy to
of science litera- cy with Djulia’s statement based IPA modules can learn when it makes
students. Inzanah (Sudarmin, 2014), the be developed by sense in the students’
(2013) states the results low level of science reconstructing origin view and it relates to
of science literacy can literacy and the quality science into western the human
be different from PISA of education in science or scientific environment, in-
results if it is conducted Indonesia has been science (Khusniati, terests, and aspirations.
in a smaller scope. predicted be- cause of 2014). An experiment According to Sudarmin
The ability of the lack of attention to activity is conducted & Samini (2015),
science literacy can be the socio-cultural based on the LKS that learning using an
imp- roved by taking environment as a source contained in local integrated mo- dule of
into account the of learning. Therefore, wisdom based module. ethno sciences in
characteristics and it is required teaching The module of Mount problem-based learning
potential of students, materials in accordance Kelud Eruption is not also provides an
and the development of with the socio-cultural only focusing on opportunity for students
teaching materials, environment of material content about to invol- ve directly and
which is accordance students. Par- min Vol- cano Eruption, but actively in scientific
with student learning (2015) states that the also there is context activities, and provide
environment. As Yusuf development of culture dimen- sion in the form worth experience to
(2011) states that in the community of the local wisdom of students about IPA
teaching materials can should be used as people learning in the context
be obtained from material in the of local wisdom.
supported sources of development of Therefo- re, the
life-skills, authentic teaching materials of concepts received by
54 B. Setiawan, D. K. Innatesari, W. B. Sabtiawan, Sudarmin / JPII 6 (1) (2017) 49-54
students will be easy feasibility of US 15-Year-Old classroom. Journal
to remember. The presentation is 91.7% Students in Read- of Geoscience
ing, Mathematics, Education, 60(2),
students become more of the very good
and Science 100-105.
familiar with the category. The language Literacy in an Khoiri, A. (2016). Local
material being studied. feasibili- ty component International Wisdom PAUD to
This is similar to the is 88.9% of the very Context. NCES Grow Stu- dent’s
statement that good category. The 2011-004. National Soft Skills (Study
expressed by local wisdom values Center for Cash: Development
Education Statistics. RKH On Science
Susilowati et al. component is 87.5% of
Genç, M. (2015). The effect Learning).
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