CHAPTER I INTRODUCTION A. Background of the Problem
Local wisdom is a social science or system that is continuously done in a
certain region. Local wisdom can improve habit of people life. In this case, it can
be culture or custom. A government of a region is able to develop its local
wisdom well based on potencies of the region. Local wisdom should be used in a
right way, especially in educational system.
Indonesian educational system supports educational development based on
the potencies of a region as it is declared in the act of the Republic of Indonesia
No. 20 Year 2003 on National Education System:
1. Article 36 section 2 states that the curriculum at all education levels and types is
developed according to principles of diversification, adjusted to the units of
education, local and learners’ potencies.
2. Article 36 section 3 states that the curriculum development is organized in
accordance with the level of education within the framework of the national unity
of the Republic of Indonesia and takes into account of the following:
a. the enhancement of faith and piety;
b. the enhancement of noble character;
c. the enhancement of learners’ potency, intellect, and interests;
3. Article 38 section 2 manages that the curriculum for basic and secondary
education shall be developed in accordance with its relevance by each educational
cluster or unit and school/ madrasah committee under the coordination and
supervision of the Ministry of National Education or the Ministry of Religious
Affairs at the district/city levels for basic education, and at the provincial level for
secondary education.
The government of Indonesia focuses on the character building, attitude, life
skill, and knowledge of the students. The government has some efforts to make
students respect their country for which students are able to solve problems of
globalization using their regions’ potencies. One of the efforts is by using local
wisdom as the path of character building. This is proven by the existence of the
Regulation stated by the Minister of Culture and Education No. 81 A (2013) which
declares that a local knowledge is a study that improves the comprehension of the
students’ region potency, aiming to improve attitude, knowledge, and skill. The
government’s goals are:
1. Students should be able to recognize and go deeper to natural, social, and
cultural environment.
2. Students are expected to have ability, skill, and knowledge about their region
which is beneficial for the others.
3. Students are expected to have good attitude and habit that are in line with the
value/ rules in their regions, and develop the regional cultural value in the
Based on Regulation of Minister of Culture and Education 2013,
students should use scientific approach in their learning which is shown by some
steps. The steps are: observing, asking, associating, trying and communicating.
These steps require the students to be systematic in thinking. The main purpose is
making students to be more active and critical.
Serious problems that rise in a society nowadays are the inability to live
harmoniously. Harmonization of live in a community can be built and maintained
by the use of local wisdom.
People living in modern cities should learn old local wisdom and adapt it to their circumstances. (Na Thalang, 2001: 56).
The problems posed by globalization provoke the people to search for ways to better manage their lives. These ways differ depending on the choices that individuals make. Wise and knowledgeable elders were indispensible for this research, making it possible to choose an appropriate framework for communities to learn to live responsibly and sensibly (Mungmachon, 2012: 177).
One of the challenges faced by teachers in the education systems is
solving problems of moral, cultural, and social degradation which happens in the
society because of their depression toward local wisdom. This problem was also
faced by Chemistry teachers. As educators, Chemistry teachers should make
strong efforts to build students’ moral and penetrate valuable cultures and local
wisdoms into Chemistry learning. Education practices in the last decade showed
that only few schools applying approaches of integrating local wisdoms and
cultures into education. Therefore, it is necessary to conduct the study of the
integration of local wisdom-based scientific approach into chemistry learning. The
is an opportunity for the educators and teachers to develop education in local
wisdom- based scientific approach. Purworejo is one of a region that has potency
to do this.
Furthermore, this research was collaborating local wisdom into scientific
approach to bring about effective results of students’ achievement. The attitudes
investigated in this study were social maturity and learning discipline. This
research results may be expected to be one of interesting valuable contextual
teaching that provides students opportunities to love local wisdom and culture
which improve, in some extent, students nationality and integrity in the
globalization era.
B. Identification of The Problem
1. Kurikulum 2013 requires learning approaches in which students should be
active and critical in learning activities. The active students are indicated by
detail activities in each step of scientific approach.
2. Purworejo is a region that has much potential sources of local wisdom to be
integrated on chemistry education. The sources of local wisdom should be
explored and practiced in the learning Chemistry at senior high schools as
valuable investigation. The latest curriculum suggests the integration of local
wisdom into teaching-learning materials. This is because of the depression of
integrating local wisdom into educational system.
3. Discipline in learning is very important to build consistency and sustainability
important for learning. In addition, social maturity also takes important rule in
the successful chemistry learning.
C. Limitation of the Problem
This research focused on:
1. Integration of local wisdom into the scientific approach was through five
steps: observing, asking, trying, associating, and communicating. The
government suggested that it was a strong effort to improve students’
achievement.
2. The sources that were going to be used in chemistry learning originally from
Purworejo namely Seplawan Cave, Jatimalang Beach, Tosan Aji Museum,
mangosteen and durian, Etawa, Dawet Ireng, Limestone in Pituruh, coconut
water, Suronegaran Market, and the traditional organization.
3. This research focused on the measurement students’ of achievement, social
maturity, and learning discipline due to the integration of local wisdom into
chemistry learning.
4. The practices of integration of local wisdom into chemistry learning were
conducted at State Senior High School 1 Purworejo in academic year 2014/
2015. There are many topics that are interesting to be learnt by integrating the
local wisdom of Purworejo into the scientific approach, but because of time
constraints, the integration was conducted into learning of one chemistry topic
for semester 2, 1st grade students (the chapter of electrolyte- non electrolyte
D. Formulation of the Problem
The problems of the research could be formulated as follows:
1. Was there any difference of the students’ achievement between students that
applied local wisdom based-scientific approach and those who did not apply
local wisdom- based scientific approach in chemistry learning at grade ten of
State Senior High School 1 Purworejo if the prior knowledge was controlled
statistically?
2. Was there any difference of learning discipline between students that applied
and those who did not apply local wisdom-based scientific approach in
chemistry learning at grade ten of State Senior High School 1 Purworejo?
3. Was there any difference of social maturity between the students that applied
and did not apply local wisdom-based scientific approach at chemistry
learning at grade ten of State Senior High School 1 Purworejo?
E. The Objective of the Study
The objectives of the study were:
1. To know whether there was any difference of students’ achievement between
the students that applied local wisdom- based scientific approach and those
who did not apply local wisdom-based scientific approach in chemistry
learning at grade ten of State Senior High School 1 Purworejo or not if the
2. To know whether there was any difference of learning discipline between the
students that applied and those who did not apply local wisdom-based
scientific approach in chemistry learning at grade ten State Senior High
School 1 Purworejo or not.
3. To know whether there was any difference of social maturity between the
students that applied and did not apply local wisdom-based scientific
approach in chemistry learning at grade ten State Senior High School 1
CHAPTER II LITERATURE REVIEW A. Literature Review
1. Scientific Approach
Teaching and learning process for all grades of education as stated by
Kurikulum 2013 are delivered by using scientific approach. It is a learning
approach that makes the students as the main doers. According to the Regulation
of Indonesian Minister of Education and Culture 2013, it has the criteria: (1)
Learning materials are based on the fact or phenomenon that can be explained by
logical thinking, not only as imagination, but also legend and folklore. (2)
Teacher’s explanation, students’ responses, teacher- students educative interaction
is not subjective (3) the learning supports and inspires the students to do critical,
right, and analytical thinking in identifying, understanding, solving the problem,
and applying learning material. (4) The learning supports and inspires the students
to be able to think the hypothetic in observing sameness, difference, or linkage in
a material. (5) The learning supports and inspires the students to be able to
understand, apply, and develop rational thinking pattern and objective in
responding the learning materials. (6) The learning is based on concept, theory,
and empirical facts. (7) The aim of learning is formulated simple and clear, while
the service system is interesting. Curriculum 2013 focuses on modern pedagogic
dimension in learning, namely scientific approach. It includes observing, asking,
trying, associating, serving, concluding, and creating for all subjects.
Observing is very useful for students’ curiousness. By observing, the
learning material used by the teacher. By observing pictures, the students tell what
stated in indicator of a subject (the Regulation of Indonesian Minister of
Education and Culture, 2013).
Students will not ask a question if there is no interesting media. The
teacher has to be ready to inspire the students to ask a question. When a teacher
gives a question, she/ he should facilitate the students to have a question well.
When a teacher answers a question, the teacher encourages the students to be the
good listeners. The teacher’s question is for getting verbal answer (the Regulation
of Indonesian Minister of Education and Culture; 2013).
Term “associating” in learning process is to describe that teachers and
students are active doers. It emphasizes that the students are more active than a
teacher. Associating is a logical and systematical thinking based on empirical
facts which can be observed to get a conclusion (knowledge). Associating
highlights to associating learning, it is an ability to relate new experience to
another experience (the Regulation of Indonesian Minister of Education and
Culture; 2013).
Trying is a skill to develop natural science using scientific methods in
daily problem solving. To get authentic students’ achievement, the students have
to do experiments. The concrete activities are: determining theme/ topic according
to the curriculum, learning the procedures to use tools and materials, learning
relevant theory, doing and observing in experiment, noting phenomena, analyzing,
result (the Regulation of Indonesian Minister of Education and Culture). The steps
in scientific approach can be seen at table 1.
Table 1. The Steps in Scientific Approach (Fauziah, 2013:170)
Learning Steps Learning Activities
Observing Reading, listening, seeing, sensing, (without or
within media)
Asking Having a question after observing
Associating Doing experiment, reading another source,
interviewing an expert
Trying Processing data, reporting and concluding result
Communicating Presenting experiment result according to analyzed result in written or spoken language
2. Local Wisdom
Local wisdom is tangible and intangible knowledge obtained from nature,
culture, experience, and life. It emphasizes respect for elders and their life
experiences. Moreover it values morals more than material things (Thap,1996).
Local wisdom consists of various aspects of cultural potency such as
medicine, art, life style, farming, economy, government, and all systems that can
manage people’s life ( Alwasilah, 2009: 23). Local wisdom is the knowledge
based on the experiences of people that is derived over the generation. This
knowledge is used as the guideline for people and their surroundings. Villagers
must respect their ancestors, spiritual practices, and nature. The characteristics of
local wisdom: (1) Local wisdom teaches about ethics and moral values; (2) local
wisdom teaches to love nature; and (3) local wisdom comes from the older
members of the community. Local wisdom is presented in many forms, through
people’s thought, occupation, ways of living, and social value. “(Phongpit and
It can be concluded that local wisdom is a heritage from ancestors that is
used to be a guideline in community life. It can be materials, knowledge, culture,
rule, system, etc. It comes from the community’s experiences. The local wisdom
is collaborated with local knowledge. Local wisdom always exists in societies,
communities, and individuals. Due to the importance of local wisdom in lives and
sustainability of community, children in the community should learn the wisdom.
Learning of the wisdom can be from daily live practices, but it can be efficiently
taught in schools. Chemistry learning is potentially integrated by local wisdom.
Therefore Chemistry teachers should bring students to local wisdom practices in
learning. It is based on the report of Fensham (2008: 14) who suggested students
connect learning to their life.
3. Local Wisdom in Purworejo
Local wisdom that is available in areas of Purworejo district consists of
tourism areas, food, culture, natural resources, and village management. More
detailed explanations of the local wisdom from Purworejo are given below.
a. Goa Seplawan ( Seplawan Cave)
Seplawan cave is located at approximately 20 km from Purworejo’s Town
Square. As other caves, Seplawan has interesting and artistic stalactites and
stalagmites. The formation process of stalactites and stalagmites is a chemistry
reaction that needs to be learnt by students. Students need to observe the
phenomena, and present their findings. As the location that is in tropical
many caves with beautiful and artistic stalactites and stalagmites throughout
Indonesia regions.
Molecules of CO2 in the air reacted with CaCO3 and water to produce
Ca(HCO3)2. Actually Ca(HCO3)2 is unstable because HCO3- ion can only be
stabilized by the ion that has low charge density (such as Na: 24 C mm-3). Ca2+
charge density is 52 C mm-3). The reaction can be written like this:
CaCO3(s) + CO2(g)+ H2O(l)→ Ca2+(aq) + 2HCO3-(aq).
Calcium bicarbonate then felt on the cave’s surface, and dropped from the
roof of the cave producing stalactite and stalagmite. When it falls drop by drop,
calcium bicarbonate experiences dissociation to be CaCO3 that forms stalactite
and stalagmite (Raharjo, 2014: 171).
Ca(HCO3)2(aq) → CaCO3(s) + CO2(g) +H2O (l)
In other word, Ca2+ can not stabilize HCO3-. Then CaCO3 was reformed.
There is also the water that is flown under the cave which the electricity can be
investigated.
b. Pantai Jatimalang (Jatimalang Beach)
This place is located at Jatimalang Village, Subdistrict Purwodadi,
Purworejo. Based on the history, this place had ever been as the place for
Japanese ship disembarkation. This place is potential in exploring chemistry
chapter of electrolyte and non electrolyte solution because of the existence of salt
in sea water. Sea water may highly contain Sodium Chloride (NaCl) that is able to
will be an example of electrolyte solution that can be investigated by the students
in chemistry learning.
c. Museum Tosan Aji (Tosan Aji Museum)
Museum Tosan Aji is a museum that exhibits the uniqueness of keris. As
we know that keris is a weapon that is made of steel/ iron. It is like a sword that
has zigzag shape.
Keris is from Hindustaan Mataram Kingdom. Since 25th of November
2005, keris has been patented as Indonesias’ weapon by UNESCO. In Java island,
there is a tradition for keris washing ceremony (named Jamasan). This tradition is
to wash keris on certain month in a year by an Empu (Empu is a person that
makes and looks after keris). This tradition can be explained scientifically and
related well to the main material of keris (iron). Iron is corrosive. It means that the
annual tradition is necessary (Rizki, Mudzakir, and Hernani, 2013: 46-47).
In chemistry learning, students should explain the tradition of Jamasan that
can be related to the corrosion of iron. The students should explain the ways in
Jamasan that can prevent the corrosion in keris scientifically.
d. Mangosteen and Durian
Mangosteen and durian are fruits that can be planted in tropical region
such as Indonesia. In Purworejo, mangosteen and durian are considered as typical
fruits. They were chosen as the city’s icons. Fruit contained solution, including
mangosteen and durian. The solution can be used as material of experiment
related to conductivity of electricity topic. The experiment using fruits can be
e. Susu Kambing Etawa
Etawa is a goat that is widely bred by Purworejo people. The goat can
produce milk that contains lactic acid. Because of its acidity, the properties can be
investigated in electrolyte and non electrolyte experiment in chemistry learning.
f. Dawet Ireng
Dawet ireng is typical jelly drink that is traditionally made by Purworejo
people. The substance on the process of preparation of dawet ireng is interesting
to be used as a topic on electrolyte and non electrolyte experiments in the
laboratory. It is also potential to be developed in an electrolyte beverage industry.
g. Air Gula Jawa
Gula jawa is brown sugar. It is originally from Java. It is produced by
Javanese. This was made from coconut flower that are harvested from
Purworejo’s agricultural area. The function is just the same with sugar. But there
are the differences in the molecules and contains. Air gula jawa was dissolved in
the water from which it conducts electricity well for chemistry learning. It is
absolutely different with the usual sugar that can not conduct electricity.
h. Batu Karang in Pituruh
Purworejo people has a big chance to treated limestone (CaCO3) especially
by heating them at 00 C to produce CaO and CO2. This treatment is the
purification of CaCO3.
The reaction is CaCO3(s) → CaO(s) + CO2(g).
If CaO was dissolved in H2O, it would produce Ca(OH)2 and heat.
Ca(OH)2 (s) + CO2(g) → CaCO3 (s) + H2O(l).
CaCO3 is one of the main materials to produce cement (Prodjosantoso, 2010: 16).
i. Coconut Water
A lot of coconut trees grow in Indonesia. Indonesians use coconut as oil on
frying. But the liquid was potential to be used as the material of laboratory work,
for example as electrolyte source.
j. Pasar Suronegaran (Suronegaran Market)
Suronegaran Market is the biggest market in Purworejo. The market
produced huge waste every day. The waste smells bad. The substance in the waste
can be decomposed by aerobic and anaerobic bacteria through oxidation and
reduction reaction. Aerobic bacteria oxidized compound in the waste and
anaerobic bacteria reduced (Raharjo, 2014: 192-193).
If the elements of carbon (C), nitrogen (N), phosphor (P), and sulfur (S)
are oxidized by aerobic bacteria, the smell will be decreased. In other hand, if
anaerobic bacteria work, N, P, S will be reduced to be NH3, PH3, H2S that can
produce bad smell (Prodjosantoso and Tutik, 2011: 28-36). To prevent the
existence of the bad smell, there must be some efforts to make anaerobic bacteria
can not work well by cleaning the waste in order to prevent reduction reaction and
support oxidation reaction (Raharjo, 2014: 192-193). The students are asked to
make a presentation about the reaction after observing to the market and searching
to the reference.
In Purworejo, there is still an organizational structure in a village. A head
village is called lurah, a secretary is called carik, a treasurer is called kaur
keuangan, etc. There is a moral value here, namely that we have to be able to
make friend in society. We have to be in a good relation with others. This
organization was made by the ancestor. Everyone lives in a suburb has the
community. They live together in a peace. Local people used wisdoms to manage
the natural resources to make the harmony living (Kamonthip and
Kongprasertamorn, 2007 :1).
Boonpanya in Kamonthip (2007: 2), describes the history and evolution of
local community. A community can deliver a system of local wisdom. It is
organized in a learning system. It can be presented as the production system, a
judicial system, governmental system, etc. The community mostly gives and helps
each other without expecting anything. It likes to share what they have to the
neighbors. The people give utmost respect to elders. This makes them in one
family living. When conflicts arise, the elders are as the deciders.
This is an example of simple life style that can be adapted in chemistry
learning. It is done by grouping the students into some groups. There is the special
group that consists of class leader (then we call him/her as lurah), a treasurer (then
we call him/her as kaur keuangan), a secretary will be named carik, and a religion
expert is named kaum. This group leads the other groups. They live in harmony
like in a community when they join chemistry learning. Everyone that is smarter
will be kind to help his/her friend to solve the problems in chemistry. They learn
chemistry learning in this activity. They will help each other and make a very
good friendship in society. Community can also build a local autonomy. It is a
freedom to manage a region to be more independent in its own way.
4. Developing the Local Wisdom
In this learning, students are asked to learn Purworejo’s local wisdom that
is integrated in chemistry learning. They are asked to plan what they like to do to
develop their region by using local wisdom and relating it to chemistry learning.
This activity is to make them more creative in developing their region based on
chemistry. This is done by writing an article.
5. Students’ Achievement
Learning is an effort, done by someone to get a new behaviour
comprehensively, as the result of self- experience, in interaction with others
(Slameto, 2003:22). According to Sudjana (2004:22), students achievement is the
abilities owned by students after they get learning experience.
Hattie and Anderman (2013:21) stated that student achievement is the
foundation of every aspect of education. It directs all educational improvements
and efforts. It serves as the primary outcome variable in most educational research
studies. The activity done by the students will yield a change in them themselves,
including cognitive, affective, and psychomotor aspects. The learning achievement
gotten by the students is measured according to the students’ behavior (before and
after learning). One of indicators of change is able to be seen from final mark at
Another general definition of students’ achievement is stated by Surya
(200 :75), that the students’ achievement is the result of learning/ behavior change
that discuss knowledge, skill, and attitude after passing the certain process. It is as
individual experience result in the interaction with the others. Students’
achievement is the data obtained for the objective of this study. It gives the
information of the improvement in learning.
6. Social Maturity
Social maturity means every effort establishing good relations to the
society for making and keeping friends. A person having good friendliness is
considered a socially mature person. (Ram Prakash Gupta, 2014: 2).
a. Social maturity is needed for the following reasons:
1) To achieve the socialization of the individual: the more we need
help, the higher we have to have social maturity.
2) To decline egocentricity: social maturity is able to reduce the
selfish character and make a care.
3) To develop self- confidence: this includes acceptance of self,
emotional security, and freedom from egotism.
4) To develop social feeling: this includes trust, empathy accurately,
perception, and response to the others.
5) Productivity: the ability to work, task orientation, competence, skill
for solving, objective problems, etc.
6) To develop social values: this includes ethics, integrity, and
The period of adolescence requires proper guidance and conceling by
parents and teachers for the teenagers in classroom environment and also in the
society (Ahamed and Ghosh, 2012: 9). Social maturity is the process to get
appropriate attitude for personality, inter personality and social adequacy of an
individual which are essential in the society.
As related to social maturity, emotional maturity and teenagers’
socialization will be discussed first.
b. Emotional maturity for the teenagers is started by controlling the
emotion. The indicators of reaching emotional maturity :
1) Teenagers start to control themselves to do not express their
emotion to the people. The teenagers start to consider the effects of
what they do, until they find the right way for expressing their
anger.
2) The teenagers start to be able to analyze the situation critically,
give the assessment to the negative events, consider whether an
event is right or false, and predict whether it will be good or bad.
3) The teenagers are able to show more stable and calmer condition
than before. They are not affected by others easily. They can give
the prediction about what effects that will happen. (Poerwanti and
Widodo, 2002:114)
c. Teenagers’ socialization
Socialization of the teenagers will be seen by their will in
teenagers’ success in doing socialization process is mostly affected by
the people’s attitudes around them (before entering adolescence).
Internalization of value that is done by the parents will make the
teenagers to be included in society. While the rigid attitude and wrong
behaviour are from the exclusive parents. Success criterion of the
teenagers in socialization can be seen by the teenagers’ activity in
community. (Poerwanti and Widodo, 2002: 117-118).
d. Social maturity itself is signed by the teenagers’ control in society.
Social maturity is an ability in working that shows participation,
cooperation, shares something compatible to norms, sympathy,
empathy, imitates positive attitudes from others, and loves friends like
what Prihaningsih stated in Wulandari (2009:3-4). Social maturity will
make the people interact with society. Social maturity of a person can
be seen by the habit and attitude of a person. That attitude shows the
person in managing her/himself and participating in the activities to
make him/her autonomous like an adult.
e. Some aspects of social maturity according to Doll in Indriana and
Windarti, 2008: 3):
1) Self- help, helping themselves. It means they can manage
themselves without people’s help (autonomous).
2) Self direction, such as managing time and money; keeping their
3) Locomotion, having the cognitive activities and adding individual
learning experiences. This is an ability to take the activity
responsibly.
4) Occupation, using the tools/ equipments/ media to help their work.
This aspect is also shown by the increasing of learning process.
5) Social Relation, joining to organization or gathering with friends.
This is about public relation.
6) Communication, talking with the people around him/her directly or
indirectly well. They can give and receive message from others.
Social maturity is a person’s ability to look after his/ her self and participate
to the society to get independence.
7. Learning Discipline
Tu’u(200 : 93) states that good students’ achievement is because of good
intelligence, consistence and rigid school’s rule, self- discipline in learning, and
good behavior.
A good learning process is a learning process that makes the students to
understand the learning material well. Discipline is really necessary to achieve the
good learning process. Learning discipline will improve the skills and memories
of the students because there is self awareness and motivation to study. So, the
students will solve the problems well.
a. Discipline has an important role in character building. According to
1) Self discipline will support the students in their study. In the other
hand, the students that like to break the rules at school will impede
potency and achievement.
2) School and class will not be comfortable for learning activity if
there is not good disciplinary. Discipline will support silence and
class control.
3) The parents look forward the children are able to apply norms,
moral values, and discipline.
4) Discipline is a way for the students to study and work successfully.
b. Discipline term is also explained in Goods’s Dictionary of
Education (Sutisna, 1985:97) as below:
1) A direction to get achievement or effectiveness.
2) An attitude that is selective, energetic, active, and self- directed,
although there are many problems.
3) An attitude controlling ourselves directly and authoritatively
through gift and law.
Based on those statements, the most important aspect of discipline is a
strength and obedience to the rules. There is a self- awareness to do the rules to
get the goals/ achievement.
c. Wijaya and Rusyan (1994:18-19) states that discipline has the
characteristics:
1) Doing the rules well, because rule is the certainty for obedience.
While Gunarso (2004: 52) states that discipline is on time, responsible, and
distinct. The discipline person will manage the time for doing everything, making
the schedule, and selecting the activity based on priority.
Learning discipline is an attitude that shows obedience to learn according to
the schedule and does something in a right way.
8. Integrated Learning
It is necessary to blend the concepts, skill, and thematic unit, in chemistry
learning. In order to blend them, an expert named Fogarty (1991: 44) states that
there are ten models to plan integrated learning. Not all of integrated learning
models can be compatible to chemistry learning. According to National Ministry
of Education, there are three models that are compatible for Natural Science:
a. Integrated Learning Model
This model uses the approach for one subject to another subject. This
model is developed by blending the subjects. It is by determining the curricular
priority and determining skill, concept, attitudes that is overlapped in some
subjects. First, the teacher selects the concepts, skills, and attitudes that are learnt
in one semester (some subjects). Then the teacher chooses the concept, skill, and
attitude that is overlapped in various subjects.
1) The strengths of integrated learning model:
a) It makes the students know the connections of all subjects well.
b) It makes the good understanding of the subjects and appreciates
2) The weakness of integrated learning model:
a) It is very difficult to apply this learning model fully.
b) This model needs very skilled, confident, and smart teacher.
c) This model needs the team. It is sometimes too difficult to manage
the team.
b. Webbed Learning Model
This learning model is integrated learning model that uses thematic
approach. This approach is started by determining the theme, developing to be
subtheme by seeing the relation of the subject and the theme. From that subtheme,
we hope that the students are able to study well.
1) The strength of webbed learning model:
a) There will be motivational factor when the students choose the
theme based on their interests.
b) It can be done easily by inexperienced teacher.
c) It is easy to develop the theme to all subjects.
2) The weakness of webbed learning model:
a) The difficulty is selecting the theme.
b) There is a tendency to formulate the easy theme.
c) In teaching and learning, the teacher is more focus in the activity
than in concept development.
c. Connected Learning Model
Connected learning model is the model for connecting one concept to
to another task. The ideas done in one semester could be learnt in the next
semester in a subject.
1) The strengths of connected learning model:
a) By connecting one idea to another idea, the students know the
aspects in a subject.
b) The concepts are developed continuously, there will be
internalization.
c) The students are able to use the ideas to solve the problem.
2) The weakness of connected learning model:
a) The subjects look separated.
b) The teacher is not motivated to work in cooperation.
c) The efforts to develop this model in one subject (making focus and
concentrated) can disturb the development of another subject.
A teacher should integrate one material to another material of teaching and
learning to make it related each other. In this study, local wisdom was integrated
in chemistry learning.
B. THE RELEVANT RESEARCH
Suparwoto stated in his journal “Local Wisdom Aspects to Improve Physics
Learning Quality” states that the success of local wisdom implementation is
indicated by the students’ appreciation toward sciences, technology, and art. The
high appreciation is indicated by the students’ happiness in learning. The students
also think that the learning is meaningful. Local wisdom is able to contribute in
Khafid and Soeroso stated in their research states that learning discipline
affects the Economics students’ achievements grade VIII of State Junior High Shool
1 Jatinegara , Tegal, it is 8.17%.
Kharismawati , Agung, and Arini stated in their journal “The Effect of
Local Wisdom based-TTW-Type Cooperative Learning Model to The Students’
Achievement in Natural Science Subject at Grade IV of 1 Pohsanten State
Elementary School” states that the students’ achievement was significantly higher
than the students that did not learn by using local wisdom materials.
Amirin stated in his journal “Contextual Implementation of Multicultural
Education Approach based on Local Wisdom in Indonesia”, states that
multicultural education in Indonesia, more appropriate to call it as an approach. It
is educational approach that likes to make regional moral value, religion, and local
wisdom. They are used to support national education, based on “bhinneka tunggal
ika” and tolerance each other.
Fauziah, Abdullah,and Hakim stated in their journal “ Scientific Learning in
Basic of Electro Oriented in Problem- based Learning” that scientific approach
-based lesson plans with problem- -based learning models has positive feedbacks
from teachers and students. It has a good effect for improvement in students’ hard
skill and soft skill.
Mungmachon stated in her journal “Knowledge and Local Wisdom:
Community Treasure” that a community can survive because of the loyal
together, and integrating new knowledge, the community is able to resolve the
CHAPTER III RESEARCH METHOD A. Research Design
This research was an experimental study with one factor research design,
two samples, and a co-variable. One factor was the effect of local wisdom-based
scientific approach. Two samples of the research consisted of one group that was
as the treatment class and the other group was as the control class. The co-variable
was students’ prior knowledge, which was collected by using documentation data
of the previous chemistry achievement.
B. Time and Research Place
This research was done on January until February 2015. The place for
research is at State Senior High School 1 Purworejo, addressed at Tentara Pelajar
Street 55, Purworejo, Central Java.
C. Variable Definition
This research consisted of three variables:
1. Independent Variable
Independent variable in this research was chemistry learning using local
wisdom- based scientific approach.
2. Dependent Variable
Dependent variables in this research were students’ achievement, social
maturity, and learning discipline. Students’ achievement was the result (mark) of
Materials. Social maturity and learning discipline were from questionnaire results.
Measurements were done twice, which were before and after chemistry learning
process.
3. Controlled Variable
Controlled variable in this research was students’ prior knowledge from
documentation data.
D. Population, Sample, and Sampling Technique
1. The Population of the Research
The population of this research was grade ten students of State Senior
High School 1 Purworejo in academic year of 2014/ 2015. The number of students
was 224 students divided into 7 classes, they were X MIA 1 until X MIA 7.
2. The Sample of the Research
The samples of this research were the ten grade students of State Senior
High School 1 Purworejo 2014/ 2015 who were in second semester. They were 64
students in two classes. X MIA 2 was as treatment class and X MIA 3 was as
control class.
3. The Technique of Sampling
The technique of sampling was purposive sampling by which the samples
were taken with specific objectives and based on the consideration of researcher.
The objective of this sampling technique is to have effective learning in well-
E. The Instruments of the Research and the Technique of Collecting Data
1. The Instruments of the Research
The Instruments of the Research used in this research were:
a. Lesson Plan
Two different lesson plans were prepared. One of them was for the
treatment class (with implementation of local wisdom-based scientific approach)
and the other one was for control class (without implementation of local
wisdom-based scientific approach). The lesson plan was reviewed by a lecturer, two
chemistry teachers, and three peer reviewers.
b. Test Instruments
The data of prior knowledge was gotten from students’ mark on first
semester and students’ achievement was gotten after the learning. The instruments
were used to collect data of students’ chemistry learning achievement. The
instrument was multiple choice test instruments with five options of answers, and
there was only one right answer. For the data analysis, right answer was scored by
1 and wrong answers by 0. Researcher also took an account of cognitive levels as
Bloom taxonomy: remembering, understanding, applying, analyzing, evaluating,
and creating. The instrument of essay test was also developed to complete the
multiple choice test. The instruments were validated questions which were tested.
Table 2. The Indicators to measure the students’ achievement
No Indicators Number of questions
1. Differentiating electrolyte and non electrolyte solution based on the experiment.
2 (multiple choice)
2. Grouping a solution into strong or weak electrolyte 4 (multiple choice)
3. Explaining the cause of conducting electricity (of
solution)
6 (multiple choice)
4. Describing that electrolyte solution can be ionic and
polar covalent compound
5 (multiple choice)
5. Writing the reaction of ionization of electrolyte solution 3 (multiple choice)
6. Explaining the cause of electrolyte solution can conduct
electricity based on degree of ionization
4 and 5 a,b,c (essay)
7. Differentiating oxidation and reduction concept based
on oxidation number
1 a,b,c,d (essay)
8. Determining the oxidation number of an element in a
compound or ion
3 a,b,c,d,e,f,g,h,i (essay)
9. Determining the agent of oxidation and reduction in a redox reaction
2 a,b,c,d (essay)
10. Naming a compound according to IUPAC (based on oxidation state)
1 (multiple choice)
c. Questionnaires of Social Maturity and Learning Discipline
Two sets of questionnaires were developed to collect data of social
maturity and learning discipline. They were validated by some experts (lecturers
and counseling teacher). This validation is named construct validation. The
number of statements in learning discipline questionnaire was 29 and social
maturity was 30. The questionnaire was written in Likert Scale with five
alternative answers. The alternative choices were: Sangat Sesuai(SS), Sesuai(S),
Table 3. The Indicators of Learning Discipline
No Indicators Descriptors Number of
statements
1. Working in time Students are in well time management (task and
presence)
1,2,
2. Obeying rules Students do all rules well 3,4,5,6,7
3. Having schedule
for activity
Students have time management and make schedule to manage time for their activity
8
4. Choosing
beneficial activity
Students are able to choose beneficial activity for their lives. They also make priority scale of activity.
9,10
5. Working fast Students do activity well and soon. 11
6. Working in
responsibility
Students have responsibility to learn and search knowledge.
12,13,14
Table 4. The Indicators of Social Maturity
No Indicators Descriptor Number of
statements
1. Self help Students are able to manage themselves
without other’s help 1,2,3,4
2. Interacting well in
society
Students are able to make communication with other.
5,6,7,8,9,10
3. Appreciating other Students are able to make a solution of
their friend’s problem 11,12,13
4. Having awareness to
the rule
Students are able to be discipline and manage themselves and give suggestions
14,15
5. Having good
contribution for the
people around them
Students do some activities to make their friends happy/ help others
16
6. Participating in
environment
Students are able to show that they are able to survive in individual and in group.
[image:32.595.112.554.406.644.2]d. Data of Documentation
Data of Documentation indicated the prior knowledge of students. The
data were collected from the documentation of final examination results on the
first semester.
e. Data Analysis
The analysis of data was carried out for:
1.) Item Validity of objective test
Objective item validity was analyzed by correlation of biserial point
(Arikunto, 2003: 79) :
Where:
Rpbis : Biserial point correlation
Mp : average score of students who had right answers for tested items
Mt : total average score
SD : standard deviation of total score
p : proportion of students with right answers
q : proportion of students with wrong answers
The value of rpbis was compared with the value of rtable, with significant
level of 5%. If the value of rpbis > rtable, the statement item was valid. The analysis
was also done by data analysis application of SPSS, and the validity of item by the
computer program was shown by the value of rpbis that was positive.
2.) The Validity of Essay Test
The validity test of essay questions was calculated by the formula of
“product moment”, between the score of each question (Xp ) and the total score
(Xt). The formula product moment was used because the data correlated were the
interval data and the interval data.
xy x = X - X
rxy = y = Y - Y
x2 y2 rxy = correlation of product moment
If the value of rxy is more than or the same with rtable, the question will be
valid.
3.) Item Reliability of test instrument
The valid items of both objective and essay test instruments were tested or
their reliability. The analysis was done by use of Kurt-Richardson 20.
On which:
r11 : reliability coefficient
k: total number of questions
Criteria of instrument reliability were indicated by the value of reliability
coefficient (r11), as listed below (Arikunto, 2009).
= not reliable
= low reliability
= medium reliability
= high reliability
= very high reliability
4.) Questionnaires
The questioners of learning discipline and social maturity were developed
based on indicators that were in Table 3 and 4. Those questionnaires were
prepared and validated constructively by three lecturers from Chemistry
Education Department of UNY and a counseling teacher. The lecturer validators
are senior education practitioners who have capabilities on validating the
instruments, and the counseling teacher has been well practicing and researching
on social and education measurement. The letters of statements of validation
completion from reviewers were attached in Appendix 1. Not only construct
validation, empirical validation of both questionnaires was conducted as well by
the students of X MIA 1 consisting of 31 students. Fourteen of 29 statements of
questionnaire were valid. The score was for positive answers. The scores were
5,4,3,2, and 1. While for negative answers, the scores were 1,2,3,4, and 5.
2. The Technique of Collecting Data
Three data were collected; students’ achievement, learning discipline, and
social maturity. Students achievement data were collected by use of test
instrument. Data of students’ learning discipline and social maturity were
collected using questionnaires.
a. Students achievement data
The students’ achievements data were students’ prior knowledge collected
before the treatment of learning process by documentation obtained from the
marks on previous semester, and data of students’ achievement were collected
after the treatment by test instruments.
b. Questionnaire Technique
Leaning discipline and social maturity data were collected by using
questionnaires. The data of both variables were collected before and after the
c. Diagram of Research Design
Design of research was illustrated by Figure 1.
X MIA 1 X MIA 2 XMIA 3 X MIA 4 X MIA 5 X MIA 6 X MIA 7
Data of Prior Knowledge of Students
(Chemistry students’ marks of Class X, first semester)
Choosing Class
Treatment class Control Class
Questionnaire of Learning Discipline I and Social Maturity I
Local Wisdom
based-Scientific Approachin
Chemistry Learning
Scientific Approach in Chemistry
Learning
Chemistry Learning Achievement
Chemistry Learning Achievement
Data Analysis Questionnaires of Learning
Discipline II and Social Maturity II
[image:37.595.134.513.125.703.2]3. The Data Analysis
Data analysis was carried out to test the hypothesis of research to compare
the control and treatment class. Parametric statistical analysis was done for the
purpose. To do the analysis, the normality distribution of the data and
homogeneity of the samples were tested.
Hypothesis of research was tested using univariate analysis of variance and
independents sample t-test.
a. The Test of Normality
The test of data distribution was done toward the data of prior knowledge,
students’ achievement, social maturity, and learning discipline. The test was done
by using Kolmogorof- Smirnov methods by the computer program of SPSS
V.16.0. According to Nazir (2005: 418), Kolmogorof- Smirnov likes to test the
hypothesis that there is not any difference between two distributions. The level of
significance of the test was 0.05, from which the index of significance > 0.05
indicated the acceptance of H0.
b. The Test of Homogeneity
The homogeneity test was conducted toward the data of prior knowledge,
students’ achievement, social maturity, and learning discipline. The computer
program of SPSS V.16.0 was used in analysis. The homogeneity of the population
was indicated by values of pcalculation obtained from SPSS that was greater than
c. Univariate Analysis of Variance
This analysis was to test the difference of dependent variable between two
groups by controlling another variable which affects dependent variable. The null
hypothesis (H0) was there is not significant difference of students’ achievements
between the students that applied and those who did not apply local wisdom based
scientific approach when the prior knowledge of students was controlled
statistically. H0 was tested by using menu analyze general linier model univariate
in SPSS 16.0. When p < 0.05, H0 was rejected, it meant that there was significant
difference.
d. Independents Sample t-Test
This analysis was to know whether there was the difference of one factor
with two samples (Burhan Nurgiyantoro, 2000: 171). The test was done toward
the score achieved by students.
The null hypothesis (H0) were:
1.) There is not the difference of learning discipline between the students that
applied local wisdom- based scientific approach and those who did not apply
local wisdom- based scientific approach.
2.) There is not the difference of social maturity between the students that
applied local wisdom- based scientific approach and those who did not apply
Table 5. Data Analysis:
No Data Kinds of
Data
Instruments Data Analysis
Technique 1. Students’ achievements
difference
Quantitative Multiple Choice
and Essay Questions
univariate analysis of variance
2. Learning discipline difference
between treatment and control class
Qualitative Questionnaire Independent Sample
t-Test
3. Learning discipline difference
between treatment and control class
Qualitative Questionnaire Independent Sample
CHAPTER IV
THE RESEARCH FINDINGS AND DISCUSSION
A. The Research Findings
1. The Validations of Instruments
The instruments used in this research were lesson plan, learning
discipline questionnaire, social maturity questionnaire, and pencil-paper test to
measure students’ achievements. The questionnaires of learning discipline and
social maturity were validated by three chemistry lecturers, and a counseling
teacher. The validation statements are attached on Appendix 1. The
questionnaires were also tested to 31 senior high school students. The test
instrument (a pencil-paper test) was validated by a chemistry lecturer
(supervisor) and two chemistry teachers of State Senior High School 1
Purworejo. Like the questionnaires, the test instrument was also tested to the
students for external validation purpose. The result of validations of
questionnaires and test can be seen on Appendix 2.
2. The Data of Research
The data of the research were students’ prior knowledge in chemistry,
learning discipline before and after learning, and learning discipline before
and after learning
a. The Data of Prior Knowledge of the Students
Data of students’ prior knowledge were documental collected, that were
Table 6. The Data of Students’ Prior Knowledge
Variables Prior knowledge
Treatment class Control Class
The number of students 32 32
The highest mark 91 89
The lowest mark 49 50
The average 73.7 74.8
The marks < 70 10 6
The marks 70-80 10 16
The marks 80-90 11 10
The marks > 90 1 0
b. The Students’ Achievement
The data of students’ achievement were measured by using objective and
[image:42.595.132.486.392.550.2]subjective test. The data were depicted on Table 7.
Table 7. The Data of Students’ Achievement
Variables Students’ Achievement
Treatment class Control Class
The number of students 32 32
The highest mark 96.4 94.6
The lowest mark 63 58
The average 84.3 75.1
The marks < 70 0 8
The marks 70-80 7 7
The marks 80-90 20 5
The marks > 90 5 12
c. The Data of Learning Discipline
The data of learning discipline of the students were collected by using the
questionnaires of leaning discipline. The data of students’ learning discipline
Table 8. The Data of Learning Discipline
Note Treatment class Control Class
Before After Before After
The number of students 32 32 32 32
The average 46.46 50.53 47.78 50.28
The difference 4.07 2.50
d. The Data of Social Maturity
The data of students’ social maturity were collected by using of questionnaires
[image:43.595.127.480.331.407.2]of social maturity. The data of students’ learning maturity were depicted on
Table 9.
Table 9. The Data of Social Maturity
Note Treatment class Control Class
Before After Before After
The number of students 32 32 32 32
The average 62.40 62.84 60.78 62.21
The difference 0.44 1.43
B. Data Analysis and Discussion
1. Data Analysis
a. The Validation of Instruments
Both instruments of the questionnaires and the test were validated
empirically, and analyzed using the statistic computer program of SPSS
V.16.0. It was 14 statements of 29 total statements of learning discipline
questionnaire were valid, and 17 of 31 statements of students’ maturity
questionnaire were valid. The reliability of each questionnaire was calculated
and shows the reliability constants of 0.839 for the questionnaire of learning
statements having more than an interpretation, the statements were too
complicated, the statements directed to the certain option, and the proportion
of negative and positive statements was not in balance (Zakaria, 2006: 17).
Although there were only 14 learning discipline valid statements and 17 social
maturity valid statements, all valid statements have represented all indicators.
Therefore, these questionnaires could measure the independent variables
(social maturity and learning discipline), proven by all valid statements had
represented all indicators and the value of reliability constants were more than
0.700.
The instruments of the data of students’ achievements were collected by
6 items of objective test and 22 items of subjective test. The 6 items were
valid from 38 total initial items. Limited numbers of valid items could be due
to the distracting options were not homogeny and useless, the items were quite
easy for the students, and there was the possibility to have the blind guessing
(Salim, 2006: 4). Since not all indicators were covered in the valid items of
the objective test, a subjective test was prepared to complete of the
measurement of all observed indicators. Beside that, these essay questions
aimed to make the students organize their thinking, argue the opinions, and
express the idea by using their own ways. In essay questions, there would not
be blind guessing in answering the questions, it could focus on the deeper
b. The Normal Distribution Test toward Data
Normal test distribution was done toward the data of students’ prior
knowledge, students’ achievements, learning discipline (before and after
learning), and social maturity (before and after learning). The test was the
Kolmogorov- Smirnov distribution test using SPSS V.16.0. The results of the
test showed that tested data were normally distributed. The criterion of normal
distribution was indicated by the value of significance that was greater than
(α) 0.05. The results of the test were listed on Table 10, and given in detail on
[image:45.595.130.508.359.551.2]Appendix 3.
Table 10. The Data of the Test of Normality
Variables Class Asymp. Sig Dissemination
Prior Knowledge Treatment 0.671 Normal
Control 0.720 Normal
Students’ Achievements Treatment 0.914 Normal
Control 0.916 Normal
Prior Learning Discipline Treatment 0.832 Normal
Control 0.568 Normal
Final Learning Discipline Treatment 0.524 Normal
Control 0.710 Normal
Prior Social Maturity Treatment 0.813 Normal
Control 0.449 Normal
Final Social Maturity Treatment 0.843 Normal
Control 0.968 Normal
c. The test of homogeneity
The results of homogeneity test using SPSS V.16.0 showed that the
samples were from the homogeneous population as indicated by the value of p
that was greater than (α) 0.05. The results of homogeneity test were listed on
Table 11. The Data of homogeneity test
Variables P Note
Prior knowledge 0.915 Homogenous
Students’ Achievements 0.124 Homogenous
Prior Learning Discipline 0.316 Homogenous
Final Learning Discipline 0.063 Homogenous
Prior Social Maturity 0.159 Homogenous
Final Social Maturity 0.644 Homogenous
d. The Mean Difference Test of Students’ Achievement between Control and Treatment Class
The difference of students’ achievements between control and treatment class
with prior knowledge control variable was analyzed by using test of “univariate
analysis of variance”. The results of the analysis were depicted on Table 12, and
detail calculation was attached on Appendix 5.
Table 12. The results of analysis of “Univariate of Variance” of Students’
Achievement.
Data Class
Treatment Control
Students’ Achievements Average 84.1 75.10
Standard Deviation 0.707 0.904
df 1 1
df 2 62
P 0.000
Table 12 showed that the value of significance (p) was 0.000, indicating
that students’ achievement of students who were from experiment class
integrating local wisdom-based scientific approach was different to that from
control class which was without the integration, if students’ prior knowledge was
[image:46.595.114.434.456.562.2]e. The Mean Different Test of Learning Discipline
The difference was statistically calculated by using Independent sample
[image:47.595.113.494.197.284.2]t-test. The results were given on Table 13, and were attached on Appendix 6.
Table 13. The Result of Mean Different test of Learning Discipline
Data of Class
Treatment Control
The number of students 32 32
The average of prior learning discipline 46.46 47.78
The average of final learning discipline 50.53 50.28
P 0.000
Table 13 showed that learning discipline of students who were from treatment
class integrating local wisdom- based scientific approach in learning was different
significantly from that without the integration as indicated by the value of
significance (p) of SPSS V.16.0 that was less than (α) 0.05.
f. The Mean Different Test of Social Maturity
The test was analyzed by independent sample t-test whose results were
[image:47.595.107.455.532.619.2]depicted on Table 14 and on Appendix 6.
Table 14. The Results of Independent Sample t- test of Social Maturity
Data Class
Treatment Control
The number of students 32 32
The average of prior social maturity 60.78 62.40
The average of final social maturity 62.21 62.84
P 0.000
Table 14 showed the difference of social maturity of students from treatment class
2. Discussion
This research involved students from two different classes. The first class
was treatment class which applied local wisdom- based scientific approach and
the second class was control class that did not apply local wisdom-based scientific
approach. The treatment class was X MIA 2 and the control class was X MIA 3.
Teaching and learning materials of the research were electrolyte, non-electrolyte,
and oxidation- reduction reaction.
a. Teaching and Learning Process in Treatment Class.
Teaching and learning process in treatment class (X MIA 2) which applied local
wisdom-based scientific approach was done five times of meetings (5 times x 3
hours). Those meeting included four times of learning and once for examination
to obtain students’ achievements. The treatment class consisted of 32 students (11
boys and 21 girls).
Before getting the treatments, the students had to fill in the questionnaires of
learning discipline and social maturity. The first meeting was started by dividing
the students into eight groups. Each group consisted of four students. Every group
had certain name which showed the name of the village in Purworejo. There was a
special group in this class. The class leader, secretary, the coordinator of religion,
and the treasurer were in a group. The class leader was called lurah (head village),
the secretary of the class was called carik (secretary), the treasurer was called kaur
keuangan, and the coordinator of religion was named kaum. This special group
was as a group that is as a model which could lead and manage their friends. This
structural well at the village level. It could be a model for them to make the
organization in their lives. The students in another group were as citizens.
On the first day, the students watched a video of Purworejo’s local wisdom.
This video showed some local wisdoms of Purworejo. It was purposed to recall
the students’ awareness of their region’s local wisdom. Then, they conducted an
experiment of electrolyte and non electrolyte test. They were asked to bring some
materials which were related to Purworejo’s local wisdom such as: durian,
manggis, a liquid of Javanese sugar, the sea water from Jatimalang Beach, etawa’s
goat milk,coconut water, and dawet ireng. They also checked some chemicals,
such as HCl, NaCl, NH3, CH3COOH, and kerosene.
Scientific approach could be done by using experiments. In doing
experiments, the students were able to do observing, asking, associating, trying,
and communicating. Observing was done by seeing the bubbles at the electrodes
and seeing the existence of light. The students might ask the ways in connecting
the tools and materials. They could ask the interpretation of bright light, dim
lamp, or, the existence of bubble. In associating, the students could conduct the
experiment, read the book, or search the information to the internet. Associating
could be done by connecting one science to another science. Trying was done by
doing the experiment, checking the electricity, analyzing data, concluding the
experiment, and reporting the experiment in written report. Communicating was
done by students by saying/ presenting the result of experiment in front of the
Based on scientific approach, in trying step, the students were also asked to
group ionic bond, polar c
