The International Journal of Social Sciences and Humanities Invention 4(9): 3939-3944, 2017

DOI: 10.18535/ijsshi/v4i9.07 ICV 2015:45.28

ISSN: 2349-2031
2017, THEIJSSHI
Research Article
Development of Module Based on Local Potential Integrated SETS in Junior High
School
Trapsilo Prihandono1, Sri Wahyuni2, Zakaria Sandy Pamungkas3
1,2
Lecturer of Physics Education Study Program, University of Jember
3
College Student of Physics Education Study Program, University of Jember

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

INTRODUCTION
Indonesia is an archipelago consisting of large and small
islands about 17500. The diversity that became the
characteristics and uniqueness of Indonesia is among others in
terms of potential geographic, resource availability, the
availability of facilities and infrastructure, background and
social conditions, culture and a variety of other diversity
contained in each area. This leads to science lessons in junior
high school taught in an integrated manner that includes the
field of physics, biology, and chemistry by presenting the
potential of the surrounding area. Trianto (2010) says that
science is a collection of knowledge systematically arranged,
and in its use in Commonly limited to symptoms of natural
phenomena. Its development is not only characterized by the
existence of a collection of facts, but by the existence of
scientific method and scientific attitude.
Implementation of integrated science lesson in junior high
school can be done by using integrated science teaching
materials that contains themes with physics, chemistry, and
biology studies. The presentation of science concepts on
integrated science materials begins with the phenomenon
around students and discusses them with reviews From three
study areas. The integrated science teaching materials are
presented in a contextual manner intended for material review
to be tailored to the learning environment and easily
understood by the students (Yuliati, 2013 ). Therefore,
integrated science materials need to be developed and
implemented contextually to respond regional needs,
educational units, and learners by looking at the characteristics
and areas.
Each region must have local potential that can be utilized
optimally as learning materials of science lesson. These
potentials if used in accordance with relevant topics will
3939 The International Journal of Social Sciences and Humanities Invention, vol.4, Issue 9, September, 2017
provide various alternative activities to provide adequate
insight and knowledge for both teachers and students. In fact,
many schools have not utilized local or regional potentials in
Semboro as teaching materials. Some of the factors causing
many schools have not utilized local potentials are the
difficulty of time in the making of teaching materials, the cost
of making teaching materials, and the determination of learning
materials relevant to local potential.This causes the teacher's
textbooks owned by teachers mostly obtained from government
publications or from a variety of commercial publishers not
from teacher creativity development. The books are used in
teaching and learning activities in the classroom as well as
supporting student learning at home.
The fact is based on the results of preliminary studies
conducted by researchers on 28 March 2016 at SMPN 1
Semboro.Based on interviews with teachers in the field of
science states that students' learning outcomes on science
subjects is still relatively low.One factor that causes low yield
learning is less than the maximum textbook used in presenting
the facts that are in the environment of learners. This is
supported also with the results of questionnaires distributed in
31 students obtained 93% of data argue that textbooks used
science still not utilize the local potential as a learning
environment.
Based on this, it is necessary to develop textbooks as teaching
materials to support the implementation of the national
education system. One type of textbook that can be developed
in the form of science module. Modules are a set of teaching
materials that are presented systematically so that readers can
learn with or without a teacher or facilitator (Akbar, 2013). The
module should be able to explain something in a language that
is acceptable to learners according to their knowledge level and
age (Kurniasih, 2014: 61). For students the science module is
 Trapsilo Prihandono et.al / Development of Module Based on Local Potential Integrated SETS in Junior High School
assumed to help students to think intact and systematically
about the science so that it can be studied by students
independently. As for teachers, it will make it easier for
teachers to design and conduct science learning because the
module contains learning objectives, materials and activities to
achieve the objectives and evaluation of the achievement of
learning objectives (Budharti et al, 2012: 71).
Module based on local potential can be used as a solution to
enable students to know local potential. Local potentials are the
specific resource potentials that a region possesses, including
natural, human, technological and cultural resources that can be
developed to build national self sufficiency (Sarah, S., and
Maryono, 2014). Local potential can also be interpreted as
basic knowledge obtained from a life that is balanced with
nature. Arowolo (2010) says that "culture is the totality of a set
of bequeathed ideas, belief systems, values and norms, which
constitute the common bases of common agreed social action".
Therefore it can be concluded that the local potential is also a
basic knowledge obtained from a balanced life with nature.
Module based on local potential are developed by linking new
material with existing concepts about something that students
are familiar with in their environment. Existing concepts relate
to local potential and provide opportunities for teachers to
facilitate the linking of new knowledge to be conveyed to
students. Module based on local potential provide students with
opportunities to observe historically and futuristic local
potential conditions (Novana et al, 2014).
Education based local potential certainly has a positive purpose
for learners that is a) improve living values that can be
observed directly (tangible) such as religious, environmental
care (clean, tidy, safe, comfortable, beautiful, shady, and cool),
discipline, empathy, cooperation, courtesy, friendliness, smile,
greetings, and greetings (Sutjipto, 2011), b) establishing
learners who characterize as part of school life (Romanowski,
2005). The integration of module based on local potential with
the SETS (Science, Environment, Technology, and Society)
approach is one of the alternatives to teach environmental
concerns and solutions to address environmental issues,
especially in the utilization of local potential waste processing.
SETS, which have an extension of Science, Environment,
Technology and Society. The integration of local potentials
with SETS can be done by providing teaching materials using
actual issues about the science and technology that occur in the
community. Each material is linked to the social and
technological context so students see the integration between
the universe as science and the man made environment as
technology and the everyday world of students as the
community environment (Yuliati, 2013). With the packaging of
the students not only embedded theoretical concepts, but the
application of concepts in everyday real life such as local
potential and embedded attitudes of the importance of
environmental conservation in the management of local
potential for the benefit of society.
Binadja (2005) said that approach SETS a greater emphasis on
the granting on direct experience to develop potential so that
learners are able to explore and understand the natural
3940 The International Journal of Social Sciences and Humanities Invention, vol.4, Issue 9, September, 2017
surroundings naturally. The approach SETS geared toward
finding out and doing so can help learners understand the
nature around. A number of traits or characteristics on learning
vision SETS according, among others are (1) keep giving
emphasis on science as a subject of the lesson, (2) students
brought to the situation to make use of the concept of science
to the technology for the benefit of the community, (3) students
are asked to think various possibilities result happens in the
process of transferring the science into a form of technology,
(4) Students are asked to explain the integrated between
elements of science that are being discussed with other
elements in SETS that affect a range of linkages between these
elements, (5) Students brought to consider the advantages and
disadvantages of the use of the concept of the science when it
is changed in the form of related technology, (6) In the context
of constructivism, students may be invited to talk about SETS,
(7) a wide range of directions and from a variety of starting
points depending on the basic knowledge that is owned by the
student concerned.
Relevant research on the use of local potential and SETS has
already been done by other researchers before. However,
researchers are still often separated between the use of local
potential and SETS. Relevant research on local potential
among others by Sarah and Maryono (2014) shows that local
potential based learning tools can improve living values as a
key factor in shaping the character of learners. In addition,
Ibrohim (2015) through his research says that science learning
Based discovery and local potentials can increase the
achievement of learning outcomes above 75% and increase the
entrepreneur spirit of learners. Suwarni (2015) through his
research on local-based textbooks shows that the average
classroom learning outcomes that use local-based textbooks are
higher than those using conventional textbooks. Wahyuni
(2015: 5) through his research shows that learning tools based
on local wisdom are able to improve critical thinking skills in
the medium category. With regard to the use of SETS in
learning, conducted by Danu (2013) regarding the development
of SETS visionary materials on the chemistry lesson of Redox
Reaction chapter, it was found that teaching materials with
vision of SETS can improve students' critical attitude and be
effective in learning.
Based on the above background, the purpose of this study is to
describe the validity of science learning module based on local
potential integrated SETS, to describe the effectiveness of
science learning module based on local potential integrated
SETS, and to describe the practicality science learning module
based on local potential integrated SETS. The results of this
study are expected to introduce students related to local
potential so that students can learn in relating the concept of
science with local potential, can be used as the fulfillment of
curriculum curriculum materials, can be used as information
and certain considerations to create teaching materials that can
improve learning potential and interest in student learning, as
well as serve as reference material to conduct research
development of materials based on local potential further.
METHODOLOGY
 Trapsilo Prihandono et.al / Development of Module Based on Local Potential Integrated SETS in Junior High School
The type of this research is development research. According
to Sugiyono (in Astra et al, 2012), development research is
used to produce certain products, and test the effectiveness of
the product. Product in the form of science learning module
based on local potential integrated SETS. The research was
conducted using Borg and Gall's simplified development
research procedure into 4 main steps: 1) front-end analysis, (2)
design, (3) validation and revision, and (4) testing and final
revision. This research was conducted in the odd semester of
academic year 2016/2017 in SMPN 1 Semboro.Subjek used is
the students of class VII C as many as 36 students and tested
by using empirical test design of the product developed is One
Group Pretest-Posttest Design. Borg and Gall suggests that
pretest and posttest research designs are used to determine the
effectiveness and quality of products to be developed (Putra,
M, D., and Rakhmawati, L., 2015).
Instruments used in this study are: (1) sheet validation expert
and user learning module to measure validity and learning
module filled by validator; (2) cognitive assessment test in the
form of pre test and post test consisting of 10 multiple choice
questions and 5 description questions used to measure the
effectiveness of learning module in improving student learning
outcomes; (3) questionnaire of student response to 3 aspect
that is presentation, clarity of content, and achievement of
goal.
Assessment of module validation results by logic and user
validation is analyzed using descriptive analysis to measure
the level of validity and module. This quantitative descriptive
analysis is used to process the data obtained through the
validation sheet in the form of the average indicator value. The
steps to determine the average value for each aspect of validity
are as follows: (1) determine the average validation value of
each indicator; (2) determine the average validation value for
each aspect; (3) determine the total average value of all
aspects; (4) Validation value is converted in the interval rate
determination interval
Assessment of learning outcomes in the form of pre test and
post test were analyzed statistically to know the difference of
the students learning result between pre test and post test.
Analysis of this difference using paired sample t-test and
analyzed using SPSS, then analyzed by using gain test to
know the value of the increase. The steps to determine the
gain score are:
(1) Calculate the normalized gain score with the following
formula:
(2) Categorize the gain scores by the category of gain scores
as shown in Table 1.
Table 1 Criteria for interpretation of gain score
No Valuei <g> Criteria
1 <g> 0,7 Height
2 0,7> <g> 0,3 Medium
3 <g> <0,3 Less
3941 The International Journal of Social Sciences and Humanities Invention, vol.4, Issue 9, September, 2017
(Nofiyanti, W., and Ismono, 2015).
(3) The result of N-gain score data is examined if the N-gain
score of 0,3 can be said that science learning module based
on local potential integrated SETS is effective in improving
student learning outcomes (Marfuah et al, 2014).
The student response data on the module developed was
analyzed descriptively to determine the practical level of the
module. The percentage of data from the student response
questionnaire obtained was calculated based on the Guttman
scale with the following description: 1) the score 1 represents
the agree option on the positive statement or the choice
disagree On a negative statement, 2) the score 0 represents
the disapproval option on the positive statement or the
agree option on the negative statement. The formula used to
calculate the percentage of each aspect is as follows.
Percentage of agreement 100%..........................(2)
Information :
R = the proportion of the number of students who choose to
agree
SM = number of students
(Trianto, 2010).
The results of percentage data were analyzed to determine the
practicality of the module by using criteria of response scores
as in Table 2 below. The results of the response data were
examined if the percentage of agreement 61% of science
learning module based on local potential integrated SETS can
be categorized as practical (Masruroh, F and Listiadi, A.,
2015).
Table 2 Criteria for interpretation of response scores
No Percentage Category
1 0%-20% Very less
2 21%-40% Less
3 41%-60% Enough
4 61%-80% Practical
5 81%-100% Very Practical
(Apsari, Y, D., and Ismono, 2014: 3).
RESULTS AND DISCUSSION
Product development in the form of science learning module
based on local potential integrated SETS. This learning
module is developed with reference to Core Competence and
Basic Competence in accordance with the basic framework of
curriculum 2013. The role of the module serves as an
accompanying books that already exist in the school and can
be used self-learning materials for students at home so as to
provide sufficient time for students to understand a Material.
Characteristics of science learning module based on local
potential integrated SETS include the module cover presented
providing an overview of the material to be discussed as
shown in Figure 1. The combination color of green as well as
the addition of a local potential image aims to attract students
to introduce students to local potential areas Semboro. The
next module section is the module's starting page consisting of
 Trapsilo Prihandono et.al / Development of Module Based on Local Potential Integrated SETS in Junior High School
title page, offer page, introduction, table of contents, image
list, table list, introduction, core competencies, usage
instructions, module anatomy, concept maps and local
potential.
Figure 1. Cover of Module
The material in this module will be presented into 3 learning
activities that are learning activities 1 (KB 1 which will study
sub subject of characteristic object which includes physical
and chemical properties, Learning Activity 2 (KB 2) which
will study sub subject of change of object which include
Physics and chemistry changes, and learning activities 3 (KB
3) which examine the sub-topics of mixed separation methods
include filtration, centrifugation, chromatography, distillation,
evaporation and its benefits in daily life.
The modules that have been developed are measured the
feasibility level by considering three aspects of feasibility,
namely: validity, practicality and effectiveness. In the
validation test data validation of science learning module
based on local potential integrated SETS. science learning
module based on local potential integrated SETS is valid if it
has been through expert validation process and user validation
with validation value is at interval 4Va5.
Data of logic validation result is validation result in
instructional study obtained from two validator consisting of
two lecturers of Physics Education Study Program of FKIP
University. Logic validation contain of four aspect, that is
content, design, language, and evaluation. User validation
result data is validation result on technical study obtained from
two validator consisting of two science teacher. User
validation contain of four aspects, that is content, design,
language, and evaluation. Data validation results obtained in
the form of assessment data as well as suggestions and
comments from logic validator and user validator. The result
of assessment analysis from logic validator to science learning
module based on local potential integrated SETS can be seen
in Table 3.
Table 3. Quantitave of Logic Validation
Average of
Aspect Validity Category
aspects
Content 4,21
Design 4,19
4,18 Valid
Language 4,08
Evaluation 4,17
3942 The International Journal of Social Sciences and Humanities Invention, vol.4, Issue 9, September, 2017
The results of the analysis of logic validation valuation data
obtained validation value at 4Va5 interval of 4.18 so that
meet the valid category. Expert validation value of 4.18 is
obtained from the average of 4 fields of material, design,
language and evaluation. In the field of material obtained
validation value of 4.21 due to the material that is not yet clear
on the characteristics of substances about the chemical nature
of acid and decay. In the field of design obtained validation
value of 4.19 because there are images that have a low
resolution that is on the picture drops contained in learning
activities 3 about the separation of the mixture. In the field of
language obtained validation value of 4.08 because there are
some parts that do not use the standard Indonesian language is
good and correct. In the field of evaluation obtained value of
4.17 because the key answer to the problem of multiple choice
has not been given an explanation but the evaluation of the
module can be used in measuring the achievement of learning
objectives.
This validation result also matches the suggestion and
comment data obtained from two expert validators. Based on
the assessment from the expert validator, it is concluded
science learning module based on local potential integrated
SETS is good and can be used with little improvement. Such
improvements include image resolution, grammar, key
answers and material review on the subject of more clarified
substance characteristics. The results of the assessment
analysis of user validation of science learning module based
on local potential integrated SETS can be seen in Table 4.
Table 4. Quantitative of User Validation
Average
Aspect Validity Category
of Aspect
Content 4,80
Language 4,6
4,80 Valid
Design 4,83
Evaluation 5
The result of data analysis of user validation validation
obtained greater validation value than expert validation value
that is equal to 4.80 which is at interval 4Va5 so that fulfill
valid category. The user validation score of 4.80 is derived
from the average of 4 aspects ie material, language,
presentation, and evaluation aspects. In the material aspect
obtained score 4.80 due to the concept of planting on the sheet
of scientific activities is still difficult to do independently by
students so that the validator provides suggestions to clarify
and guide students in carrying out experimental procedures. In
the language aspect obtained the smallest score from another
aspect that is equal to 4.6. This is because the language used in
mixed separation material is still difficult to understand by the
students even though the language used is guided by rule so
the validator provides suggestions for delivering the material
when the learning activities are simplified. In the aspect of the
presentation obtained score of 4.83 because there are some
illustrations that are still difficult to understand by students so
that the validator provides suggestions to bring the source of
learning in the form of local potential as a demonstration
 Trapsilo Prihandono et.al / Development of Module Based on Local Potential Integrated SETS in Junior High School
media for students to better understand the characteristics of
substances. In the evaluation aspect obtained a maximum
score of 5. This is because the question of evaluation in
accordance with indicators and learning objectives and can
measure the achievement of goals.
Data on the assessment sheet can be concluded that science
learning module based on local potential integrated SETS is
valid on the technical assessment without any
improvement.This validation results also in accordance with
the data suggestions and Comments obtained from two expert
validators stating that the contents of the modules developed
interesting and good, as well as images contained in the
module has been presented in accordance with the material so
that it can be obtained the conclusion that the science learning
module based on local potential integrated SETS classified
Good and can be used without any improvement. The results
of the effectiveness analysis science learning module based on
local potential integrated SETS based on pre test and post test
data. The summary of the average grade scores on the pre test
and post test activities can be seen in Figure 2.
100
50
0 3
Pre test Post test
Pre test Post test
Average 21.25 58.33
Figure 2. Average grade score on pre test and post test
Furthermore, the pre test and post test data were analyzed to
determine the improvement of cognitive domain learning
outcomes before and after being given the module using the
N-gain test and categorized according to the criteria based on
Table 1 to determine the effectiveness of the module.results of
N-gain test calculation can be seen in the table 5.
Table 5. Recapitulation of N-gain test
Aspect Pre Post Differ N- Criteria
test test ence gain
Average 21,25 58,33
Score max 42 86 37,08 0,4735 Medium
Score min 10 33
Result of effectivity analysis of science learning module based
on local potential integrated SETS got data that mean score of
pre test and post test of student that is 21,25 and 58,33 with
average value of N-gain equal to 0,4735. This value indicates
that the improvement of student learning outcomes before and
after being given science learning module based on local
potential integrated SETS on medium criteria. Thus science
learning module based on local potential integrated SETS is
said to be effective in improving students' cognitive domain
learning outcomes.
3943 The International Journal of Social Sciences and Humanities Invention, vol.4, Issue 9, September, 2017
The science learning module based on local potential
integrated SETS is effective in improving student learning
outcomes as the developed module has several advantages:
linking new materials with existing concepts such as local
potentials. In addition, the materials contained in science
learning module based on local potential integrated SETS are
linked to environmental and technological contexts. With the
packaging of the students not only embedded theoretical
concepts, but the application of concepts in everyday real life
such as local potentials to obtain optimal learning results.
The result of analysis of practicality of learning module of
science based on local potential of subject matter of change of
object is based on student response data. Result data of
percentage of response obtained is analyzed to determine
module practicality by using criterion of response score
interpretation in Table2. Response data results are examined if
the percentage of agreement 61% of local potential-based
science modules can be categorized as practical. Student
response data on each aspect can be seen in Table 6 below.
Table 6. Percentage of student response
Percentage
No Aspect of Category
agreement
1 Design of module 95,14 % Very practical
2 Clarity 95,84 % Very practical
Achievement 93,01 % Very practical
Average 94,44 % Very practical
Result of analysis of practicality of Very practical based on
student response data can be known that average of percentage
of agreement raised response equal to 94.44% so that in very
practical category. The students' positive response is high due
to some of the advantages found in the module that developed
module attention to the local potential such as sugar plant and
sugar factory namely PG Semboro so that students can
associate the concept learned with the application in life in the
form of local potential management. In addition, developed
modules contain phenomena and problems around the
environment of learners such as phenomena utilization blotong
to be ferltilizer so that learners are taught the use of sugar cane
waste as a solution to the problems that occur in the
environment. In general, students respond positively to Very
practical with a value of 94.44% so it can be said that module
based on local potential integrated SETS (Science,
Environment, Technology, Society) has a practical level of
94.44% according to students.
CONCLUSION
Based on the description of the results and discussion above, it
can be concluded that module based on local potential
integrated SETS is proper to be applied in learning. This can
be seen from the validation assesment criteria gets valid with a
assesment scores reached 3,8 and 3,18. The practically
assesment shown from percentage 94,44%. The effectiveness
assesment showed in the medium category indicated by the
calculation of the gain score 0,4735. It could be concluded
 Trapsilo Prihandono et.al / Development of Module Based on Local Potential Integrated SETS in Junior High School
that sciences learning module based potential local integrated
SETS wothly to use as teaching materials.
Module based on local potential integrated SETS can enhance
cognitive learning outcomes as well as the living value and
character of the care for the environment. Improved results
because of the magnitude of the response level learning
students against the module that was developed while
increasing knowledge about environment due to the
presentation of contextual based material and review of
current environmental conditions that cause students have the
attitude is critical. Teacher should be develop modules by
utilizing local potential in accordance with the environment
around the school so that students are able to remember such
material by looking at images that are characterized by an
environment that is in school.
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