The International Journal of Social Sciences and Humanities

Invention
Volume.... issue ....2017 page no.01-04 ISSN : 2349-2031

Development of Module Based on Local Potential Integrated SETS in

Junior High School
Zakaria Sandy Pamungkas 1 , Sri Wahyuni2 , Trapsilo Prihandono3
1
College Student of Physics Education Study Program, Jember University
2
Lecturer of Physics Education Study Program, Jember University
3
Lecturer of Physics Education Study Program, Jember University
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.

I. 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.
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
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 s tudent learning at home.

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.
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

3
Pamungkas et al :Development of Module based on Local Potential Integrated SETS in Junior
High School; Vol. |Issue .|Pg:102-109
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 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
4
[2017]
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
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
Pamungkas et al :Development of Module based on Local Potential Integrated SETS in Junior
High School; Vol. |Issue .|Pg:102-109
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.
II. METHODOLOGY
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:
5
[2017]
(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
(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).
III. 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.
Pamungkas et al :Development of Module based on Local Potential Integrated SETS in Junior
High School; Vol. |Issue .|Pg:102-109
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 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.
6
[2017]
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
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
Pamungkas et al :Development of Module based on Local Potential Integrated SETS in Junior
High School; Vol. |Issue .|Pg:102-109
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 s core 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
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
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 gain
ence
Average 21,25 58,33
Score 42 86
max 37,08 0,4735 Medium
Score 10 33
min
7
[2017]
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.
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
3 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.
Pamungkas et al :Development of Module based on Local Potential Integrated SETS in Junior
High School; Vol. |Issue .|Pg:102-109
IV. 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 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.
V. REFERENCES
[1] Akbar, Sa'dun. 2013. Learning Device Instruments.
Bandung: PT Remaja Rosdakarya.
[2] Apsari, Y, D., and Ismono. 2014. Development of
SETS-Oriented Student Activity Sheet on Substance
Material of Food Additives. Journal of Chemical
Education. Vol. 3 (2): 1-6.
[3] Arowolo, D. 2010. The Effects of Western Civilization
and Culture on Africa. Afro Asian Journal of Social
Sciences. Vol. 1 (1): Quarter IV.
[4] Astra, M., Umiatin, and Ruharman, D. 2012. Mobile
Physics Learning Applications Using Adobe Flash as
Supporting Media Learning. Journal of Education and
Culture. Vol. 18 (2): 174-180.
[5] Budharti, R, Ekawati, Y, E., and Pujayanto .2012.
Development of Integrated Science Module Based on
SETS with the theme "Environmental Preservation" (in
Content Validity Review). Surakarta: UNS.
[6] Danu. 2013. Development of Redox Materials
Reactions Redox Bervisi Sets, Constructivist oriented.
Journal of Innovative Science Education. Vol. 2 (1): 27-
34
[7] Depdiknas, 2007. Educational Curriculum Model that
Implement the Vision SETS (Science, Environment,
Technology and Society). Balitbang Departement of
Education : Jakarta.
[8] Hobri. 2010. Research Development Methodology.
Jember: Pen Salsabila.
[9] Ibrohim. 2015. Development of Science / Biology
Learning Based Discovery / Inquiry and Local Potential
8
[2017]
To Improve Scientific Skills and Attitudes And Grow
Increasing Entrepreneurial Soul. Proceedings of the
National Conference on Science and Entrepreneurship
II.
[10] Kurniasih, I. 2014. Textbook Making Guide Text
Lesson Compatible With Curriculum 2013.Yogyakarta:
Pen Word.
[11] Marfuah, S., Irsadi, A., and Pamelasari, D, S. 2014.
Development of integratedscience worksheets in the
form of Jigsaw Puzzle on Ecosystem Theme and
Environmental Pollution at SMP Negeri 2 Margoyoso
Kabupaten Pati. Unnes Science Education Journal. Vol.
3 (2): 528-534.
[12] Masruroh, F., Listiadi, A. 2015. Development of
Accounting Receivables Based Scientific Approach on
Financial Accounting Subjects. Journal of Technology
Technology Students. Vol. 3 (2): 1-6.
[13] Nofiyanti, W, D., and Ismono.2015. Development of
Student Activity Sheet Problem-Based Problem
Oriented to Train Student Critical Thinking Skills on
Basic Material of Student Reaction Rate of Class XI
SMAN 15 Surabaya.Journal of Chemical Education.
Vol.4 (2): 172-179.
[14] Novana, T., Sajidan, and Maridi. 2014. Development of
Local Based Potential Inquiry Module on Material of
Moss and Nail Plants. Journal of Inquiry. Vol 3 (2):
108-122.
[15] Putra, M, D., and Rakhmawati, L. 2015. Learning
Device Development Implementing Self Directed
Learning Model with Proteus Software to Achieve
Student Learning Competence. Journal of Electrical
Engineering Education. Vol.4 (1): 277-283.
[16] Romanowski, M. H. 2005. Through The Eyes Of
Teachers: High School Teachers' Experiences With
Character Education. ProQuest Education Journals. Vol.
34: 6-23.
[17] Sarah, S and Maryono.2014. Development of Local
Potential Based Learning Tools to Enhance Living
Values High School Students in Wonosobo District.
Journal of Technoscientica Technology. Vol. 6 (2):
185-194.
[18] Sutjipto.2011. Character Education Development
Pioneer in Education Unit. Journal of Education and
Culture. Vol. 17 (5): 501 - 544.
[19] Suwarni, E. 2015. Development of Local-Based
Textbooks Materials Diversity in Metro City As a
Source of Alternative Biology Learning for High
School Grade X students. Bioeducation Journal. Vol. 6
(2): 86-92.
[20] Trianto. 2010. Integrated Learning Model: concept,
strategy, and implementation in Education Unit Level
Curriculum. Jakarta: PT. Earth Script.
[21] Wahyuni, S. 2015. Developing Science Learning
Instruments Based On Local Wisdom To Improve
Students' Critical Thinking Skills. Journal of Physics
Education Indonesia. Vol. 11 (1): 1-7.
Pamungkas et al :Development of Module based on Local Potential Integrated SETS in Junior
High School; Vol. |Issue .|Pg:102-109 [2017]

[22] Yuliati, L. 2013. The Effectiveness of Integrated

Science Teaching Materials on Higher Thinking Ability
of Junior High School Students. Journal of Physics
Education. Vol. 9 (1): 53-57.