The Development of Science Domain Based Learning Media Which is Integrated with Local Potention to Improve Science Process Skill and Scientific Attitude

Abstract

This research was conducted to: (1) improve the science domain based learning tool which is integrated with appropriate local wisdom for Science learning material "Object Change Around Us" for students grade VII of Junior High School, (2) know the effectiveness of science based learning tool which is integrated with developed local wisdom to improve science process skill and scientific attitude of students grade VII of Junior High School. This research was a research and development which adapt 4D Thiagarajan model which include four steps, they were: (1) define, (2) design, (3) develop, and (4) disseminate and Borg & Gall development model which was done into 7 steps, they were: (1) research and information collecting, (2) planning, (3) developing preliminarry form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision. The research result showed that the science domain based learning tool which was integrated with developed local wisdom were: (1) appropriate to be used for science learning material "Object Change around us" for students grade VII of JHS, (2) effective to improve science process skill and scientific attitude of students grade VII of JHS.

Developing Characters Based on Local Wisdom of Bali in Teaching Physics in Senior High School

“…Based on the result of data analysis, it was found that the methods that can be developed for Physics are inquiry/investigation method (mean=4.75), discussion/question and answer (mean=4.63), and demonstration (mean=4.38). The most appropriate method to be developed is investigation/ inquiry.Inquiry method is the most appropriate for developing science process, critical thinking, and scientific atttitudes or scientific charatter (Hairida, 2016;Harlen, 1992;Neuby, 2010;Sumaji, 1998;Suastra et al, 2011;Neka et al, 2015;Trowbridge & Bybee, 1990;Wenning, 2005;Priyantini et al, 2015;Alpusari & Putra, 2015;Dwianto et al,2017). Thus, Physics teaching does not only focus on the conceptual, process, and application dimensions, but it has developed the extention of the science education dimensions, i.e., to positive attitude, creativity, and the nature of science itself.…”

Science Integrated Learning Model to Enhance The Scientific Work Independence of Student Teacher in Indigenous Knowledge Transformation

“…The tradition is maintained because the people believed in the truth of genuine knowledge. Indigenous knowledge that has been converted into a science or science can enrich teaching materials (Wang & David, 2002;Lee et al, 2012;Kidman et al, 2013;Dwianto et al, 2017).…”

Effectiveness of Generation, Evaluation, and Modification-Cooperative Learning (Gem-Cl) Model Selaras Bakar Batu Cultural Practice in Papua

“…It is conducted based on local wisdom in the surroundings. Ethnoscience is given to students to integrate original knowledge as an integral part of science learning (Andriana et al, 2017;Dwianto et al, 2017;Hartini et al, 2018).…”

“…Furthermore, there was also no study combining the learning model with Papua local culture as a form of ethnoscience to conduct physics learning more contextually. Other studies had not revealed Papua local culture yet as they have elaborated on other islands in Indonesia (Andriana et al, 2017;Dwianto et al, 2017;Hartini et al, 2018). Also, based on the preliminary study, teachers in Papua needed a new learning model in physics teaching and learning.…”