Development of Integrated Natural Science Module With Local Content in Wetland Environment to Train Science Process Skills For 8th Grade Students of SMP N 23 Banjarmasin

The result of observation and interview with science teacher at SMPN 23 Banjarmasin shows that students do not use any books when learning at class. The learning progress run by teacher centered while the students just listening and take a notes from teacher explanation. Students also never doing experimental learning in laboratory or in the field. The aim of this research is to describe about valitidy, practicality, and effectivity of the integrated natural science module with local content in wetland environment as media development for science learning. Population of this research is 8th grades students of SMPN 23 Banjarmasin. The method of this research is Research and Development (RnD) method using development design plot by Tessmer. The research indicates that the integrated science module has 81.25 value of validity which is shows the module are valid to use for learning media. The practicality of the module is 91.75 which indicates the module are easy to use bothly the teacher and student. The effectivity of the module calculated with N-gain which get value 0.71, it means the module are effective as learning media to reach learning purposes. The module also gain value 59.41 of science process skills indicates the module can help students to learn about science process skills.


INTRODUCTION
Science is the knowledge which investigating the phenomenon of nature. Object of science is the universe which can be learn by investigating and scientist consideration results of experiment. Learning process will be meaningful for students if student learn science by inversigating and experimenting because student more active while learning (Wahyuni,2015).
The aim of science learning is student understand the concept of science and the natural phenomenon along with applying the knowledge in daily life (Rosa, 2015).
The result of research by Solichah et.al (2013) shows the integrated learning of science can increase student learning performance.
Researcher doing an interview with Mr. Syahrani, S.Pd as science teacher at SMPN 23 Banjarmasin to know the issues and challenges that happen about science learning in the school. The interviewee said science learning in SMPN 23 still use speech method and just focus about knowledge that teacher explain in the class. This happen because most of students do not have textbook. Learning process in the class just about theory delivered by teacher and students never doing experiment about it. Tacher also teach about biology and physics separately not integrated each other. SMPN 23 apply KTSP 2006 as curriculum system.
The aim of this article is describing about advantages and disadvantages of education nowadays and things needed to improve education quality so student can developing their own potential.

METHOD
This research using Research and Development (R&D) method to produce a product or develop product to test the effectivity. The research is conduct in 2 nd semester of 2017/2018 academic year at SMPN 23 Banjarmasin. Subject of the research is 8 th grades student of SMPN 23 Banjarmasin. Small Group Evaluation are tested to 10 student from 8 th F class while Field Group Evaluation are tested to 31 students from 8 th E class. The research procedure: A. Prileminary Observation of learning process and learning facility of SMPN 23 Banjarmasin.
Ask permission letter to conduct the research in the school from SMPN 23 Banjarmasin, faculty of the university, and education department of Banjarmasin. Research stuff such as assessment of academician, syllabus, lesson plan, academic test for student, and observation worksheet of students science process skills.

Validity
Validity of science module could be calculate with descriptive analysis using the formula:

Practicallity
The result data from student responses questionnaire, teacher responses questionnaire, and quality of module when applied in the class will be analyzing with descriptive techniques. Practicallity can be calculate using formula : Researcher also asking student to give suggestion about developed science module so it can be fixed to be better.

Science Process Skills
Where K is score of science process skills, Σni is sum of the score, N is maximum score. There are 6 aspects of module that researcher concern about science module. The validation result of questionnaire instrument. Average validity score of test instrument

Extremely Valid
Observation sheet is used as science process skills instrument. Average validity score of science process skills instrument.

Extremely Valid
B. One to One Evaluation One to one evaluation is the phase when developed module firstly tested to students. Developed module is applying to 3 students with different academic record by their daily test result. The challenge student faced in this phase is how to make a hypotheses and too many activity in one meeting. This result describing that module still needs modification before tested to large number of students.

C. Small Group Evaluation 1) Students Response
This is the results of students response in small group evaluation phase .

3) Teacher Response
Data of teacher response about learning process with developed science module is shows below.

B. Science Process Skills
The aim of first experiment learning activity is to know about potential energy of things. Learning objective of second experiment is to know about energy changes using Ingenhousz experiment. The third experiment purpose is to understand about law of conservation energy with Sachs Experiment. The observation result of students science process skills shown in Figure 2.

Figure 2. Student Science Process Skills In Field Test Evaluation
Students result of each aspects of science process skills observed is shown in diagram below.

DISCUSSION
A. Expert Review According to the table 4 there are 6 aspects validity of developed science module. Academician put the score about that aspects. Later, score from academician has analyzed with descriptive methods. Overall, academician agreed the developed module was extremely valid.
Academician gives appreciation for interesting content of developed module. Academician argue that is good to have local content as part of learning material. Local content can engage student curiosity to learn something that happen and seen everyday in their daily life. This is very important for science learning because many students seems boring learn science. Science is real not abstract and it is really near in our life. Academician have concern about design of developed science module. The design of the module can be more beautiful and interest proportionally especially the cover part of developed science module.
Research by  reported that using integrated science module with local content or ethno-science in problem based learning gives opportunity to students can participate directly in learning activity and makes students learn science by experience. Same result had reported by Setiawan (2017), His result indicates students can contructing and relating their knowledge with their environment using local content based science module. Using local content in science learning provides science is not just about concept, formula, and math but also learn about our identity, humanity, and environment which is unique in every place (Parmin,2015).
Academician also appreciate about experiment learning activity. Developed science module provides simple experiment with familiar materials. Hydrilla is often seen in the wetland environment. First time student did not know about Hydrilla by its name. But after seeing the picture of Hydrilla all students familiar about that and almost everyday seen that thing.
After done checking validity of developed science module, researcher doing calculation about reliability using cronbach alpha formula and have result 0.71 which is reliable to use.

B. One to One Evaluation
Challenge faced in one to one evaluation is too much activity in one meeting. This implies to student performance because student do 2 worksheet and experiment at the same time. Student also got theoretical problems every meeting. Beside that the developed science module have trouble while printing so some font and picture is not clear. The challenge in this phase will be fixed before go to the next phase. Practicallity A. Small Group Evaluation 1) Students Response Table 11 shown developed science module is attain good criteria with average score of 7 indicators is ≥ 85. It means the developed module is ready to apply in larger population in the next phase.
2) Practical Learning Activity According to Table 12 overall practical learning activity at small group evaluation is good. Developed science module exploring prior of knowledge students and improve it with experiment activity. But at his phase, the developed science module just applied to 3 students with different educational skills based on daily test result.

3) Teacher Response
Tabel 13 shown teacher response about developed science module. Overall the teacher give positive response about developed science module. Teacher reminding the researcher about classroom management when experiment activity. In this phase teacher can easily control the class because there just 3 students but in field test evaluation there are a lot of number of students at least 31 students.

B. Field Test Evaluation 1) Students Response
Average score of student response about developed science module is 87.56 which is very good. Positive response from student describe that developed science module is easy to use by students. Student also more active participate in learning activity, previously student just sat and listen to teacher while learning in the class.

2) Practical Learning Activity
As shown in Table 14 practical learning activity in field test evaluation is very good especially at core activity such as exploration, explanation, and elaboration with score > 85. Exploration allow student to do their own experiment using procedures in developed science module. Student have possibility to find the reason and explain what they found by observation at explanation phase. At elaboration phase, student get similar problems they faced before to make sure their understanding about the materials.
Learning progress with developed science module is inquiry based with learning cycle 5E method.

Teacher Response
Referring to Table 15 teacher give very good response about developed science module. Most teacher have problem with classroom management when doing experiment activity. This happen because teacher must look forward to group of students and make sure there is no significant problems. Most students also getting confuse while experiment learning so this is the challenge the teacher faced when doing experiment learning.
B. Understanding the Concept Developed science module contains concept about science which is connected with local contents in South Borneo that is wetlands. Developed science module allows student understand the concept effectively because context in the module is happen and exist nearly students daily life. Efectivity of developed science module can be seen if students can achieve learning goals that expected by curriculum (Daryanto, 2013).

C. Science Process Skills
Referring to Figure 2 shows that the highest science process skills of the student is observation and keep improve every meeting. This indicates student improve their focus about object spesifically. Communication aspect also incrase smoothly. This means students begin comfort to speak in front of class sharing their thoughts about the experiment. This activity can increase student confidence. The lowest acpest students get is data interpretation. It means student have trouble to relate what happen in experiment with theoretical knowledge. Student also have troubled if the same concept is applied to different problems. Pratidina, et.al (2016) reported that experiment learning and making experiment report make student collaborative while learning in the class. Science process skills and laboratory skills have improvement if experiment learneing in applied in learning process (Baeti, et.al, 2015;Hidayah,2014;Jannah,2014).
Research Weakness a. Developed science module not thoroughly yet adapt local content as learning materials because it must appropriate with related topic. Some topic cannot integrated with local content. b. Developed science module in this research just contains one topic that is topic of energy. c. Developed science module can effectively use if there is any supporting learning devices.
Technical Found a) Developed science module is valid to use. b) Developed science module is effective to use in learning activiy. c) Students happy learn by experiment in laboratory.

CONCLUSION
According to the result of developing and implementing integrated science module with local contents is significant. The developed module gives student chance to develop their prior of knowledge, active participating in learning activity, and doing experiment learning which enrich their learning experience and learning knowledge. It is also train students to confidant, curious, and team work. Teacher can develop their own learning materials based on their region. Indonesia have so many culture, humanity, diversity and environment. This unique identity may use to connect the science concept with their daily activity so education in Indonesia can make significant improvement and unique, different with education in other country.