PROCEEDING - UHAMKA

i

PROCEEDING

INTERNATIONAL CONFERENCE ON

ENVIRONMENTAL AND SCIENCE EDUCATION

“Innovative Research Products in Science, Technology, and Conservation

for The Development of 21st Century Education”

Grasia Hotel Semarang, April 27th 2019

Reviewer :

Witat Fakcharoenphol, Ph.D.

Prof. Dr. Sudarmin, M.Si.

Prof. Chatree Faikhamta, Ph.D.

Prof. Dr. Ir. Purwanto, DEA

Prof. Dr. Anna Permanasari, M.Si.

Dr. Haniza Hanim bt. Mohd Zain

Prof. Dr. Zaenuri, S.E., M.Si., Akt.

Dr. Ir. Dyah Rini Indriyanti M.P.

Prof. Dr. Edy Cahyono, M.Si.

Prof. Dr. Sri Ngabekti M.S.

Dr. Prasart Nuangchalerm

Dr. Kulthida Nugultham

INTEGRATED SCIENCE DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

SEMARANG STATE UNIVERSITY

2019

ii

PROCEEDING INTERNATIONAL CONFERENCE ON ENVIRONMENTAL AND SCIENCE EDUCATION

INTEGRATED SCIENCE DEPARTMENT

SEMARANG STATE UNIVERSITY

2019

REVIEWERS :

Witat Fakcharoenphol, Ph.D.


Prof. Chatree Faikhamta, Ph.D.

Prof. Dr. Ir. Purwanto, DEA

Prof. Dr. Anna Permanasari, M.Si.

Dr. Haniza Hanim bt. Mohd Zain

Prof. Dr. Zaenuri, S.E., M.Si., Akt.

Dr. Ir. Dyah Rini Indriyanti M.P.

Prof. Dr. Edy Cahyono, M.Si.

Prof. Dr. Sri Ngabekti M.S.

Dr. Prasart Nuangchalerm

Dr. Kulthida Nugultham

EDITORS :

Prasetyo Listiaji, S.Pd., M.Sc.

Arka Yanitama, S.SI., M.Si.

ISBN 978-602-5728-38-9

First Edition, JUNE 2019

CONFERENCE ORGANIZING

COMMITTEE :

Rector of UNNES

Dean of FMIPA UNNES

Novi Ratna Dewi, S.Si., M.Pd.

Stephani Diah P., S.S, M.Hum.

Muhamad Taufiq, M.Pd.

Miranita Khusniati, S.Pd., M.Pd.

Fidia Fibriana, S.Si., M.Sc.

Andin Vita Amalia, S.Si., M.Si.

Erna Noor Savitri, S.Si., M.Pd.

Dra. Ni Luh Tirtasari

Risa Dwita Hardianti, S.Pd., M.Pd.

Arka Yanitama, S.Si., M.Si.

Prasetyo Listiaji, S.Pd., M.Sc.

Budi Prasetyo, M.Kom.

Andhina Putri Herianti, S.T., M.Si.

Indah Urwatin Wusqo, M.Pd

Muhammad Bisri

Publisher: FMIPA UNNES

Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Gedung D5 Lt 1 Kampus Sekaran Gunungpati Semarang, Indonesia 50229

Website: http://icese.unnes.ac.id

Email: [email protected]

iii

DEAN’S FORE WORDS

Dear Participants of ICESE 2019,

It is a pleasure to welcome all of you in the first International Conference on Environmental and

Science Education (ICESE 2019) held by Integrated Science Department, Faculty of Mathematics

and Natural Sciences, Semarang State University.

Faculty of Mathematics and Natural Science Semarang State University or more popularly known

as FMIPA Unnes has 6 departments and 11 study programs of Mathematics and Natural Sciences

education backgrounds and non-education backgrounds. FMIPA Unnes has the mission of being

an excellent and meaningful faculty by improving human resources through scientific activity.

One of efforts to result excellent and meaningful human resources through scientific activity is by

performing discussion and knowledge sharing. To widen discussion of science and research

development in mathematics and science educations scopes in national and international level,

ICESE 2019 was initiated as the medium of that discussion. I believe that ICESE 2019 can

facilitate the knowledge sharing in environmental and science educations area in order to establish

a global cooperation among experts and researchers.

With the hope that this conference will be the medium to optimize the role of Environmental,

Science and Education in global cooperation, I am proud to welcome all of you and I wish you a

pleasant sharing and discussion in this conference and enjoyable stay in Semarang, Indonesia.


Dean of Faculty of Mathematics and Natural Sciences Semarang State University

iv

CHAIRPERSON’S FORE WORDS

We welcome you to the First International Conference of Environmental and Science Education (ICESE)

2019 on April 27th in Semarang Indonesia. ICESE 2019 also the tenth national conference organized by

Integrated Science Department, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang.

ICESE 2019 provides a platform to the research institutes, and industries to meet and share cutting-edge

progress in the fields of environmental and science education as reflected in this year’s theme “Innovative

Research Products in Science, Technology, and Conservation for The Development of 21st

Century Education”.

This conference provides an opportunity to enhance understanding of the relationships between knowledge

and research related to mathematics and science. The conference accepted 293 papers from 5 countries and

46 universities. The conference program represents the efforts of many people. We want to express our

gratitude to the members of the Program Committee, and the reviewers for their hard work in reviewing

submissions. We also thank to keynote speakers Prof. Fathur Rokhman, M. Hum., Prof. Dr. Ir. Purwanto

DEA, Dr. Mary Margaret Thomas, Assoc. Prof. Dr. Haniza Hanim Mohd Zain, and Assoc. Prof. Chatree

Faikhamta also the invited speaker all the participant. Finally, the conference would not be possible without

the excellent papers contributed by authors. We thank all the authors for their contributions and their

participation in ICESE 2019. We hope that this program will further stimulate research in Environmental

and Science Education, share research interests and information, create a forum of collaboration and build

trust relationship. We feel honored and privileged to serve the best recent developments in the field of

Environmental and Science Education to you through this exciting program.

Wish you have great memorable event and enjoyable stay in Semarang.

Stephani Diah Pamelasari, S.S., M.Hum.

Chairperson of Conference Commitee

v

TABLE OF CONTENTS

COVER i

DEAN’S FORE WORDS iii

CHAIRPERSON’S FORE WORDS iv

TABLE OF CONTENTS v

LIST OF PAPER vi

vi

LIST OF PAPERS

Page

1 Conservation Efforts of Springs Based on Community in Prawoto Village,

Sukolilo District, Pati Regency

L Fatmawati, M G Rindarjono, and Ahmad

1-7

2 Local wisdom value of rejang tribe in developing

Environmentally-concern character

Aprianto Soni, Enok Maryani, Iwan Setiawan

8-15

3 Social community capital model for management of

sustainable river ecosystem

Dwi Atmanto

16-20

4 The impact of land use change on food security

(in gunungpati subdistrict, semarang city)

Hariyanto, Sudharto, Imam Buchori

21-25

5 Comparison of ground-based and satellite-based CO2 data

in Indonesia

Waluyo Eko Cahyono, Riris Ayu Wulandari, and Indah Susanti

26-29

6 Environmental management based on the religious character

of Pondok Pesantren Al-Hikmah 2 Benda

M. Khanif Yusman, Joko Widodo, Rusdarti, Juhadi

30-39

7 The effect of organizational culture, leadership, and job satisfaction on the

teachers' performance

Abdollah, Nurhattati Fuad, Matin

40-45

8 The impact of mathematics learning materials based on contextual teaching and

learning towards students' arithmetic skill

Mohammad Anang Taufik, Muljoto, Sunardi, Nunuk Suryani

46-54

9 Developing inquiry-based learning materials by using ADDIE approach

Hariyanto, Soetarno Joyoatmojo, Joko Nurkamto, Gunarhadi

55-67

10 Developing project based learning model using local potential of biology

materials at Senior High School

Lugtyastyono Budi Nugroho, Sajidan, Sugiyanto, Sutarno

68-77

11 Integration of character education in chemistry learning process about redox in

Paket C program

Tri Joko Raharjo, Harianingsih

78-84

12 Improvement the quality of arabica coffee with wet processing system at panti

Sub-District, Jember Regency, East Java

Tanti Kustiari, Ujang Setyoko

85-96

13 Developing online instructional model for auditor basic knowledge: case study

of sai of Indonesia

Selvia Vivi Devianti, Diana Nomida Musnir, Suriani

97-103

vii

14 Increase the quality of yogurt with additions carbohydrate as respiration lecture

material

Mayarni

104-113

15 Development of learning materials using problem-solving models to train

critical thinking skills

A Hanum, U Azizah, SE Cahyaningrum

114-120

16 Lanslide risk management in the city of Semarang is still downcast : questioning

the role of education

H Tjahjono, Suripin, Kismartini

121-127

17 Minangkabau values and culture in responding to the enhancement of character

education competitiveness of the Indonesian community in the 21st century

Haiyyu Darman Moenir, Abdul Halim

130-136

18 Model educational management value system through learning (e-learning) at

Postgraduate School Uninus Bandung, West Java

Ade Tutty R Rosa

137-142

19 Socialization of Javanese ethics value as a lifestyle in Junior High School

students in North Semarang

Elly Kismini, Tri Marhaeni Pudji Astuti, Maman Rachman, and

Muhammad Jazuli

145-149

20 Cultivation of Agarwood (Aquilaria sp.): A Conservation Effort of Expensive

Rare Plant

Fidia Fibriana, Andin Vita Amalia, Nur Kusuma Dewi, Enni Suwarsi

Rahayu

150-155

21 The analysis of lecturer performance index on student academic service

satisfaction to reinforce the integrated sciences education department

Novi Ratna Dewi, Parmin, Andin Vita Amalia, Erna Noor Savitri, Irma

Nadia

156-161


“Innovative Research Products in Science, Technology, and Conservation for The

Development of 21st Century Education”

2019

1

Conservation Efforts of Springs Based on Community in

Prawoto Village, Sukolilo District, Pati Regency

L Fatmawati1*, M G Rindarjono2, and Ahmad2

1Student of Geography Education Magister Program, FKIP 2Lecturer of Geography Education Magister Program, FKIP

Universitas Sebelas Maret, Surakarta

Email: *[email protected]

Abstract. The springs in Prawoto Village are the main source of water that is very reliable in

meeting the community's clean water needs. Increasingly high population makes the

community's need for clean water also increase. So, conservation efforts are needed for springs

so that the sustainability of the springs in the village is maintained. Every region, especially

rural areas, usually has local wisdom that is able to contribute to environmental conservation

efforts, as well as in Prawoto village, Sukolilo Subdistrict, Pati Regency, which also has local

wisdom that plays a role in the conservation of springs. The purpose of this research was to

know conservation efforts carried out by the community through the role of tradition and local

culture in the Prawoto Village, Sukolilo District, Pati Regency. The method used was a case

study. Data collection techniques with interviews. Sampling was done by Purposive Sampling.

The results showed that the conservation of springs could not be separated from the role of

tradition and local culture of the community which included cleaning the springs, not taking

things and protecting large trees around springs, bancakan (syukuran), cutting buffalo, and

puppets. The activities of tradition and local culture are always maintained by the community

and become a form of effort from conservation of springs.

INTRODUCTION

Water is a basic need that must be fulfilled in people's lives, both rural communities and urban

communities. Not only humans, animals and plants also need water for their survival. Water that can

be used by the community to fulfill their needs can come from various sources, from surface water or

groundwater. Prawoto Village is one of the villages in the Sukolilo District of Pati Regency, which is

geologically included in the Sukolilo karst area (Minister of Energy and Mineral Resources, 2014

Article 2). Where, the area shows exokarst and endokasrt forms, one of which forms endokarst includes

springs (ESDM Regulation Number 17 of 2012 article 4 paragraph 5). There are nine (9) springs in

Prawoto village which are the main sources of water that are highly relied upon to meet the needs of

community clean water with an average discharge of 10 liters / second (Settlement Sanitation

Development Program (PPSP) Pati Regency, 2012).

Springs are ground water that comes out by itself to the surface of the ground. Springs originating from

deep soil are almost unaffected by season and the quality / quantity is the same as in deep water

(Sutrisno, 2002: 19). Or in other words, springs can be defined as the place where water emerges from

rock or soil that occurs naturally.

Water needs in an area are sometimes not comparable with the availability of water in the area. This

can be caused by a high population which causes high water demand, while limited water sources and

uneven distribution of water sources. As written by Ondigo (2018) "The growing population and

continuous pressure on the available water resources and this has been produced in reduction of per

capita water availability". Community water needs generally include water requirements for domestic,

water requirements for agriculture, water requirements for livestock, and water requirements for home

industries. Domestic water needs according to Kodoatie & Widiarto (2016: 67) are used for all

household needs, including cooking, drinking, bathing, sanitary ware, and so on. Water requirements

mailto:[email protected]




2019

2

for agriculture are used for irrigating rice fields, fields and moorings. Water requirements for livestock

are used to fulfill livestock and fisheries needs. Industrial water needs are used to fulfill the processing

industry and home industries.It is undeniable that the population from year to year will definitely

increase. It also becomes a global challenge not only in a certain area.

In Pati Regency, the number of people from 2013 with 1,218,016 people until 2014 experienced an

increase of 7,567 people with a total population of approximately 1,225,594 people. For Sukolilo Sub-

district itself in the same year, namely in 2013 a total of 87,476 people experienced an increase in 2014

with 886 people with a total population of around 88,362. Whereas in Sukolilo Subdistrict in December

2017 to August 2018 also experienced an increase of 209 people with a total population of

approximately 91,294 people. The increase in population is a serious challenge regarding water and

human issues. Meanwhile, the population of Prawoto Village as many as 11,586 experienced an

increase in population over a period of 8 months with 27 people with a total of around 11,613 people

(Documentation Village, 2018) being one of the community's considerations in efforts to conserve water

resources, especially springs that in the village. Conservation in general is wise resource management

to ensure the sustainability of its facilities while maintaining and improving the quality of values

(Sudarmadji, Suprayogi, S., & Setiadi, 2012: 145).

Considering the ever increasing population which will automatically increase the community's need for

clean water, while the availability of limited springs in the village of Prawoto, in fulfilling their needs,

the community must use water wisely and wisely so that the sustainability of the spring is maintained.

In addition, community conservation efforts must also be made by the community to maintain the

quality and quantity of water so that the need for water, especially clean water, can meet various

community needs.

Conservation efforts on springs, do not have to be done with various kinds of technology that require

considerable operational costs, but in a simple way it becomes important so that people easily apply to

the maximum for the sustainability of existing spring water management based on the environment and

empowering the surrounding community.

In the life of the community it must have tradition and culture in the community. According to Langlois

(2001), tradition is an idea, belief or behavior from a past that is symbolically derived with a certain

meaning to a group or society (Liliweri, 2014: 97). Whereas culture according to anthropology is the

whole system of ideas, actions, and results of human work in the framework of people's lives which are

made into human property by learning (Koentjaraningrat, 1990: 180-181).

From the existence of traditions and culture in society, local wisdom is usually created. Local wisdom

is the overall knowledge, belief, understanding or view, and also the practice of traditional ethics, which

controls the behavior of people in ecological societies (Sumarmi, 2018: 44). This local wisdom will

later contribute to the conservation and conservation of the environment, because the community

unconsciously carries out environmental and conservation management which initially only aims to

sustain its life.

METHOD

The method used is a case study. The technique of collecting data by interview and observation. The

population is the entire population of users of the spring, while the sampling is done by the Purpossive

Sampling technique, which consists of residents who live around the spring a number of five (5) people

in each spring, village officials, and communities concerned about the environment. The data analysis

technique uses qualitative descriptive.




2019

3

RESULTS AND DISCUSSION

The spring in Prawoto Village is an area that should have been protected, because the springs are in the

village land and become a local protected area, and more importantly because the spring is the main

source of fulfillment of the community's clean water needs. According to the Presidential Decree of the

Republic of Indonesia Number 32 of 1990 concerning Management of Protected Areas Article 5 that

local protection areas cover the area around the spring which is the area around the spring which has an

important benefit to maintain the function of the spring. For this reason, efforts to conserve springs are

not the responsibility of the village government alone, but are the responsibility of the community

together. The Prawoto Village community has several traditions and local cultures inherited from their

ancestors so that a local wisdom is formed which plays an important role in environmental preservation,

one of which is in the effort to conserve springs.

The emergence of several springs in the village of Prawoto is certainly very beneficial for the

community, especially to meet the needs of clean water for the community which is their basic need.

Considering the importance of clean water in people's lives, they always maintain and preserve the

spring so that their children and grandchildren will also be able to enjoy it later. For rural communities,

they still strongly believe in mystical matters. Likewise, the people of Prawoto Village also believe in

mystical things, especially around springs. These mystical things which later by society make a certain

habit. As for the practices carried out by the community which later formed a local culture as a form of

spring conservation efforts are as follows:

1.1. Sendang Pitu

Sendang Pitu is a spring with seven locations located close together, so that the surrounding community

call it Sendang Pitu and each spring also has its own name, Sendang Widodaren Wetan, Sendang Ipek,

Sendang Sambeng, Sendang Suweru, Mbelik Wadon, Mbelik Lanang , and Sendang Widodaren Kulon.

Sendang Pitu is not only known by the local community, but also known by people from outside the

region. The results of interviews conducted with residents stated that the community believed that

bathing in Sendang Pitu could make it stay young. Very often people from outside the area come and

bathe in Sendang Pitu and take the water they believe can be used as medicine, therapy, or for certain

purposes that they believe that is usually a message from "smart people".

Then clean the spring, clean the spring is done by a community of young people who care about the

environment around the spring. This activity is carried out by Lembur Youth, which is one of the

communities of young people who live around Sendang Pitu, they do clean the environment around the

spring every week usually on Sundays or on other holidays. In addition to clean springs, tree planting

is also done to make it look beautiful.

Then do not take things like rocks, soil, or wood around the spring, and do not cut down the big trees

there. They believe that these large trees are the place where springs appear. No one dared to take

something around the spring, other than because it belonged to the village, but also because they

believed that everything around the spring had an invisible "guardian" figure, especially in the big trees

in the spring. Springs there seemed to be a horror in the eyes of the people. From the results of interviews

with one of the residents, who was the caretaker of Sendang Pitu, he dreamed of being visited by

someone and said, "anakmu kandani, ojo jikuk-jikuk teo amergo ra by sing duwe (Java)", which means

"tell your child, don't take anything from the spring because you can't have the same thing." He said

that right at that time his son had taken a little soil around the spring to flatten the front of his house so

it would not muddy when it rained. At first they thought it was ok if they only took a little, but after

dreaming like that they did not dare anymore to take something around the spring.

The last is Bancakan (thanksgiving), bancakan (thanksgiving) is done in Sendang Pitu as a form of

Gratitude to God Almighty for bestowing this nature to meet their needs, so that the springs there are

still flowing water all the time. Bancakan this is done every month Syuro by people who live around

the spring, the community also knows it as alms earth. And every night 1 syuro, usually the people




2019

4

around do Manakiban, Manakiban is a tradition carried out by the community to commemorate the

history of the saints, especially on Sheikh Abdul Qodir Jailani by reading the book Manakib. After

manakiban, it is continued by "stretching" in the spring, and not a few do the ritual bathing in Sendang

Pitu.

In addition to these activities, the community also built a spring cover in one of the Sendang Pitu to

protect springs from disturbances of wild animals, as well as from garbage, as well as making

foundations so as not to collapse the surrounding land. Making buildings in these springs is a form of

physical conservation of springs.

(a) Spring cover in one of the Sendang Pitu (b) Making foundations in one of the Sendang

Pitu

Figure 1. Physical conservation of springs

1.2. Sendang Soko

Efforts to conserve springs in Sendang Soko, namely clean springs carried out by the Domasan

community who are the managers of springs. As in Sendang Pitu, the surrounding community also did

not take anything like rocks, soil, or wood around the spring, and did not cut down large trees there.

Because they believe that every one around the spring has an invisible "guardian" figure, especially in

large trees in the spring.

Bancakan (thanksgiving) conducted at Sendang Soko is essentially the same as Bancakan in Sendang

Pitu, which is a form of Gratitude to God Almighty for bestowing this nature to meet their needs, so

that the springs there are still flowing water all the time. The thing that distinguishes is bancakan in

Sendang Soko using Nasi Bucu, which is white rice in the form of a cone accompanied by side dishes.

Bancakan is carried out every month in the Jumadil Akhir (Java) on the last day of pasaran pon of the

month. And in the evening followed by the Wayangan event. Puppet shows are held to preserve

traditional arts in Java. Aside from that, every person who has a duty, such as mantu in both weddings

and circumcisions, they put offerings in spring in the form of rice and jadah so that those who have the

intention are given fluency until the event is over.




2019

5

Figure 2. Nasi Bucu for Bancakan in Sendang Soko

Physical forms of conservation are also carried out in Sendang Soko by making a foundation building

around the spring to protect and prevent soil debris in the spring.

Figure 3. Making foundations in Sendang Soko

1.3. Sendang Jibing

Sendang Jibing is one of the most famous spring in the village of Prawoto because it is located in the

center of the village and at the same time is a water tourism spot. This Sendang Jibing was once a

Taman Sari during the Dutch colonial period. Until now the pool structure has been used as a place for

bathing (recreation) and now the village government has made repairs to the building of the pond. Just

like in Sendang Pitu and Sendang Soko, Sendang Jibing also always springs clean by Pemuda

Pagarsewu who is also the developer of Sendang Jibing water tourism. In addition to them, the

Gusdurian community which is a motivating community that cares for the environment also contributes

to the clean up of springs, as well as planting trees around springs for reforestation. Their motivation is

to clean the spring because they feel they have it, so they should care for and maintain the environment

around the spring.

Do not take things like rocks, soil, or wood around the spring, and do not cut down large trees in

Sendang Jibing. Because the surrounding community believes that everything around the spring has an

invisible "guardian" figure, especially in large trees in the spring. That, makes the people keep the big

trees and take care of them. And they believe the big trees are the place for springs to appear.

Furthermore, buffalo slaughter carried out at Sendang Jibing is carried out every August 17th. Sendang

Jibing is famous for its many casualties, not a few people who died there, most recently in July 2018.

A child who took a bath probably slipped and died. Based on the results of interviews with the Head of

the Prawoto Village, the tradition of buffalo slaughter by flowing buffalo blood in the spring is always

done by the village government by involving the surrounding community. This is done every year so

that the agriculture in Prawoto Village is free of pests, especially rat pests. Once upon a time there was

no buffalo slaughter in the spring, and finally rat pests attacked the farm. Since that incident, the

tradition of buffalo slaughter in Sendang Jibing has never been abandoned. In addition to buffalo

slaughter, a series of other events on this spring on August 17 is Bancakan (thanksgiving) which is then

followed by wayangan.

The community of Prawoto Village is called on by the village officials to maintain local traditions and

culture that are inherited from their ancestors, especially in relation to the conservation of springs.

Because it will become a characteristic of an area and can also attract the attention of people from

outside the region.




2019

6

CONCLUSSION

Springs in Prawoto Village, Sukolilo Subdistrict Pati Regency is the main source for fulfilling the

community's clean water needs, both for domestic and non-domestic water needs. In the rural

environment, you know the traditions and local culture, as well as in the village of Prawoto. Local

traditions and culture which are inherited from their ancestors are always maintained, because they play

an important role and contribute significantly in the conservation of springs.

ACKNOWLEDGEMENT

The author would like to thank the Head of Prawoto Village, Manager of springs, Prawoto village

community, Magister Program of Geography Education FKIP UNS Surakarta and all those who helped

in completing this research.

REFERENCES

Keputusaan Mentri Energi dan Sumber Daya Mineral. Nomor 2641 K/40/MEM/2014 tentang

Penetapan Kawasan Bentang Alam Karst Sukolilo.

Keputusaan Presiden Republik Indonesia. Nomor 32 Tahun 1990 tentang Pengelolaan Kawasan

Lindung.

Kodoatie R J, Widiarto 2016 Menjaga Kedaulatan Air (Yogyakarta : Penerbit Andi).

Koentjaraningrat 1990 Pengantar Ilmu Antropologi (Jakarta : Rineka Cipta).

Liliweri A 2014 Pengantar Studi Kebudayaan (Bandung : Penerbit Nusa Media).

Ondigo D A, Kavoo A M, & Kebwaro J 2018 Water Resources and Management under Increasing

Urban Demography: A Kenyan Perspective—A Review. Journal of Water Resource and

Protection, 10, 919-938.

Peraturan Mentri Energi dan Sumber Daya Mineral. Nomor 17 Tahun 2012 tentang Penetapan

Kawasan Bentang Alam Karst Sukolilo.

Sudarmadji, Suprayogi S, & Setiadi 2012 Konservasi Mata Air Berbasis Masyarakat di Kabupaten

Gunungkidul (Yogyakarta : Sekolah Pascasarjana Universitas Gadjah Mada).

Sumarmi 2015 Local Wisdom of Osing People in Conserving Water Resources. Jurnal Komunitas, 7

(1), 43-51.

Sutrisno T 2002 Teknologi Penyediaan Air Bersih (Jakarta : Rineka Cipta).




2019

7

Local wisdom value of rejang tribe in developing

Environmentally-concern character

Aprianto Soni ¹*, Enok Maryani ², Iwan Setiawan 2

¹ Postgraduate Student of Geography Education , Universitas Pendidikan Indonesia

²Postgraduate Lecturer of Geography Education, Universitas Pendidikan Indonesia

Email: *[email protected]

Abstract. The increasing influence of modernization and globalization drive young people

especially they are in teen age tend to have more pride of western culture than of local culture

(Indonesian culture). Culture has a very important role in character building of youth. Local

wisdom should be integrated in a culture entity to develop the nation of Indonesia. The level of

nature damage can be caused by two factors; natural phenomena and human errors. Building

environmentally-concern character is attitude and action attempting to prevent natural

environment damage and to develop attempts to conserve the nature from damage.

Environmental damage is mostly caused by human errors. Human dependence of nature is the

main factor of environmental damage. Today, character education is considered relevant to solve

moral crisis problem of Rejang Tribe. Character building has several important aspects

including problem solving, decision making, and conflict resolution. The local wisdom of

Rejang Tribe is a product of the past which is continually considered as life principle. The local

wisdom of Rejang Tribe is the product of traditional culture continually considered as their life

grip. The character of Rejang’s local wisdom is local but it consists of very universal values.

Some examples of local wisdom dealing with environment conservation are the tradition of ca’o

muko imbo, beto’ok, aliak bilai, kedurai bumai, mundang biniak and tradition of meket poi.

They become the evidences of their obedience to their tradition since a long time ago. It can be

seen that they have a strong and sturdy defense, they also have various esthetic values.

INTRODUCTION

Sustainable Development Goal (SDGs) agreed in 2015 is a new transformation for global development

which is the continuation of Milennium Development Goals (MDGs). There are several development

targets in various aspects; one of them is the environmental issue. In sustainable development goals,

environment has become the most important aspect (Hoelman et al. 2015). SDGs has recently become

the new paradigm in global development and become the evidence of all countries’ concern especially

countries incorporated in UN for environmental issues. Environment has been considered as the most

important issues to concerns since natural disasters occurred recently, like flood, landslide, abrasion,

erosion and so on. Those phenomena will cause damage to the environment and threaten the

sustainability of human life and ecosystem. Therefore, sustainable development needs to be actualized

for human life and nature sustainability.

Environmental damage directly affects human life as environmental issues develop fast. Those natural

damages are caused by people activities which are not environmentally friendly. Then, better restoration

is needed to prevent nature from damage and to sustain future life of many people. In National Law of

Indonesia (Undang Undang) number 32 in 2009 verse 65 point 4, it is said that environmental

conservation and management becomes individual right for every citizen. Living environment has a

very important role to support human life. Environmental damage must immediately be prevented or

reduced so that living environment can support sustainable human life. People awareness and concern

for environment cannot be just grown up naturally, however it must be built through continuous efforts

from early age. It should be done through real and contextual activities.





2019

8

According to Nisa et al. (2017, hal. 2), “setiap manusia harus memahami bahwa manusia diciptakan

untuk menjadi pemimpin (khalifah) yang mengatur banyak hal yang ada di bumi, dikelola oleh manusia

dan memanfaatkan secara seimbang dan berkelanjutan”. They express that every human must

understand that human is created to be leader controlling all other creations on earth, managing and use

them sustainably and in balanced manner. In this case, the role of education institution is expected to

participate in the environmental management. Character building of environmental care is an action for

preventing environmental damage. It is effort to conserve and restore all environmental damages

existing today.

Environmental damage is mostly caused by human error; human dependency on natural environment

becomes the main factor of the damage. The damage causes less quality for human life. Accordingly,

to prevent the reduction of life quality, human should have concerned with environmental quality and

quantity wisely and brightly.

Those local wisdoms should have been arranged in a cultural unit to actualize a great nation; Indonesia.

Habit and culture forming human behavior must be inherited to the next generation. In the culture

transformation, there must be intermediary generation who are capable in connecting and

communicating culture from old generation to the next generation as has been stated by Maryani &

Yani (2016, p. 116) stating that local wisdom is the top od the culture becoming the main identity for a

nation. He said:

“kearifan lokal merupakan puncak-puncak keunggulan budaya yang menjadi identitas utama

bangsa. Keraifan lokal yang menjadi karakter budaya mempunyai keunggulan yaitu (1) mampu

bertahan terhadap budaya luar, (2) memiliki kemampuan mengakomodasi unsur-unsur budaya

luar, (3) mempunyai kemampuan mengendalikan, (5) mampu memberikan arah pada

perkembangan budaya.” (Maryani.2008)

It has been explained before that every citizen has his/her own culture. The culture contains the values

of local wisdom which has been institutionalized. Rejang Tribe is one of many group ethnic residing in

Bengkulu. They are tribe with the largest in number and the oldest tribe in Bengkulu. One of the regions

where Rejang Tribe resides ia Region of North Bengkulu coming from four descents (Petulai and

Jurai). The leader of the four Patulai (descents) is called Ajai. When the Ajai governed Rejang Tribe,

they already had various traditions consisting of orders, values of wisdom, and doctrines of philosophy

concerning with environmental conservation.

Local Wisdom

People have a variety of local wisdom that is either still existing or already abandoned. They abandoned

the local wisdom because of the modernization creating a huge dynamic in the society. It is agreed by

Hamzah (2013, P. 16) stating that many local wisdoms heritage gotten the ancestors ignored, especially

by the young generation at this time because they view the local wisdoms as ancient things. The fast

flow of the globalization makes some local wisdom ignored and abandoned. The statement describes

that the local wisdom which seems to be abandoned has positive meaning and lesson for the future

sustainability of human. Local wisdom, according to Mutakin (2005, p. 643) can be defined as thinking

ability to take action and behavior of a person or group of people in the effort to introduce and to grow

the perspective of hope and message or a number of information related to the values and norms as the

referral of how to live well in the society. People must be able to develop, enjoy and be grateful in their

living environment so, they can live their life as expected at the time. Therefore, disintegration in social

life can be prevented. Moreover, Hamzah (2013, p. 15) states that the knowledge of the local society

accumulated as long as their lifetime has a huge role. The local wisdom is about perspective on human

as the part of nature and people’s belief emphasizing on admiration for natural environment viewed as

a positive action to support development.

Meanwhile, according to National Law of Indonesia (UU) Number 32 in 2009 on living environment

management and conservation, local wisdom is glorious values acceptable in society’s life order to




2019

9

conserve and manage the environment more seriously. Local wisdom appearing in a social life system

is an environmental wisdom. Then, it can be used as the creative map of the geographical situation,

geopolitical situation, and historical situation. Life perspective and science as well as various life

strategies actualized in form of activities of the local society to solve problems so they can fulfill their

needs. The point of local wisdom can be basically viewed as a foundation to form self identity grown

inside individuals to serve the society.

Local wisdom is bridge connecting past tense to present tense, ancestors to today’s generation to prepare

a better future for the coming generations. Local wisdom has been a trending topic as people come to

realize the importance of local culture. Therefore, there must be assessment to excavate and to conserve

potential or existing local wisdoms. One way of excavating and conserving local wisdom is through

education whether it is formal or non formal education. Local wisdom in education must be

implemented as a self and environmental orientation. Growing local wisdom through education has

been a part of effort to grow identity of the nation and can be a media of evaluating foreign culture. In

a communication, there are positive values developed to build nation’s character and identity.

Character Building on Environment Concern

Character education is one of the government priority focuses. The government through The Ministry

of Education and Culture instructs schools implement character education, so that the students posses

suitable character to values, norms, and religion. It is agreed by Budimansyah (2010, p. 1) that;

“Pembangunan bangsa dan pembangunan karakter (nation and character building) merupakan dua

hal utama yang perlu dilakukan Bangsa Indonesia agar dapat mempertahankan eksistensinya”. He

expresses that nation and character building are two things should be implemented to maintain their

existence. Moreover, Watz (2010, p. 2) states that:

“Character education has been both a formal and informal part of schools. At times it has been

integrated in small ways into many other pieces of the curriculum. For example early character

education programs in America focused on using the bible to teach subjects incluiding reading,

weiring and history. An other time it has been a unique piece of the curriculum as higlightes by

the variety of standalone character education programs tht are currently running in schools

today”.

The concept of character building is complex especially if it is related to the environmental changes.

One of character buildings focused on environmental change is environment-concerned character

education. This kind of character education is part of specific education development concept.

According to Asmani (2012, p. 80), the implementation of character building at school consists of four

kinds, they are as following:

a) Religion-based character building is moral conservation learning the truth of the God’s revelation.

b) Culture and values-based character building is character building emphasizing wise behavior on

Pancasila, literature appreciation, and modeling of former well known historical public figures and

country leaders.

c) Environment-based character education focusing on environmental conservation.

d) Self competence-based character building; personal behavior, the outcomes of self potency

utilization guided to increase the education quality.

Based on those kinds of character education, environmental concern character building belongs to

environment-based character building. Environment-based character education is objected to grow and

to develop social concern especially the students towards living environment.Teaching and learning

activities play important role to provide the students knowledge input about environmental problems.

Teacher is the main character in developing the students’ environmental concern during the teaching

and learning activities. It is in accordance with the statement of Hungerford and Folk (2013) that teacher

may provide the students with knowledge and courage so their empathy on environment can be grown.

It will be more effective if the teacher is supported by policy and school management agreeing with




2019

10

environmental character building on school society especially the students. policy is rational political

consensus supporting the investment process (environmental character building) executed properly

based on rules of value in education.

It is supported by the statement of Zula and Chermack (2007, p. 248) that education is the form of

investment. Schultz defined “human capital theory as “the knowledge and skills that people acquire

through education and training as being a form of capital, and this capital is a profuct of delibreate

investment that yields returns”. Basically, educational policies are objected to actualize the education

implementation relevantly to the educational goals. Policies on education are ethically organized based

on life values that are going to be achieved in the future. Education, as a constructive system for society

encouraging young generation to adopt and possess values referred from the country and life

philosophy. Policies on education are aimed at preparing education practitioners to organize education

in diversity and complexity.

METHOD

The approach used in this research was qualitative approach. The researcher used ethnography method

on conception of Rejang people as the center of culture competence belonging to qualitative research.

Ethnography research studies about cultural phenomena, presenting life perspectives of study subject.

It is social science research model using foundation phenomenology foundation. According to Densim

(2000, p. 457), ethnography research describes the way of thinking, the way of life, and behavior as

“social settings study”. This kind of research is study of whole and natural culture group in a specific

period of time. Moreover, (Grant & Fine, 1992; Spradley, 1980; Creswell, 1994) explain that research

process is flexible, the data is contextual and develop as the response to the life reality in the research

field. In ethnological perspective, nature of the phenomena or entity or social reality becomes very

important in conducting ethnography research. According to Creswell (1994), quantitative researchers

mostly concentrate on process rather than the outcomes or product of the research. Therefore, the

researcher wanted to investigate how the local wisdom of Rejang Tribe grows environmental concern

character building. The researcher wanted to describe how students behave and reflect character

building on environmental concern and how they conserve their local culture.

Data sources of this research consist of oral and written data. Oral data were gained from Rejang People

involved in the life term, and from the public figures that know and understand the history of Rejang.

Written data were gotten from the documents given by the local government such as research setting

profiles consisting of pictures, videos, and some archives of North Bengkulu Government. According

to Sugiyono (2012, p. 400), the sample of qualitative research is taken purposively through snowball

sampling.


Rejang Tribe is famous with tradition and traditional law attracting scientist from all around the world.

Rejang tradition has been the legal basis and life rules. The traditional law regulates not only the

relationship between individuals and their families but also the relationship among the society.

Formerly, Rejang tradition is not written, it is spoken from one generation to the next generations. The

tradition is obeyed by society and for people who violate the law will be punished. Rejang tradition

contains kinship values, mutual cooperation, discussion, agreement and wisdom when finding solution

for the problems appearing in the society. Rejang customary law stands for the rules related to law and

norms in the social life. “The clever teaches the fool, people who having knowledge tell others, people

who are lost are shown the right way, mistake is put in to the right one, wrong view, wrong step, wrong

saying, people who are lacking provided, the broken is connected, people who are down are raised up,

guests are well welcomed and offered, conserve the earth (environment) which they step on, meet each

other, praise each other based on the tradition.




2019

11

Rejang people have etiquettes and rules as well as habits to keep the environmental balance. Practically,

Rejang Tribe applies the local wisdom in agriculture and environmental concern. Tradition of Ca’o

Mukak Im’o, Beto’ok, Aliak bilai, Kedurai (Pai, imbo, agung, bumai), Kedurai Mundang Biniak, and

Kedurai Meket Pai. Each procession is about their hope to God to ask the best result and to respect the

nature and all living in it. All creations of God cannot hurt each other; all must keep and love each other.

It is clear that Rejang Tribe in North Bengkulu show the importance of religious values that need to be

maintained seriously. Local wisdom developed in social life is based on the need to manage and restrict

social behavior at the area.

Custom of Ca’o Muko Imbo, before planning to plant on a land, people invites local villagers to their

house including headman, village officials to join basen kutai. Before the basen kutai is started, the host

family present iben pamit to the headman/rajo to open the basen. Iben pamit must previously be

accepted by the headman/rajo before conducting basen. In this berasan, it is determined the forest area

which is going to be a new plantation including the time of three cutting, people working at the

plantation and people leaving to the forest. Dish must be prepare in besan kutai are punjung sapodilla

and bungai sapodilla. Headman/rajo declares some rules that must be obeyed by the villagers. The rules

are as following:

1). When clearing the forest for a new plantation, villager must acquire permit from the headman or

village officials.

2). When possessing cultivated land, villager must provide border sign which is sulo.

3). Every cultivated land must be planted or utilized.

4). Vacant land, if it is not planted in three years, will be taken over by kutai (village).

5). Every 40 fathoms from the riverside must be free from the plantation, the trees cannot be cut down.

Customs and cao muko imbo tradition still exists. Some villagers still use the tradition, some of them

do not. It is because the land can be bought and proven by a certificate of the land.

1) Custom of Beto’ok and Temo’ok

Work mutually and cooperatively in tradition of Beto’ok and Temo’ok or planting rice when planting

season comes.

2) Tradition of Aliak Bilai (nomadic)

There have been regulations called “Ngemak-Ngelek´(to take and then to give) in case of helping

each other. If they get helped, in the future they should help the person who help them before.

3) Tradition of Keduarai Agung, Bumai/Tebo, Poi

Keduarai is similar to clean congregative (usually called saleak) or by involving many people of

Rejang Tribe. There are some kedurai can clean people from their sins and fault, for example

Kedurai Agung in a village, Kedurai Tebo is for asking permission to taneak tanai (creature believed

that keeps land) to cultivate a new land, Kedurai Poi is for asking better crop if it is worse when the

cropping season comes.

4) Tradition of Kedurai Mundang Biniak

Before beto’ok season (rice planting season), traditional people together (marga tubei, marga

bermani, marga jurukalang, marga selupuh) hold Kenduri “mundiang biniak”. The purpose of the

ceremony is to pray for blessing and the fertility of the rice field. After the precession of Kenduri

Mundang done, the seeds of rice is divided into four parts and given to Rejang Tribe who belongs

to four clans. Rejang people believe that goddess of rice “nyang seai” will make the rice well grown.

Meanwhile, semnget poi “saning sari” which has been believed as the queen of rice, mother for the

best quality of rice seeds and “nor jinun” believed as the protector and the caretaker of rice expected

to capable to protect rice from pests. They have proven it all and they still believe it until today.

a) The place in penoi is for the seeds during the procession of manundang biak.

b) Mundang biniak procession is held for three days. The rundown consists of 1) preparation for

Temuuang gung kecitan, 2) opening ceremony by performing kejai dance and ambet dance 3)




2019

12

procession of kenduri mundang biniak, shaman reads some spells and prayer and send them to

goddess of Nyang Seai, Queen of Saning Sari, Nornjnun and to the seven gods and goddess the

protector of seeds to come down the earth to bless the seeds which are going to be planted.

5) Tradition of kedurai meket poi

Kedurai meket poi (roping rice) tradition is held in the middle of the rice field that is ready for the

cropping. Kenduri meket poi is the sign for the cropping season started. During the kenduri

procession, people must not crop their paddy. They must then wait after three days. People working

to crop the rice must be paid with rice they crop. They must not be paid with money. The paddies

roped are prepared for seeds for the next planting season. Penoi and other dishes, and the content of

the penoi is filled with an allied of paddies, a bowl of white porridge, a bowl of black porridge, a

bowl of yellow porridge, nine pieces of plain bamboo cake, nine pieces of sweet bamboo cake, a

harrow of golden bananas, a cup of plain water, buik oil, one white chicken, one tuwei, a stem of

rattan tree, kyieu ibea-kiyeu spangea-kyieu nyebukit, iben leaf, gambier leaf, areca palm fruit, areca

lime.

Tradition of Rejang Tribe has existed for 7 to 8 generation. When they knew how to survive in coastal

area, Rejang people had known how to farm and to cultivate land. Local wisdom can be a guideline for

Rejang people to adapt to the environment and the local society. This is agreed by Alwasilah (Hermanto,

2012, p. 35) describing characteristics of local wisdom such as: a) based on experiences, b) examined

after being used, c) can be adapted by current culture, d) integrated to daily activities of the society and

its institution, e) normal to be used by individual and the entire society, f) dynamic and evitable, and g)

strongly related to the belief system.

Local wisdom as one of the developing culture in the society has function that cannot be separated from

social interaction. Supriatna (2013, p. 2) writes in one of his papers that local wisdom is built from

social values and has function as guidelines, controller, and signals to behave and interact with nature,

become a very important factor of a good resources management. Meanwhile, there are some verandahs

of Rejang Tribe, such as the message bringing forward to the goodness so their life can be better

individually and collectively. There are some traditional instruction in Rejang Tribe; Do samo, Samo

bamo, tradition of tulung menulung atau batau mbatau (help each other), Ade lot ade a’i, Ngemok

negelek, Butang ngasen, Butang – ngasen, Bekuolak samo penuak, Bagiak samo dau, and Deko-seto.

Local wisdom currently performed by Rejang people has alternative function of people life. Those

values can be used as filters to select new or foreign values. Therefore, new or foreign values do not

conflict the nation’s personality and the relationship harmony among people and between people and

environment can be maintained. Moreover, local wisdom can be a strong castle for modernity, so

traditional values maintained by the social community and government are not lost. The relationship of

Rejang people to the natural resources is a logical consequence of their dependence to agriculture as the

main source of living. It is also the reflection of their Indigenous Knowledge on environmental concept

and system in general. Relationship to the sun, forest, and water describes special environmental local

wisdom. According to environmental sciences, those environment substances has functional relation

among them.

A very basic thing on environmental and natural resources management of Rejang Tribe is the

involvement of the entire society as parts of physical and biological environment substances. Therefore,

functional relationship among physical, biological, cultural and social, and human environment is tied

together. Then, environmental balance can be really maintained. In case of maintaining the balance

between environment and forest conservation consequently, Rejang People make some efforts to

economize energy and resources by volunteering themselves to live simply and without prejudicing

other people for a better life order.Local wisdom of Rejang Tribe in environmental management is

articulated through traditional media such as myth, rituals, and ancestor messages. Those are containing

environmental knowledge such as science system concerning forest function to balance ecosystem.

From the explanation above, can be said that there are four elements of environmental local wisdom,




2019

13

namely, system of knowledge values, technology, and tradition committee. Local wisdom function

could be to conserve and protect natural resources, to develop human resources, to develop culture and

science, social politic and belief.

Generally, local people, including Rejang society have ability and knowledge in managing and

conserving nature and environment more deeply. They can even do it deeper than scientifically

knowledge. Rejang society usually recognizes system of values and belief from individuals towards

their environment. The system of values and belief are actualized in form of prohibition and

appreciation to the nature by keeping it from damage. It is an important part of managing and conserving

the environment. So, it is clear that, in using natural resources to manage the environment is mostly

determined by people preparation. Therefore, Rejang people traditionally were wiser in case of

managing and utilizing their environment.

According to Irianto (2009, p. 3), local wisdom-based education can be referred as an education model

having high resolution for life skills builder by focus on local skills and potency empowerment existing

in each area. The learning material should be meaningful and relevant to the students’ life empowerment

based on their real life situation. The curriculum design must be relevant to the students’ interest and

real life situation. Besides that, curriculum developer must pay attention to the sociological and cultural

problems. Local society is the direction of behavior and character of Indonesia. Local wisdom-based

education is education model teaching students to concern with their real life situation. The success of

conducting and building life values through character education can be affected by the method or

approach used in delivering the materials. According to Suparno, et al. (Husen, et al. 2010, p.30-32),

there are four model of delivering character education; 1) monolithic or a model as the main course, 2)

integrated model in Geography Study Program, 3) non-teaching model, 4) integrated model.

The goal of character education process is to build attitude and behavior suitable with values, norms

and religion integrated in social life. Students learn through planned systematical process about what

they think about and followed up with positive activities which is fundamentally kept from one

generation and after. Basically, the straits of value are constant, whether it is good or bad becomes one’s

perspective towards a phenomenon. Therefore, character building basically does not change.

CONCLUSION

The local wisdom of Rejang Tribe integrated in an order of norms and cultural values can grow

environment concern character for today’s generation. It is considered important to bequeath the local

wisdom, so local cultures are not ignored and lost in case of improving human resources in relation to

God, human and nature. Values include in the local wisdom of Rejang Tribe is value consisting of; 1)

Belief in God, 2) responsibility value, 3) obedience to the nature, 4) obedience to the legal regulations,

5) justice and humbleness as well as peace loving. Those values must be conversed through learning in

school environment because these messages can be well transmitted through education. The strategic

role will provide optimal impact if it is accompanied proper implementation strategies. Educational

institutions, as the main institution in producing human resources, have responsible and strategic role

in implementing those values.

REFERENCES

Budimansayah, Dasim. (2010). Pendidikan Karakter. Bandung: Alfabeta..

Creswell. John. W. (1994). Research Design Qualitative & Quantitatif Approaches. California: Sage

Publications.

Creswell. John. W. (2010) Research Design: Pendekatan Kulitatif Dan Kuantitatif, Dan Mixed.

Yogyakarta: Pustaka Pelajar.

Denzim, N.K, & Lincoln Y. (2004). Handbook Of Qualitative Research Second Edition. London: Sage

Publications, Inc.




2019

14

Echols, John M & Sadily, Hassan. (1983). An English Indonesia Dictionary. Jakarta: Gramedia.

Franenkel J,R. (1977). How To Teach About Values, An Analytic Approach. New Jersey: Prentice-

Hall,Inc.

Hamzah, Syukri. (2013). Pendidikan Lingkungan Sekelumit Wawasan Pengantar. Bandung: Refika

Aditama.

Husen, A, Jafar, M. Dan Kardiman,Y. (2010). Model Pendidikan Karakter Bangsa Sebuah Pendekatan

Monolitik Di Universitas Negeri Jakarta. Jakarta: PT. universitas Negeri Jakarta.

Moleong, L.J. (2003). Metode Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya.

Mutakin, awan. (2005). Nilai-Nilai Kearifan Adat Dan Tradisi Dibalik Simbol (Totem) Kuda Kuningan.

Kuningan. Universitas Pendidikan Indonesia.

Sugiono. (2012). Metode Penelitian Kuantitatif Kualitatif Dan R & D. Bandung: Alfabeta.

Yvon Ambroise. (1993). Pendidikan Nilai Dalam Pendidikan Nilai Memasuki Tahun 2000. Jakarta:

Grasindo

Hungerford, H.R and Volk, T.L. (2013). Changging Learner Behavior Through Environmental

Education. Jornal of Environmental Education. Vol. 21. (3). Hlm. 8-12.

Maryani, Enok Dan Yani, Ahmad (2016). Kearifan Lokal Masyarakat Sunda dalam Memitigasi

Bencana Dan Aplikasinya Sebagai Sumber Pembelajaran IPS Berbasis Nilai.

Nisa, Jakiatin, dkk. (2017). Identifikasi Pembelajaran IPS Berbasis Literasi Geografi dalam

menumbuhkan Karakter Peduli Lingkungan Peserta didik. SOSIO DIDAKTIKA: Sosial Science

Educational Journal, 4(1),2017,1-13. doi: 10.15408/ sd.v4il.5915. Permalink/DOI:

http://dx.doi.org/10.15408/ sd.v4il.5915.

Zula, K. And Chermack, T. (2007). Human Capital Palanning: A Review Of Literature Anda

Impilcations For Human Resources Development. Human Resource Development Review.Vol.

6 (3). Hlm. 245-262. Tersedia di

http://journals.sagepub.com/doi/abs/10.1177/1534484307303762

Watzh, M. H. (2010). An Assesment Of Character Education In New York State. D’Youville College.

Dissertation

Irianto, Agus Maladi. (2009). Mahasiswa dan kearifan lokal. [online]. Tersedia

http://staff.undip.ac.id/sastra/agus maladi. Diakses tanggal 17 Oktober 2018

Undang-Undang Republik Indonesia Nomor 32 Tahun 2009 Tentang Perlindungan Dan Pengolahan

Lingkungan Hidup

http://dx.doi.org/10.15408/

http://journals/

http://staff.undip.ac.id/sastra/agus




2019

15

Social community capital model for management of

sustainable river ecosystem

Dwi Atmanto

Engineering Faculty, State University of Jakarta


Abstract. The aims of this research are to examine about approaching model for Society

adaptation in managing the quality of the river water. This research was done on Ciliwung

Watershed DKI Jakarta and Citarum Watershed Bandung West Java. The result of the research

shown that the citizen of Citarum were more succeed through the Socio–capital approach than

the citizen of the Ciliwung Watershed. The Inplementation of Socio–capital respondence level

on Citarum Watershed groups has higher score (80%) than the Socio–capital respondence level

on Ciliwung Watershed (44.7%). Next is, the result of analyses shown there are Socio–capital

approach elements such as: stakeholder’s participants, the economy water source, the

involvement of society and the local culture development in reaching the succeed of the river

environment quality improvement that has been done by the groups of society who’s lived in

the river basin. The contribution of the Socio–Capital approach elements to the succeeding of

the managing river environment in two research location were 38.50%. The system dynamics

model can be constructed the diagram system of Socio–capital and others subsystem such as the

government support, the involvement of the society and the privates support.

INTRODUCTION

Pollution of the river environment and its ecosystem, is more caused by human behavior (social). If this

is not repaired, the sustainability of the river and its ecosystem is feared to be destroyed in the not too

distant future. Indonesia has a strong potential for social capital and the opportunity to implement

regional autonomy based on democracy and justice provides a space for community participation. The

Socio-hydraulic concept is part of the Eco-hydraulic concept, which is the management of watersheds

based on the physical development of the river (hydraulics) by taking into account the ecological factors

of the river. So Eco-hydraulics include hydraulic, chemical, river biology and social physics

components. Socio-hydraulics and Eco-hydraulics as a concept that strengthens the sustainable

development of river management.

The purpose of this study is to examine both theoretically and practically and give an idea of the

alternative acceleration of the model of the Socio-hydraulic approach in watershed communities in

managing river water quality. This research was conducted on community groups who care about the

condition of the Ciliwung River in DKI Jakarta and the banks of the Citarum River, Bandung Regency,

West Java. The results of the study show that a) Theoretical study: the formulation of the Socio-

hydraulic concept is derived from the theory of social capital, Eco-hydraulics and economic benefits.

The results of the synthesis of the theory form a Socio-hydraulic concept consisting of elements of river

function preservation, stakeholder participation, river resource economics, community institutions and

the development of water culture in local communities. Part b) practical study, showing that the

community groups of the Bandung Citarum River in West Java have carried out higher socio-hydraulic

implementation in managing river water quality (80%) compared to the Ciliwung River banks in Jakarta

(44.7%). So there is an element of the Socio-hydraulic approach applied by community groups in

managing river and ecological water quality. The contribution of elements of the Socio-hydraulic

approach by the community to the management of the river environment in the two study locations was

38.50%.





2019

16

To see the interrelationships of the Socio-hydraulic system, the participation of stakeholders, the

support of the government and the business world and its influence on river water quality, the system

dynamics model is constructed. The final simulation of this model shows that the application of the

Socio-Hydraulic (100%) approach by stakeholders supported by the government (100%) and the

business world which is carried out consistently and carried out simultaneously by all upstream-

downstream (integrated) watershed stakeholders, will produce improvement of river water quality after

18 years. As a factual comparison, the case of the management of the Pesanggrahan River in Jakarta

was carried out conservation based on the Socio-hydraulic concept by the Sangga Buana Farmer Group

which resulted in renaturalization of the river after 19 years.

Change arrange for land in drainage basin of Ciliwung continue to do of improvement, effect of growth

of occupyings amount. Incoming resident with social condition; level of low economics, occupying

farm and live alongside river basin. Society assume land around river do not have by public property or

person which is is easy to be reached, accessing of cheap and strategic. Perception and behavior of

society to river water, are goods public free throw away garbage into it. As a result, garbage volume

increasing result and cause degradation of quality river water. Though contamination of river besides

garbage, also dismissal of industrial disposal standing in drainage basin. But garbage in river of

Ciliwung increasing. Society also less or care to life of underwater mortal of river.

METHOD

Qualitative analysis: data was obtained from 20 informants from various circles: NGOs, community

leaders, academics, government, and practitioners / environmental activists. Data from this source is

used for the material for the assessment and formulation of the Socio-hydraulic concept. The sampling

technique for quantitative analysis of Sosio-hydraulic data is purposive sampling. There were 280

respondents who were divided into 160 respondents from Ciliwung River settlements and 120

respondents from the Citarum River settlement. All respondents were members of groups in the

community who participated in managing river water quality. These community groups are Citizens

Care for the Environment (WPL) and the Bersih Mandiri Citizens Group (KWBM) from settlements on

the banks of the Citarum River in Bandung, West Java. The Forum for the Community of Environment

(WKLH) and the Ciliwung Bersih and Wisata Community Movement (GMCBW) come from

settlements along the Ciliwung River in Jakarta. System dynamics modeling is social data and river

water quality, parameters used by DO (Dissolved Oxygen), are chosen because they can represent

indicators of river water quality (Gower, 1980 and Klenker, 1980).

a) Research Location on Ciliwung River

Cisarua

Caringin

Ciaw iCijeruk

Citeu reup

Kalap anunggal

Babakan Madan

Cakung

Cimang gis

Sukamakmur

Cib inong

Cileungsi

Sukaraja

Gunung Putri

Megamendung

Limo

Beji

Jatiasih

Cip ayung

Sukma Jaya

Makasar

Jagakarsa Cir acas

Pondokgede

Cilandak

Du ren Sawit

Tebet

Kota Bogor Selatan

Jatisampurna

Pasar Minggu

Bantar Gebang

Tanah Sereal

Bekasi Barat

Kramat Jati

Pulo Gadung

Pasar Rebo

Rawalumbu

Bekasi Selatan

Kota Bogor Utara

Gambir

Jatinegar a

Medan Satria

Pancoran

Setia Budi

Kelapa Gading

Palmerah

Tanah Abang

Senen

Kota Bogor Timu r

Tarumajaya

Matraman

Mampang Prapatan

Cempaka Putih

Sawah Besar

Setu

932

0000

93200

00

931

0000

93100

00

930

0000

93000

00

929

0000

92900

00

928

0000

92800

00

927

0000

92700

00

926

0000

92600

00

925

0000

92500

00

72000 071000 070000 0

LOKASI PENGAMBILAN SAMPEL

DAERAH ALIRAN SUNGAI CILIWUNG

#

Kebon Melat i

#

KH Mas Mansyur

#

Halimun #

Manggarai

#Kwitang

#

MT Haryono

#

Condet

#Kelapa Dua

# Depok

#

Pondok Rajeg

# Kedung Halang

#

Sempur

#

Katulampa

#

Gadog

#

Cilember

#

Cisampai#

At Ta'awun

KETER ANG AN

Aliran S unga i

Batas K ecamatan

Wilayah Daerah Aliran

Sunga i C iliwung

0 4 8

Kilometer

U

Ka bu pa ten B og or

Ka bu pa ten B ek asi

Ka bu pa ten Ta ng e ran g

Ko ta B ek as i

Ko ta D ep o k

Jak arta Ti mu r

Ko ta T an ge ran gJak arta Uta ra

Ko ta B og or

Jak arta Ba rat

Jak arta Se la tan

Jak arta Pu sat

Petunjuk Letak Peta

Dwi Atmanto

910104008Y




2019

17

b) research location on Citarum River

Figure 1 Citarum River as Research Location


Based on field data, it is shown that the people living on the banks of the Ciliwung River have not fully

implemented the Socio-hydraulic parameters. In 2005 only 44.7% (17 elements from 38 elements were

observed) were implemented, whereas in 2006 GMCBW did not have a follow-up program and the

WKLH implemented a maintenance program for cultivated vegetation in the Balekambang Condet area

along the Ciliwung River. While in 2006 GMCBW attempted to continue the program plan that had not

materialized in 2005. The community group is trying to find financial support in various institutions or

individual communities so that the conservation of the Ciliwung River can be realized. Although several

agencies such as DKI Jakarta BPLH, DKI Jakarta Agriculture Service and several companies have

provided support for both funds and materials such as tree seeds and facilities.

In its journey, the two groups have carried out several activities related to river conservation. GMCBW

together with the community have conducted clean environmental counseling, training on household

waste management, conducting clean environment competitions, planting trees on the banks of the

Ciliwung River and other programs. However, these community groups showed less innovative and

intensive socialization in Socio-hydraulic dissemination to the community and had not yet formed social

networks in their environment on an ongoing basis. Likewise, the lack of active coordinator in

conducting socialization and motivation makes the community passive. Community organizations that

have been formed should act as driving forces and central gravity in formulating river conservation

action plans. The less intensive community was introduced to the management program to deal with

river damage. As a result, the waste generated from households was managed in a conventional way,

which was burned and eventually washed into the river with rainwater.

There are no independent efforts such as crop management or waste recycling management that can be

produced. Although there have been plans for independent waste management. The arrangement of

WADUK SAGULING

WADUK CIRATA

WADUKJATILUHUR




2019

18

river boundaries based on the Eco-hydraulic concept has not been done much, even though it already

has a program plan. This shows that there is still a lack of frequency in the activities of the community's

Socio-hydraulic approach in saving the water quality of the Ciliwung River. The method of the Socio-

hydraulic approach that fits the socio-cultural community, has not been fully optimized in a sustainable

manner This is due to the ineffectiveness of the role of community leaders who care about river

sustainability and other supporting factors such as funds and lack of community motivation.

It means that the research provides a very meaningful hypothesis testing, so it can be concluded that

there is a very significant relationship between the independent variables (Socio-hydraulic level in the

two research locations in the Citarum River and Ciliwung River banks) to the dependent variable (the

success of managing river water quality). Referring to the data above, respondents of the Ciliwung

River (low conservation success) community have lower Socio-hydraulics (43.75%) lower than

respondents on the Citarum River (higher conservation success) there are high Sio-hydraulics (70.8 %).

So the conclusion of this analysis is that there is an element of the Socio-hydraulic approach, namely:

preservation of function and value of water, stakeholder participation, economy of water resources,

community empowerment and development of local culture applied by the community in achieving

successful improvements in the quality of the river environment. count is far greater than pada ((=

0.99; dk = 2) is 9.21.

CONCLUSION

The results of the sustainability analysis managing river water quality by community groups by applying

elements of the Socio-hydraulic approach, show that there is a very significant relationship between the

level of application of Socio-hydraulic (high and low) elements by settler communities on the banks of

the Citarum River and Ciliwung River to success managing river water quality. This shows that there

is an element of the Socio-hydraulic approach, namely: preservation of river functions, stakeholder

participation, economy of water resources, community empowerment and development of local culture

applied by communities on the riverbanks in achieving continuous improvement in the quality of the

river environment. The contribution of the elements of the Socio-hydraulic approach to the successful

management of the river environment in the two study locations was 38.5%. The small contingency

coefficient indicates that river water quality management is also influenced by other factors such as the

role of government, the private sector and natural conditions.

The Socio-hydraulic system dynamics diagram model is built on the community in managing river

water quality and other subsystems such as government support, community participation and private /

business support, so as to analyze improvements in river water quality. The Socio-hydraulic model that

receives full realization of government support according to its duties and authority (100%) and

business support in the form of partnership programs to strengthen the upstream downstream

relationship to the community that manages the watershed through the Socio-hydraulic approach by

community groups with high conservation productivity (100% ) assuming these activities are carried

out consistently and carried out by all stakeholders of the upstream-downstream (integrated) watershed,

there will be improvements in river water quality after 18 years.

REFERENCES

Alikodra H.S. 2000 The concept of Integrated Watershed Management. Paper presented at the seminar

Watershed Management ProLH / GTZ. Office of the Ministry of Environment / Bappedalda.

Jakarta.

Andrian. Clean Ciliwung 2006 Society Movement and Tourism. Jakarta.

Arnstein, Sherry R. 1969 A Ladder of Citizen Participation in Urban Planning Reading Classic an

Introduction. Edited by Jay M. Stein. New York: McGraw Hill.




2019

19

Asdak, Chay. 2002 Hydrology and Watershed Management. Yogyakarta: Gadjah Mada University

Press.

Chiras, DD 1985 Environmental Sciences: A Framework for Decision Making. California: The

Benjamin Curnmings Publishing Company, Inc., pp. 548-555.

Haeruman, Herman. 1994 Watershed Management. Integrated Watershed Management Plan

Workshop March 24-25 1994 Cisarua: Department of Forestry




2019

20

The impact of land use change on food security

(in gunungpati subdistrict, semarang city)

Hariyanto1, Sudharto, Imam Buchori

1Graduate school, doctor of environmental science, Diponegoro University

Abstract. Growth of population and urban activities require land to support these things. As the

result, there will be tight competition in using the land among individual, group, or sector. Land

necessity for settlement, industry, or services has taken over farm land so that the farm land has

been converted intensively and massively. Chronologically, population growth will increase

land necessity for various activities. This study will answer how land use change impacts on

food security, and level of food security in Gunungpati subdistrict, Semarang city. The aim of

the study is to find out the correlation between land use change and food security, how food

self-sufficiency status in Gunungpati subdistrict, Semarang city is. Method of the study is

analytical descriptive with area of each land use and population in Gunungpati, Semarang city

as population. Selected location sample is some villages in which they have the most land use

change and rapid population growth, from 2000 to 2015. Main variables of the study are land

area, land productivity, population, population growth, and food security. The significant result

of the study (land use change) shows that rice field has decreased drastically, almost 50% in 10

years. Besides, farm land has also decreased 30.8% of its area in 10 years. Meanwhile, land use

for settlement, mixed land, farm, and shrub has increased. Land use for settlement has increased

11%. Based on farm land carrying capacity formula (Odum, Howard, and Issard), Supply =

Farm productivity x planting area x conversion index = 7,740,208.7 kg. Whereas, Demand =

Population x per capita necessity standard = 8,965,074 kg. In conclusion, D > S (Demand is

bigger than Supply), it means that necessity is bigger than the available land, therefore

Gunungpati has to import rice from other subdistricts to fulfill its population need. It shows that

Gunungpati has been deficit in terms of food security carrying capacity and also food self-

sufficiency

INTRODUCTION

Land has a very important role for many purposes for humans. However, problem comes when land

necessity keeps increasing while land area remains the same. Population growth will decrease farm land

area, and such condition will be pressure for humans, related to farm land availability. Nationally, in

1999, more than 7.8 million ha of rice field area has been converted, with 4.2 million ha of irrigated

rice field and 3.6 million ha of non- irrigated rice field. During Pelita V (five-year development),

approximately 61,000 ha of rice field has been converted into settlement (30%), industry (65%), and

others (5%) (Ariani, 2006).

There will be broader impacts on the land conversion in Semarang city, one of the impacts is that food

security for population due to the decreased food production. Furthermore, if farmers don’t have other

job, they will lose their livelihood, this will impact on decreased purchasing power. Environmentally,

land conversion will deprive some water bags (rice field, dam, embankment), decrease groundwater

reserve, reduce some pollutant and absorb CO2 in the air, and also can cause flood and landslide (Irawan,

2005).

Problem Outlines

1. Spatial pattern change of land use in Gunungpati Subdistrict, Semarang city from 2002 to 2012

(intensity, distribution, trend).

2. Impact of land use change on food security in Gunungpati Subdistrict.

Aim of the Study




2019

21

a) Finding out spatial pattern change of land use in Gunungpati, Semarang city from 2002 to 2012

(intensity, distribution, trend).

b) Analyzing food security level of population in Gunungpati.

c) Gaining some advantages for government as suggested model to control farm land conversion

related to government regulation, which subdistrict has been converted more rapidly, and prioritized

alternative land that has been converted into population groups (RT, RW).

LITERATURE REVIEW

Land Conversion at the outskirt of Semarang City

Based on research done by Hariyanto 2010, Gunungpati as a developing subdistrict has been converted

28.02 ha into settlement (built land), in other words, it has been converted 39.5% in the last 11 years.

The impact on the land is landslide occurs at the settlement area. Based on the result of suitability

between land and built land map overlay, approximately 129 ha (24%) of settlement land is located in

buffering area.

Food Security

Food is considered as the important stuff, therefore every country prioritizes food security development,

and its achievement is positioned as the foundation (basic) of other sector development. Globally and

nationally challenges and strategic environment change have impacted on the situation of national food

security. Referring to this, Indonesia government positions food security development as one of national

development priorities, as listed on RPJMN (National Medium-Term Development Plan) 2010-2014

(Handayani: 2014)

METHOD

Design of the Study

Design of the study begins from high resolution satellite imagery analysis to identify land use change.

After that, survey of population is conducted. Location of the study is Gunungpati subdistrict. It is

chosen as location of the study since highly farm land conversion happens here due to development in

Semarang city. The studied farm land conversion is land conversion has happened in the last 10 years,

from 2002 to 2012, in order to observe the real change.

Population and Sample

There are two kinds of population in the study, they are area (rice field use) and population (people in

Gunungpati subdistrict). Sampling total from 2002 to 2012 is applied as area population (farm land).

Survey of farmers and people in Gunungpati Subdistrict is applied as farmer population.

Variables of the Study

Main variables are: population growth, land use area, land productivity, land use change, pattern of land

use change, and food security (surplus / deficit).

Technique of Data Collection and Processing

Technique of data collection is divided into : 1) documentary study, 2) field survey, 3) imagery satellite

analysis. Data taken from documentary study are population, population growth. Primary data from

imagery interpretation are land area and land use. Data processing and analysis are : Data collection,

Data processing, Data verification, Field Check, Calculation of agriculture (farm) carrying capacity and

Level of food self-sufficiency.




2019

22


Area Description for Conducting the Research Statistics Central Bureau shows that population in Gunungpati Subdistrict in 2015 is 78,641 people with

population density of 1,453 people per km2. Population distribution per village is not equal, in which

Jatirejo village is 1,889 people (the smallest population), while Sukorejo is 11,072 people (the biggest

population). Sukorejo village is the most populated since it is located near Semarang city. This shows

that areas near downtown have rapid population growth, such as Sukorejo, Sadeng, and Sekaran village.

Land Use in Gunungpati

In Gunungpati, farm land is now insisted by non-agriculture land use such as settlement, infrastructure,

and so on. Farm land conversion happens due to various factors like economy, social, and politics.

From economic factor, farm land is considered less productive, or farm crop has low selling price, and

so on. From social factor, population demand on luxury goods, tradition law of inheritance share, and

youth unwillingness for land use change in Gunungpati subdstrict that can be seen obviously from the

decrease of rice field area and farm land and the increase of settlement area. Below is table of land use

change in Gunungpati.

Tabel 1. Land Use Change in Gunungpati Subdistrict in 2002-2012

Land Use 2002 (ha) 2012(ha) Change (%)

Mixed land 3.708,34 4.099,58 10,55

Plantation 107,05 198,14 85,09

Shrub 44,92 73,59 63,30

Settlement 904,70 1.003,77 10,95

Rice field 1.138,75 620,09 -45,55

Farm 287,59 198,86 -30,85

Total 6.191,35 6.194,03

Source : Quick bird imagery data process 2012

It is seen significantly that rice field has decreased drastically in land use change, almost 50% in 10

years. Besides, farm land has decreased 30.8% in 10 years. On the other hand, land use in settlement,

mixed land, farm land and shrub has increased. Land use for settlement has increased 11%. Farm land

and shrub have also increased significantly. It happens because farm land and shrub are transition land

before they change into settlement.




2019

23

Food Security in Gunungpati Subdistrict Food security is food availability and people’s ability to access it. It is said that a home with good food-

security is when its members aren’t in poverty or haunted by poverty. Food security is a resilience

measurement towards future distraction or uncertain staple food availability due to drought, distribution

distraction, scarcity, unstable economy, war, and so on. Based on the farm land carrying capacity

formula (Odum, Howard, and Issard) on Muta’ali, 2012, food security in Gunungpati is 0.4902 (in

2015).

Due to < 1, it means overpopulated or cannot have food self-sufficiency. Therefore, Gunungpati

cannot fulfill food need for its population. In other words, importing food from other subdistricts is

needed.

The Impact of Farm Land Conversion on Food Security

Analysis of farm land change impact on food security can be obtained by comparing data in 2002 to

2015. The comparison of farm land carrying capacity in 2002 to 2015 shows that farm land carrying

capacity has decreased significantly, where = 1,055 (in 2002) then = 0,4902 (in 2015). It means that

in 2002, Gunungpati subdistrict can get food self-sufficiency, however in 2015, it can’t get food self-

sufficiency or is deficit. It can be said that Gunungpati used to have Supply > Demand, but then it has

Supply < Demand.

CONCLUSION

Distribution pattern of farm land conversion into built land mostly happens in the villages which are

located near downtown or activity center like area around UNNES. The villages are Sadeng, Sukorejo,

Sekaran, Mangunsari, and Ngijo. The real land use change is obviously seen in form of residence or

cluster built by developers, and its pattern is sprawling. Whereas settlement (residence) built privately

has fill-in pattern. Food security in Gunungpati in 2015 has been deficit, which means supply cannot

fulfill its population need, hence import from other subdstricts is needed. Gunungpati in 2002 was

surplus, it is shown by = 1,055 but then = 0,4902 in 2015. This is due to two contrary main

components, they are population that keeps increasing (demand), while rice field area that keeps decreasing (supply). As suggestion, the government should control farm land conversion to keep nature

balance. Rice field functions not only in economy, but also environment, it controls flood. Besides

controlling farm land area, improving farm land productivity with intensification agriculture every

hectare is required.

REFERENCES

Ariani, M. 2006. Penguatan Ketahanan Pangan Daerah Untuk Mendukung Ketahanan Pangan

Nasional. Bogor: Pusat Analisis Sosial Ekonomi dan Kebijakan Pertanian.

Dewi, N. K., & Rudiarto, I. 2013. Identifikasi Alih Fungsi Lahan Pertanian dan Kondisi Sosial

Ekonomi Masyarakat Daerah Pinggiran di Kecamatan Gunungpati Kota Semarang. Jurnal

Wilayah dan Lingkungan , 1(2), 175-188.

Handayani, T. F., Silviana, A., & Sudaryatmi, S. 2014. Alih Fungsi Tanah Pertanian Menjadi

Perumahan ( Kajian Alih Fungsi Tanah Terhadap Berlakunya UU NO. 41 TAHUN 2009

Tentang Perlindungan Lahan Pertanian Pangan Berkelanjutan ). Diponegoro Law Review,

3(2).

Hariyanto. 2010. Pola Dan Intensitas Konversi Lahan Pertanian di Kota Semarang Tahun 2000-2009.

Jurnal Geografi, 7(1), 1-7.




2019

24

Irawan, B. 2005. Konversi Lahan Sawah: Potensi Dampak, Pola Pemanfaatannya dan Faktor

Determinan. hal. 5.

Muta’ali, L. 2012. Daya Dukung Lingkungan Untuk Perencanaan Pengembangan Wilayah.

Yogyakarta: Badan Penerbit Fakultas Geografi UGM.

Wackernagel, M., & William E, R. 1996. Our Ecological Footprint : Reducing Human Impacton on

The Earth. Canada: New Society Publishers.




2019

25

Comparison of ground-based and satellite-based CO2 data

in Indonesia

Waluyo Eko Cahyono, Riris Ayu Wulandari, and Indah Susanti

Center for Atmospheric Science and Technology, Indonesia

E-mail : [email protected]

Abstract. For decades, human activities have led to a dramatic increase in greenhouse gas

(GHG) and pollutant concentrations in the atmosphere, and a significant increase in GHGs,

especially CO2,has had a significant impact on global climate. Therefore, major scientific

research has focused on accurately measuring changes in atmospheric carbon dioxide

concentration. At present, atmospheric CO2 observation mainly relies on passive detection

technology, especially passive satellite remote sensing technology. CO2 is one of the most

important greenhouse gases. Its concentration and distribution in the atmosphere have always

been important in studying the carbon cycle and the greenhouse effect. This study is the first to

validate the CO2 of satellite observations with total carbon column observing network data and

to compare the ground data and AIRS measures the concentration of carbon dioxide (ppmv) .

INTRODUCTION

For decades, human activities have led to a dramatic increase in greenhouse gas (GHG) and pollutant

concentrations in the atmosphere, and a significant increase in GHGs, especially CO2,has had a

significant impact on global climate. Therefore, major scientific research has focused on accurately

measuring changes in atmospheric carbon dioxide concentration. At present, atmospheric CO2

observation mainly relies on passive detection technology, especially passive satellite remote sensing

technology. CO2 is one of the most important greenhouse gases. Its concentration and distribution in

the atmosphere have always been important in studying the carbon cycle and the greenhouse effect.

The increase from developing countries was three times that from developed countries, Middle East

carbon dioxide emissions from burning of fossil fuels increased 35%, Africa increased 12% and Eastern

Europe increased by 75% from 1990-1995( Greenhouse Gases, 2008). CO2 is toxic in higher

concentrations: 1% (10,000 ppm) will make some people feel drowsy, concentrations of 7% to 10%

cause dizziness, headache, visual and hearing dysfunction and unconsciousness within a few minutes

to an hour.

Some CO2 is obtained from the combustion of coke or other carbon-containing fuels, while most

commercial carbon dioxide is recovered as a by-product of other processes, such as the production of

ethanol by fermentation and the manufacture of ammonia (Shakhashiri, 2008). air pollution in Malaysia,

northern Sumatra and Singapore. In Malaysia, air pollution reached extremely hazardous levels and

forced schools and an airport to close. NOAA recorded 5420 hotspots from satellite images over the

area between mid-July and mid-August.This study is the first to validate the CO2 of satellite

observations with total carbon column observing network data and to compare the ground data and

AIRS measures the concentration of carbon dioxide (ppmv) .





2019

26

METHOD

AIRS provides satellite retrieval of mid-tropospheric carbon dioxide both day and night under clear and

cloudy conditions over ocean and land, without the use of a priori information from models. Using the

location information, CO2 data were gridded monthly at Geospatial Resolution of 2 degrees x 2.5

degrees (lat x lon). Twelve months composites (mean) were made to obtain near-complete coverage for

2010. The above-ground data were obtained from the Bukit Koto Tabang station (GAW) is roughly 120

km north of Padang which the capital of the province West Sumatra and from Pontianak (LAPAN)

Indonesia.


The variation of CO2 values for 2005 and 2010 from Kototabang station measurement (near the surface,

Sumatra, Indonesia) and the corresponding mid-tropospheric column from AIRS are illustrated in

Figure 1 and 3. Note two peaks for CO2 measurement from ground station, the natural peak occurred in

the late dry season between February and April, and the CO2 values had a large seasonal cycle whose

amplitude was largert near the surface than column average CO2 as a result of biomass burning. The

second peak which occurred between July to September was caused by the Indonesia forest fire and

thus phenomenon did not appear in the previous years. While from May to January the column average

CO2 was greater than surface CO

2, exceeded ~2-6 ppm.

Figure 1. Monthly coverage carbon dioxide (CO2) (ppm) for column from AIRS Kototabang

From Figures 1 & 2, with the exception of the forest fire influence, the highest CO2 occurs over

Industrial and congested urban zones and a greater draw down of CO2 occurs in the pristine marine

environment over southwest coasts of Kototabang dan Pontianak. Variation in CO2 over study area in

2005 is plainly evident in the monthly average AIRS CO2 maps presented. Maximum values of CO2

occur in June, July, and August, with minima in January, February, and March.




2019

27

Figure 2. Monthly coverage carbon dioxide (CO2) (ppm) for column from AIRS Pontianak

Figure 3. Monthly coverage carbon dioxide (CO2) (ppm) at (100.32 E, 0.20 S) for column

from AIRS (dashed line) and Surface (solid line)

The variation of CO2 values for 2005 from Bukit Koto Tabang station measurement (near the surface,

Sumatra, Indonesia) and the corresponding mid-tropospheric column from AIRS are illustrated in

Figure 3.Note two peaks for CO2 measurement from ground station, the natural peak occurred in the

late dry season between February and April, and the CO2 values had a large seasonal cycle whose

amplitude was largert near the surface than column average CO2 as a result of biomass burning. The

second peak which occurred between July to September was caused by the Indonesia forest fire and

thus phenomenon did not appear in the previous years. While from May to January the column average

CO2 was greater than surface CO2, exceeded ~2-6 ppm.




2019

28

CONCLUSION

AIRS’ monthly observations of free troposphere CO2 above the study area enable detailed analyses of

both the temporal variations in emissions, AIRScan successfully detect CO2 emission. We find an over

estimation of the yield calculation of up to 9.3% for satellite-based climate CO2 data compared against

one-minute ground-based CO2 data. Plainly evident the highest values of CO2 occurred during biomass

burning in the late dry season and over Industrial and congested urban zones. The local CO2 maximum

in the north Pontianak occurs in a region that experienced the effect of extensive Indonesia forest fire

in 2005. A greater draw down of CO2 occurs in the pristine marine environment over northeast coasts

of Sumatra during 2005.

REFERENCES

Hammerling, D.M.; Michalak, A.M.; Kawa, S.R. 2012. Mapping of CO2 at high spatiotemporal resolution using satellite observations: Global distributions from OCO-2. J. Geophys. Res. Atmos. 117.

Rajab, M. Z. MatJafri, H. S. Lim & K. Abdullah. 2009. Satellite Mapping of CO2 Emission from Forest Fires in Indonesia Using AIRS Measurements, Modern Applied Science, Vo.3, No.12

Christopher SA, Chou J, Welch RM, Kliche DV, Connors VS. 1998. Satellite investigations of fire, smoke and carbonmonoxide during April 1994 MAPS mission: Case studies over tropical Asia. J Geophys Res., 103, 19327-19336.

Cooke, W. F., Koffi, B., & Gre´goire, J. -M. 1996. Seasonality of vegetation fires in Africa from remote sensing dataand application to a global chemistry model. Journal of Geophysical Research, 101, 21001– 21065.

Delmas, R. A., Loudjani, P., Podaire, A., & Menaut, J. -C. 1991. Biomass burning in Africa: An assessment of annually burned biomass. In Joel S. Levine (Ed.), The Global Impact of Biomass Burning: Atmospheric, Climatic, and Biospheric Implications (pp. 126–132).

Cambridge7 The MIT Press. Greenhouse Gases. (2008). http://www.umich.edu/~gs265/society/greenhouse.htm

Hartmut h. Aumann, Moustafa T. Chahine, Catherine Gautier, Mitchell D. Goldberg, Eugenia Kalnay,Larry M. Mcmillin, Hank Revercomb, Philip W. Rosenkranz, William L. Smith,David H. Staelin, L. Larrabee Strow, and Joel Susskind. 2003. AIRS/AMSU/HSB on the Aqua Mission: Design, Science Objectives, Data Products, And Processing Systems., IEEE Transactions on Geoscience and Remote Sensing, Vol. 41, no. 2.

J.L Marshall, J. Jung, et al. 2006. "Improving global analysis and forecasting with airs ", American meteorological society, doi: 10.1175/bams-87-7-891.

Kato, N. and H. Akimoto. 1992. Anthropogenic Emissions of SO2 and NOx in Asia: Emissions Inventories (plus errata), Atmos. Environ., 26A, 2997-3017, 1992.

Parkinson, C. L. 2003. Aqua: An earth-observing satellite mission to examine water and other climate variables, IEEE Trans. Geosci. Remote Sens., 41, 173– 183.

Pochanart P, Akimoto H, Kajii Y, Sukasem P. 2003. Carbon monoxide, regional-scale transport, and biomass burning in tropical continental Southeast Asia: Observations in rural Thailand. J.Geophys. Res., 108(D17), 4542, doi: 10.1029/2002JD003360.

Prof. Shakhashiri. 2008. General Chemistry, www.scifun.org Streets DG, Tsai NY, Akimoto H, Oka K. (2001). Trends in emissions of acidifying species in Asia, 1987–1997. Water, Air, and Soil Pollution 130:187–192

http://www.scifun.org/




2019

29




2019

30

Environmental management based on the religious character

of Pondok Pesantren Al-Hikmah 2 Benda

M. Khanif Yusman1,*, Joko Widodo2, Rusdarti3, Juhadi4

1IPS Education doctoral student Semarang State University 2Department of Economics, Faculty of Economics, University of Semarang 3Department of Economics, Faculty of Economics, University of Semarang

4Jurusan Geography Faculty of Social Sciences, State University of Semarang

*Email: [email protected]

Abstract, This research is motivated by the inability of society to cope with environmental

and social damage, it is necessary for their religious character-based education efforts. The

purpose of this study was to determine how the environmental management based on the

religious character of Pondok Pesantren Al-Hikmah 2. The method used is a qualitative

method of collecting data through observation, documentation, literature and interviews with

a panel of caregivers, coaches, teachers, teachers and students. This research resulted in: first

boarding school al-wisdom 2 objects included in the category ekopesantren. Second, aspects

of which do ekopesantren located in the boarding school policy aspects of environmental and

religious character-based curriculum development.

INTRODUCTION

One the current social problem is the inability of humans in preserving the environment. Awareness

of the importance of preserving the environment so as to encourage the lower the need for behavior

that can make people aware of the importance of conserving the environment. Therefore, the need

for the development of environmental education that not only teaches the theory on protecting the

environment, but must also be in line with practice in the field on environmental conservation as well

as directly implemented on a daily basis as a form of implementation of education. Environmental

damage can be seen with the natural disasters, landslides, floods, flooding, erosion, burning of forest

trees, forest clearance and less beneficial vacant land.

Along with the "failure" of efforts to preserve the environment for the achievement of the goals of

the national education, the emergence of the idea of the character of higher education to realize the

complete Indonesian man who cling to religious values and society. Even the character education is

a major issue of national education. National Education Day on May 2, 2011, the National Education

Minister M. Nuh confirms that the character-based education will serve as a national movement,

including non-formal and informal education. Characters that will be built, according to the minister,

not only character-based glory alone, but simultaneously build the character of glory as a nation.

Birth of character education is an attempt to revive the ideal-spiritual pedagogy which had been lost

buffeted by a wave of positivism pioneered by French philosopher Auguste motovasi character will

be formed, and at the same time formed by the methods and processes of dignity. Character is not

just the outward appearance, but implicitly reveal hidden things. Therefore, people define, awareness,

and actions based on ethical values, including cognitive, emotional, and moral conduct of life.

Education in Indonesia the most suitable according to Sumaatmadja (1979) is a "value-based

3education". There is a 18-character value invested in the education of characters according to the

Ministry of National Education (2010), one of which is religious. Therefore, Suitable values




2019

31

education is education that forms the religious values-based character in his environment.

Meanwhile, According to Djamari (1985), from which the value of education in Indonesia where

most people air on God (Religion) is "religious values-based education". That's because most people

still make religion (religious values) as a way of life bermasyarakatnya.

Character education is based on a religious education that develops values that form the basis of

religion private, attitudes, and behavior are the main or noble in life. In the Islamic religion, character

education has in common with moral education. The term character has even entered the Indonesian

ie morals. Morals (in Arabic: al-character) by Ahmad Mohammad Al-Hufy in "Min morals al nabiy",

is "Azimah (will) that strongly about something that is done repeatedly so that it became customary

(entrenched) that leads to goodness or badness ". Therefore, introduced the term "noble or good

morals" (al-karimah character) and "bad character" (al-al-syuu character). The doctrine of morality

in Islam is very important as the teachings of aqidah (belief), worship, and mu "amalah

(kemasyarakat). Prophet Muhammad, was sent even to enhance human morals, "li-utannima buitstu

innamaa Makaarim al-morals". Enhance human aklak means improving the already good morals

become better and erode the bad character to be lost and replaced by a noble character. That is the

glory of human life as a creature of God primary. How important building a character that attaches

to the Prophet kerisalahan

Boarding school into a suitable container to facilitate community education required values.

Character values education is taught in boarding school results will be much more optimal than other

educational institutions for environmental education in boarding schools can be directly put into

practice in daily life in the boarding school will then be ingrained as a habit of life santrinya. Boarding

school is the oldest educational institution in Indonesia, which had existed before the birth of the

modern education system. Some schools have been established and serves as an important institution

and flexible actively involved as an institution that is very close to existing communities around the

schools. (Mangunjaya FM, 2014)

Pesantren has a strategic position in educating the nation's future Muslim friendly and caring about

the environment. In this case the boarding school is an educational institution of Islamic non-

governmental independent, in its role can also be an important contribution to environmental care,

either present or future later, because this institution is a place to galvanize the cadre of students are

expected to answer the challenges of the purposes of religious knowledge which includes knowledge

about the environment. In addition, schools have become a concern of the world community because

it can be considered as a node of cultural encounters and cultural brokers (cultural broker) for the

flow of ideas modernization of the city. (Rahman, 2006). The potential of the boarding school

encourages the Ministry of Environment of the Republic of Indonesia in 2008 proposed a

Ekopesantren program that rewards schools that have inistiatif and innovation in contributing to

environmental preservation. Boarding school is an important institution in the component and change

people's behavior to contribute to environmental conservation and the preservation of natural

resources, it is imperative examined the extent to which these institutions can be an example in

carrying out its role in society.

Ekopesantren is an attempt to give the label "environmentally friendly" or green at a stage where

these schools can demonstrate the contribution or their participation in the preservation and

conservation of the environment. (Mangunjaya FM, 2014). In realizing ekopesantren, there are some

indicators that should be set as follows. The first is a policy matter and cultured neighborhood

schools. Both environmentally based curriculum development. Third is the development of a

participatory-based environmental activities. Fourth management schools environmentally friendly

means of support. (Mangunjaya FM, 2014)




2019

32

In this study, a case study in Pesantren Al Hikmah 2 Village Benda Sirampog District of Brebes in

Central Java province. The background of the research taking place at the Pondok Pesantren Al-

Hikmah 2 Benda Sirampog District of Brebes. Geographically the area at the foot of Mount Slamet

hills are very complex and consists of structural folds, faults and steep hills. This area is located at

the foot of Mount Slamet with hills stretching from west to east in the form of ridges and valleys.

The hills can be traversed by a paved road uphill and located in the middle of agricultural land,

plantations, forests. (Source archives Village Benda September 2015).

Given this reality, this study wanted to see the extent to which the role of Pesantren Al-Hikmah 2

active in protecting the environment. In this case, researchers will discuss the environmental

management based on the religious character of Pondok Pesantren Al-Hikmah 2 and its application

to the environment and the surrounding community lodge.

METHODS

This study uses qualitative research. Qualitative research means that the data collected is not

numerical but the data came from interviews, personal documents, records memos, court records and

other official documents. The purpose of this study is to describe the empirical reality behind the

phenomena in depth, detailed and complete. Location of research into where the research was

conducted were in Pondok Pesantren Al-Hikmah 2 Village Benda Sirampog District of Brebes.

Source data from this study is derived from the primary data and secondary data. Primary data using

the data in the form of observation, interviews and questionnaires to obtain direct information about

the concept of pesantren-based environmental management. Secondary data were taken from the

source of reading and a wide variety of other sources that consists of books, journals to official

documents from various agencies. In addition, the appendices of official bodies such as the data line

ministries, the results of studies, thesis, dissertations, historical studies and so forth. The secondary

data is used to reinforce and complement the findings of the information gathered through direct

interviews with the boarding party.

Data collection techniques used in the form of direct observation, interviews, documentation and

analysis of data. Direct observation is a way of collecting data using the eye without the help of other

standard tools for this purpose. This observation is used for research that has been planned in a

systematic way about how the concept of pesantren-based environmental management. Next is the

interview using a tool called an interview guide (guidance interviews) that will be asked in the figure

at the boarding school. Then the documentation in the form of small notes author of observation,

photographs and recordings of activities in boarding school and its facilities and infrastructure.

The data analysis was conducted after using the techniques above, namely data collection process

and analyze the data using descriptive-qualitative analysis.

RESULTS AND DISCUSSIONS

As mentioned earlier, there are several aspects that must be met to determine whether a boarding can

be categorized as environmentally friendly schools with religious character of daily life. This study

will look at Pondok Pesantren Al-Hikmah 2 Benda on the following points:

Environmental Policy

One element of the policy is observed is whether schools have special policies in budget allocation

which functioned to matters relating to the preservation of the environment.

1.1. Allocation Related to the Environment




2019

33

a. Appropriations relating to Environmental Management

In this aspect Pondok Pesantren Al-Hikmah 2 does not have a specific policy in determining the

percentage of funds allocated for environmental management, however, the boarding school is

very concerned about the environment so as to allocate funds incidental amounts in accordance

with the requirements although it was never there in the allocation funds that have been

established in accordance with the policies ponpes. Although the boarding school did not have a

specific budget for the management of the boarding school environment but have a high

awareness in preserving the surrounding environment. With funding allocation of an incidental

nature, making the environmental management in a sustainable lodge is not related to the budget.

Thus, even though the allocation of environmental conservation is still incidental and temporary,

but schools can be said to be able to optimize existing resources for environmental activities.

b. Policy Independent Fundraising for Environmental Management

One thing that this aspect is the ability of Pondok Pesantren to advocate the inclusion of

independent funding of the development of agricultural production, livestock, fisheries and

forestry used by the community. excavation and management of fund resources to the maximum

and proportional, so as to compete in the era of AFTA (Asean free trade area) and the AFLA

(asean free labor area). In addition, the boarding school also has an area of 8 hectares of rice fields

are managed by the boarding school and the surrounding community. Through this paddy

pesantren to create jobs by giving the opportunity to the community and the students to work.

Pesantren get agricultural, livestock, fisheries which are then used as the next venture capital

through the cooperative.

In addition to farming, animal husbandry, fishery and ownership of the fields, schools also have

other independent business such as processing of recycling organic and inorganic waste. Machine

composters owned able to provide income that is then used for the activities of the school and as

an incentive given to the students who help the composting. The students who are active in

organizations also utilize inorganic waste such as plastic, beverage bottles, etc. to be sold and the

proceeds used to help finance and welfare of the students in need. Agribusiness activities are also

conducted boarding, this can be seen from the lands diproduktifkan with planted various crops,

such as peppers, cucumbers and others.

From this aspect can be seen that the policy in Pondok Pesantren Al-Hikmah 2 is in line with one

of the principles ekopesantren. Pesantren can be self-sufficient with existing resources, such as

the recycling of waste into the worth of rupiah, the result of processing waste is used for the

cultivation of various crops on lands that have been explored and the results of the plant was in

use for a variety of activities both environmental management back as well as to other boarding

activities. So there is continuity and nothing is wasted in vain from the process of managing and

processing this environment so that the benefits can be felt by the citizens of the pesantren itself

and surrounding communities.

1.2. Boarding Schools Policy in Natural Resources Saving Efforts

Not many schools that memperhaikan the importance of participating in the saving of natural

resources. In consideration of the characteristics of schools postscript is included a community that

is relatively easy to organize, it is no wonder if one of the principles ekopesantren incorporate this

aspect as one of the categories. In this aspect there are several indicators as follows:

a. As the efficiency of land use Green Open Space




2019

34

There are about 40% of the total area of Pondok Pesantren Al-Hikmah 2 is used as a green open

space and functioned as an aesthetic. Boarding School in this expanse of rice fields and plantations

in the area of men's dormitory. In addition, schools also have breeding cattle which have 15 to 20

cows that initially only account for 2 tails. In addition, there is a jogging track surrounded by rice

field and can be used by students to exercise. On the sidelines of the land there are trees corn and

some other crops. Each visitor will feel the comfort and beauty when it came to the pesantren. In

some locations seemed decorated by some huts / gazebo, fountains, parks, and so forth.

Utilization of green open space in the boarding school is very important in making it as a place to

stay and a place to learn and environmentally friendly as well as comfortable and healthy.

Inevitably when the utilization of green open space is a reflection of a boarding school that also

cares about the preservation of the environment. Pondok Pesantren Al-Hikmah 2 has managed to

do so, the use of green open space here is quite good, as are the subject of aesthetics at boarding

school is said to be a wonderful place to visit. Nonetheless, there is still a shortage both of concept

and current circumstances is still due some point in development around the boarding school.

b. Efforts Contributions Reducing Global Warming

Another thing that is also observed is the contribution of schools to the reduction of global

warming. Pesantren Al-Hikmah 2 Gus Imad greening areas by organizing the provision of

seedlings of local and central government for the Pondok Pesantren Al-Hikmah 2. He makes the

seeds of plants that can be grown in the form of polybags thus reducing global warming. The

seeds of the plant are then distributed to the parents of the students, the community around the

lodge, and anyone who wants to get the plant seeds to be planted.

Efforts to resuscitate the effects of global warming are also carried out through cooperation,

lectures, sermons and delivered tausyiah pesantren leaders of Al-Hikmah 2 by slipping the theme

of the environment. Even in the study, one of the propaganda material that is loving environment.

Leaders make regulations to the students / female students and chaplain / cleric to not cut down

trees, even less so forthwith that it is better to destroy the building rather than cutting down a tree

there.

1.3. Policy Boarding Schools in Creating Characters Environmental Care

Boarding schools have rules and regulations governing hygiene and environmental health. Among

them is the obligation of each room which consists of three to five people every day on duty to

maintain the cleanliness of the room and the area around the rooms. In addition, mandatory daily

cleaning is required to perform boarding area on each morning after the recitation bada 'dawn until

seven o'clock and every afternoon when the lesson finished until Asr prayer.

In addition, each students / female students are prohibited from littering and must be picked up trash

around it and then throw it into the trash. Ustadz and cleric also has an obligation to admonish and

remind students that are nearby to dispose of trash scattered about as well as providing an example

in front of the students to participate were seen picking up garbage and then throw it into the trash.

1.4. Policy Boarding Schools to Improve Character Human Resources (HR)

To fulfill this aspect, namely to increase the capacity and capabilities of human resources in

environmental conservation, Pondok Pesantren Al-Hikmah 2 cooperating with various agencies to

provide training related to environmental preservation. Some kegiataan associated with it, such as

training hydroponics, composting, giving petisida and others. Pondok Pesantren Al Hikmah also

cooperate with agencies of the following: Deperinda Affairs, Ministry of Social Affairs, Ministry of




2019

35

Education (Kemdikbud) RI, LAN RI, DIsperik, LP3KM Bandung, IAIN Wali Songo Semarang,

Telkom South Jakarta, Lemigas, PPPG Cianjur, Balitkanwar Sukamandi, TEDC Bandung, New Fleet

Magelang, Yogyakarta Hospital Equipment and PLN Region Banten. In addition, there is an

obligation for the cleric / cleric to participate in the training.

Another thing that is also done with regards to this aspect is the socialization of environmental

conservation and the importance of greening for the santriwan and female students, and students

AKPER, Mahad ALY, STAI Al-Hikmah 2. Socialization is usually inserted through a recitation or

halaqah performed three times a day, in between the message often repeated is the problem of

environmental hygiene and health. Through these activities occur at least socialization of

environmental preservation to 4500 people consisting of students, university students, teachers and

employees of Pesantren Al-Hikmah 2 around.

1.5. Policy Boarding Schools in Developing Learning Environment

Related to this, the 2013 curriculum encourages learning system conducted inside and outside the

classroom. The same thing is done in these schools. Learning activities conducted in and outside the

classroom. In addition, the boarding school has a policy for the preachers / cleric to insert material

fiqhul bi'ah (An Idea and Environmental Review in the view of Islam) on the sidelines of exposure

of the material in the classroom. Some practical learning tasks are often pasted on love for the

environment so that the students can more actively contribute to environmental conservation.

By looking at the existing circumstances, it can be concluded that in this aspect of applying the

hidden curriculum boarding school in teaching and develop learning about the environment. This is

indicated by the presence of the material taught fiqhul bi'ah the ustaddz / cleric to the students who

inserted the lessons in the classroom and in the materials of lectures delivered by the cleric.

1.6. vision and mission boarding school Environmentally Friendly

Although these schools can be categorized to ekopesantren, but the principles of environmental

conservation is not explicitly mentioned in the vision boarding, this can be seen from its vision: "Be

boarding grounding in the development of the education system, teaching and propaganda".

The mission Pondok Pesantren Al-Hikmah 2: 1) Prepare an upright human resources in the belief,

right of worship and sublime in behave, 2) Maintaining a healthy community life, so that they can

develop and preserve Islamic values. 3) Support the process of national development through the

provision of Human Resources who has a soul of sacrifice, the spirit of religion, as well as flexible

in attitude.

In the vision, mission boarding school owned Al-Hikmah 2 was not contained a specific message

about the role of boarding schools for environmental management. Vision mission boarding school

only covers the field of propaganda and education for the students alone. However, the general and

implied true that Pesantren Al-Hikmah 2 are to meet the character values based on Islam that is

included in it is to maintain and preserve the environment, because any profile that would result

boarding the intellect ulama or scholars intellect actually they will always care the preservation of

the environment.




2019

36

Development Curriculum-Based Environmental religious character

There are several things about this aspect, namely:

a. Curriculum Pondok Pesantren Al-Hikmah 2 is an integrated curriculum that is the integration

between the curriculum of the government and the curriculum of the boarding schools that

reference is the Koran, the Hadith and the yellow book.

b. The discussion about the environment are not arranged specifically, but in issue in some subjects,

namely in Fiqh (Thaharah, Ihya al Mawaid, Fiqhul Bi'ah), biology (the activities go to the

mountains and cloudy regular time for students son as a form tadabbur or research), and in 2013

there were lessons craft curriculum. In addition, the boarding school activities are also actively

providing skills or skills in environmental management, such as agriculture, recycling and so

forth.

c. Pesantren organized extracurricular activities and some activities in which students Integrated

Agricultural organization (specifically the students son) and become a division within the

organization is environmental division which has the slogan "Rasta Friends of Nature".

Based on the presentation, the development of Islamic-based environmental curriculum in Islamic

boarding school al-Hikmah 2 can be quite good, bi'ah fiqh material has entered into several subjects,

even if they are hidden curriculum but the way the boarding school to teach the importance of

protecting the environment should be appreciated. By inserting material bi'ah fiqh on some subjects

makes it very effective in giving knowledge and awareness of the students about the environment.

Activity Religious Character Based Environment

3.1. Extracurricular Activity-Based Environmental hold

Boarding schools have a safe environment-based extracurricular extracurricular integrated farming.

The students are given material in the form of agricultural land cultivation, processing compost etc.

and practice in the field. They are taught directly to cultivate gardens planted peppers, cucumbers

and others even sewage treatment to be used as compost.

It is very important for the students because it can be a container extracurricular the students to

practice and learn more about what has been learned previously in the classroom that is material bi'ah

fiqh (An Idea and Environmental Review in the view of Islam), through this activity, the students

can learn how to safeguard the environment and also to process them properly.

3.2. Introduction Nature and Benefits for Life

The cleric and cleric taught to the students to get to know the surrounding nature such as tree species

present in boarding schools, the benefits of planting trees and so forth. Almost every tree was given

nameplate so that the students know yanga tree species is around. The chaplain / cleric instill the

principles to the students that every tree planted and cared for is one perpetual charity so hopefully

they can more seriously and loves keeping with the natural environment.

3.3. Build And Sustainable Long-Term Cooperation with Others

To develop environmental peletarian activities, boarding school formed a partnership with the

Provincial Government of Central Java and Brebes. cooperate with HIPSI (Pupils Indonesian

Entrepreneurs Association) providing extension to cottage-boarding and create centers of seeding,

planting red rice and sugar ants in some locations.




2019

37

3.4. Development Infrastructures Supporting Boarding Schools

Boarding school has several facilities and infrastructure that support the activities at the school,

especially with regard to environmental preservation among them are:

3.5. Mosques and mosque

Each dormitory in Pondok Pesantren Al-Hikmah 2 good daughter or son, special or general have

Musholla managed independently by students. Musholla in each dorm is used for the study room

during the day as a learning space open if necessary. While Masjid An-Nur Islamic boarding school

located in the girls' dormitory. Mosques around the field and there are some plants and trees large

enough. Notification of a ban on the felling of trees around the mosque which is equipped with

biopori hole in each corner of the building. It makes building and open space lodge already meets

most environmentally friendly aspects.

3.6. Agriculture

Farms that are outside the boarding area managed by the school and the surrounding community as

workers. Farm location outside of the cottage is about 200 m from the lodge area. The rice produced

by the farm was sold and is well managed and partly used independently for teachers in Pondok

Pesantren Al-Hikmah 2.

3.7. Hostel sons and daughters

Pesantren Al-Hikmah 2 has 224 dormitory for its students, which is 99 for male dormitory and 125

girls' dormitory. Each dormitory building has been designed in such a way to be more eco is equipped

with biopori holes and also the use of electricity-saving lamps and air vents were very large for air

circulation of the students.

3.8. The place processing compost

Pesantren Al-Hikmah 2 independently processed manure to be used as fertilizer for agricultural land

owned. The students son in public boarding area men have a place to process compost. If you can

produce more compost than for agricultural land independently then compost will be sold then the

results will be used for equipment maintenance fertilizer makers as well as wages for students who

work. It makes plus tesendiri to boarding school is due to the existence of this facility the students

can immediately learn how to reduce waste and so has certainly used it back.

3.9. Independent Agricultural Land

Self-contained agricultural land in Pondok Pesantren Al-Hikmah 2 is divided into two, namely the

agricultural use of land and water media media (hydroponics). Both are in a common dormitory area

sons. Growing plants currently using the media to agricultural land is chili, brown rice, corn crops

on the farm while the water (hydroponics) is a plant kale, slada, cabbage. Results from independent

consumed teraebut agriculture and partly sold. The sale proceeds are allocated a capital return and

reward students who work.

3.10. Room indoor and outdoor classroom

Pondok Pesantren Al-Hikmah 2 is equipped with indoor and outdoor classrooms. Outdoor

classrooms located around a common dormitory areas daughter using illumination light directly from

the sun. It was cool because a lot of shady trees around it. These trees also have been named according

to its kind so as to become one of the learning environment.




2019

38

In addition to the outdoor facilities of the students can directly interact with nature directly. This

becomes particularly effective when the teacher inserts bi'ah fiqh material in the learning process. So

that students can feel the essence and intent of what is described the cleric / cleric.

3.11. Development Waste Management System

Pondok Pesantren Al-Hikmah 2 has a qualified waste management with the principles of the 3Rs

(reduce, reuse and recycle). Ponpes also provide separate separating trash between organic, inorganic

and D3. In addition, schools also have a waste management is to manage organic waste into compost

and partly the result of the processing is used for agriculture and then the rest is sold for income funds

ponpes thus economic value.

3.12. Use Alternative energy

For this aspect, the pesantren Al-Hikmah 2 has not shown the existence of alternative energy use

except for their efforts to reduce their boarding electricity through the design space that utilizes

natural light like the sun.

CONCLUSION

Based on the explanation above, it can be concluded that the Pondok Pesantren Al-Hikmah 2 can be

categorized as boarding schools that are able to manage the environment with a pattern of behavior

in accordance with the teachings of islan as indicated from several aspects. First, schools that have

environmentally sound policies in terms of funding incidental supported independently or in

cooperation with external parties. Second, the curriculum development in managing the environment

based on religious values. Third, the embodiment of environmental management activities are

supported by infrastructure-based religious character can be seen with their thoughts, words and

actions have always strived on religious values (lillahi ta'ala, dedicated, honest, sincere,

REFERENCE

Abdurrahman, M. The opening of the window boarding school. 2006. Research Procedure. Jakarta:

Rineka Copyright.

Ani, M. Turhan. 2011. Religion-Based Character Education. Paper. Presented at the seminar in

STAIN Pamekasan.

Aulia, Rihlah. Nur. Sari Narulita, Izzatul Mardhiah, Dian Good, Zihan Puspa Z. 2016. Based

Education Concepts Ecological Study of Content Analysis Work Arsyad Sheikh Muhammad

Al-Banjari. Jakarta: Faculty of Social Science Research Report UNJ.

Azzet, Ahmad Muhaimin. 2010. Urgency Character Education in Indonesia. Yogyakarta: Ar-Ruzz

Media.

Dawn, A. Malik et.al. 2001Platform Education Reform and Development of Human Resources.

Jakarta: Logos,.

Lexy, JM. 2001. Qualitative Research Methodology. Bandung: PT Young Rosda paper.

Mangunjaya, FM. 2005. Nature Conservation in Islam. Jakarta: Yayasan Obor Indonesia

Mangunjaya, FM. 2014. Ekopesantren (Pesantren Designing Sustainable How ?. Jakarta: Yayasan

Obor Indonesia..

Mudhofir, A. 2010. Al-Quran and Environmental Conservation. Jakarta: Dian Rakyat.




2019

39

Sudirman, AA. 2012. Pandunan Eco-Pesantren. Jakarta: Ministry of environmental Life RI

Suyanto. 2010. Role of Education as a Top Capital Build Nation Character. National Workshop :

Directorate General of Higher Education and Kopertis Region III Jakarta.




2019

40

The effect of organizational culture, leadership, and job

satisfaction on the teachers' performance

Abdollah*, Nurhattati Fuad, Matin

Universitas Negeri Jakarta, Jl.Rawamangun muka, Jakarta Timur


Abstract. This study aims to determine the effect of organizational culture, leadership, and

job satisfaction on the teachers' performance in the state junior high schools in the East

Jakarta. We applied a survey method with a sample of 131 teachers taken randomly. Data

collection was done by distributing questionnaires and the data were analyzed using path

analysis. The results of this study conclude that: 1) organizational culture, leadership, and job

satisfaction have a direct positive relationship to teachers' performance; 2) school culture and

leadership have a positive direct relationship to job satisfaction. We recommend that

improving teachers’ performance can be done through school culture, leadership, and job

satisfaction.

INTRODUCTION

The teachers' performance of the First Middle School in the East Jakarta, one of which, can be seen

from the results of certification tests through the portfolio as one of the teachers quality

improvements (Ramdhani, et al, 2012) improvement of the teachers’ professional knowledge (Walsh

et al, 2011) although some research results showed that teachers certification did not have a

significant effect on the students' learning outcomes and teachers' performance, did not make teachers

better, and even non-certified teacher had good quality than certified teacher (Kusumawardhani,

2017; World Bank, 2016: Roslina et al, 2017). The data in the East Jakarta Education Office shows

that participants who passed the 2016 quota certification, out of 81 participants, only 32 passed, and

in 2017, from the quota of 887 participants, only 355 passed (www.siap.go .id). Thus, in the two-

year data, from the existing quota, the graduation ranged from 40% of all participants who followed

it.

Requirements to take the certification test for teachers in positions imposed by the East Jakarta City

Education Office for 2016 and 2017 quota is a minimum of 15 years working period with group IV/a.

However, graduation of only 40% is very low (www.siap.go.id). To measure performance, the

teachers must pay attention to pedagogical competence, professional competence, social competence,

and personality competencies.

The low performance of teachers can be seen from several things such as teaching not in accordance

with their competencies, unclear task structure, and overlapping work schedules. A teacher must

have special requirements, knowing the foundation of education to transform information and lessons

to students. Nevertheless, the teacher is not the only source of information in the classroom, so the

students must be given the opportunity to develop themselves. The research conducted by Indrasari

(2017) concluded that organizational culture, work environment, and leadership style have a

significant positive impact on lecturers' job satisfaction. As well as organizational culture, work

environment, leadership style, and job satisfaction have significant positive effects on the lecturers'

performance. The same research conducted by Afandi & Supeno (2016) shows that there is a

significant influence of teacher's competence towards teacher's performance (21%), school

organizational behavior towards teacher's performance (84%), work environment towards teacher's




2019

41

performance (56%), teacher's competence, school organizational behavior, and work environment

towards teacher's performance (83.6%), while teacher's performance has an influence on graduate

competence which is 71.2%.

Teachers as professionals should have knowledge and experience in their fields. Teachers who have

sufficient knowledge and experience in their fields will be able to look ahead in improving the

development of the Technical Service Unit (UPT). Teacher performance can be seen from the

teacher's mastery of the competence possessed as a professional. The empirical evidence encourages

researchers to conduct research on other variables that influence teacher performance, such as

organizational culture, principals' leadership, and job satisfaction. Organizational culture or school

culture is formed by school members including teachers, principals, staff, and students. All must

work together for the creation of a positive culture in the school environment. Shahzad, et al. (2012)

states that being committed and having the same norms and values as per organizations have, can

increase the performance toward achieving the overall organization goals, as well as the principal’s

decision-making styles that can increase the teachers’ satisfaction (Hariria et al, 2016). A good

organizational culture will help members of the organization to improve their performance and will

have an impact on organizational performance

Leadership plays an important role in determining the success of an organization. Leadership is a

process to influence others to understand and agree with what needs to be done and how the task is

carried out effectively, as well as a process to facilitate individual and collective efforts to achieve

common goals. Each headmaster has a different leadership style. The principal's style will be

effective if it is in accordance with the culture created at school. The culture can refer to the

systematic collection of teacher data for the benefit of their performance in relation to salary (Rockoff

et al, 2018) and school culture to always consider variations in student performance in relation to the

assignment of teacher (Stacy, 2013). With the role and capacity possessed by the school head, it is

hoped that it can build a positive organizational culture in schools so that it can improve the

performance of all school staff, especially teachers.

Important factors that determine employee performance and organizational ability to adapt to

environmental changes according to Bass, Avolio, Jung, & Berson (Bass et al, 2003) is leadership.

Ogbonna & Harris (2000) conducted research on leadership style, organizational culture, and

performance in companies in the United Kingdom. From the results of their research it was found

that leadership styles were not directly related to performance. However, in the relationship between

competitive and innovative culture with organizational performance it was found that there was a

positive and strong relationship. With an understanding of the tasks carried out, and understanding

the characteristics of his subordinates, then a leader will be able to provide guidance, encouragement

and motivation to all members to achieve goals. If the interaction process works well, then he will

be able to provide satisfaction and at the same time improve his performance.

An important factor that determines employee performance is job satisfaction. Job satisfaction will

be achieved if the teacher has pride in the work he does, enjoys work, is passionate about work,

carrying out work with full responsibility. Robbins & Judge (2013) explains that 'job satisfaction

positivity productivity influences, low absenteeism levels, low turnover rates, promotes positive

customer satisfaction, moderately promotes OCB, and helps minimize workplace misbehavior'. Job

satisfaction is very important considering job satisfaction is very influential on the performance of

the tasks performed.




2019

42

METHOD

This study applied a quantitative approach, the research method used was a survey with a causal

approach. The survey results were analyzed using multivariate statistics with path analysis

techniques. The research population was 194 public junior high school teachers in 9 regions in the

East Jakarta, and the sample was 131 teachers used as respondents taken based on the Slovin's

formula. The unit of analysis in this study is the teacher.

Data collection in this study was carried out through the distribution of questionnaires designed in

the form of a Likert scale. On this scale, the proposed statements are complemented by five

alternative answers and their weights for each alternative. For a Likert scale, the details are: Always

= 5, Often = 4, Sometimes = 3, Rarely = 2, and Never = 1.

This study uses 4 instruments to measure teachers’ performance, school culture, leadership, and job

satisfaction. The instruments were tested to 30 respondents, so that the items obtained were valid and

reliable. Before the path analysis is carried out, a number of testing requirements must be fulfilled

first, namely: data normality test, linearity test, and regression significance test.

RESULT

Description of research variables consisting of leadership, school culture, job satisfaction, and

teacher performance are presented in descriptive statistics which include minimum scores, maximum

scores, ranges, average values, modes, medians, standard deviations, and variances. Testing the

analytical requirements used in this study include normality test, linearity test, and regression

significance test. The normality test in this study uses estimated error data. By using the Liliefors

test, the data is declared normal if Lcount < Ltable, and the data is declared abnormal if Lcount > Ltable.

The following is a summary of the results of the normality test calculations for each estimated error.

Table 1. Summary of Error Estimated Normality Test Estimated Errors with Liliefors Test (Lo)

Estimated

Regression Error

Lcount

(Lo)

Ltable Ltable

Conclusion

α = .05 α = .01

Y to X1 .084 .077 .090 Normal

Y to X2 .046 .077 .090 Normal

Y to X3 .036 .077 .090 Normal

X3 to X1 .062 .077 .090 Normal

X3 to X2 .052 .077 .090 Normal

Note: Ltable = α = .05 = .886 / √n ; α = .01 = 1.031 / √ n

Meanwhile, to test the significance of regression, we used Analysis of Variance (ANAVA). If the

value of Fcount > Ftable at the error rate (α) of .05, then the regression equation is significant, and at the

error rate (α) .01, the equation is very significant. The results of testing the significance of regression

for each influence of school culture, leadership, and job satisfaction on teacher performance are

summarized in the table 2 as follows:




2019

43

Table 2. Summary of Linear Regression Test Results

Variable Equation

Linearity test

Conclusion Fcount Ftable

α =

.05 α = .01

Y to X1 Y = 102.06 + .246 X₁ 28.652

1.206

2.67

1.54

3.91

1.84

Significant and

Linear

Y to X2 Y = 68.603 + .450 X2 69.995

.957

2.67

1.47

3.91

1.74

Significant and

Linear

Y to X3 Y = 47.282 + .482 X3 94.117

.759

2.67

1.45

3.91

1.70

Significant and

Linear

X3 to X1 X3= 143.892+ .259 X1 16.199

1.475

2.67

1.49

3.91

1.76

Significant and

Linear

X3 to X2 X3= 81.292 + .670 X2 97.337

1.489

2.67

1.47

3.91

1.74

Significant and

Linear

Hypothesis test

To test the research hypothesis, the structural equation is divided into three structures as follows:

Substructure equation 1: The results of the calculation of path coefficients are obtained by the direct

influence of school culture, leadership, and job satisfaction on teacher performance.

Y = Py1 X1 + Py2 X2 + Py3 X3

Y = .149 X1 + .185 X2 + .477 X4

Substructure equation 2: The results of the calculation of path coefficients are obtained by the direct

influence of school culture, leadership, on job satisfaction.

X4 = P31 X1 + P32 X2

X4 = .134 X1 + .739 X2

The path coefficient and tcount value can then be seen in the following path diagram:

Figure 1. Path coefficient and tcount of leadership, school culture, and job satisfaction on teacher

performance in East Jakarta State Middle School

Leadership

(X2)

Teachers’

performance

(Y)

Satisfaction

(X3)

School culture

(X1)

Py1= .149

P31 = .134

Py3 = .477

Py2 = .185

P32= .739




2019

44

These results indicate that the theoretical models tested have represented or are in accordance with

the structure of equations based on empirical data. Thus, the results obtained from this study are in

accordance with existing theories.

DISCUSSION

Testing the first hypothesis proves that school culture has a positive direct effect on teachers'

performance. This finding provides empirical evidence that well-programmed school culture will

improve teachers’ performance, seen from the statement of Zu, Robbins, & Fredendall (2010) that

organizational culture in schools has a significant influence on teachers' performance management.

The results obtained by the value of tcount = 2.793 and ttable = 2.576, with a significant value = .075.

Testing the second hypothesis proves that leadership has a direct positive effect on teachers’

performance. This finding provides empirical evidence that process improvement affects things that

lead to achieving desired organizational goals. Successful leaders must be able to develop the school's

vision based on personal and professional values. The results obtained by the value of tcount = 2.793

and ttable = 2.576, with a significant value = .075.

Testing the third hypothesis proves that job satisfaction has a positive direct effect on teachers’

performance. These results indicate that the high and low performance of teachers is largely

determined by job satisfaction that grows in the teacher's self. The findings of the theory above which

states job satisfaction has a direct effect on teachers’ performance. This is explained by Mudie &

Pirrie (2006) that job satisfaction is very significant in improving service quality. Teachers’

performance is seen as a multi-dimensional concept. Consumers assess and evaluate a number of

factors or dimensions that affect teachers’ performance. The results obtained by the value of tcount =

783, and the value of ttable = 2.576, with a significant value = .077.

Testing the fourth hypothesis proves that school culture has a positive direct effect on job satisfaction.

These results indicate that high and low job satisfaction is largely determined by school culture. The

above theoretical findings that state school culture a positive direct influence on job satisfaction,

explained by Williams (2011) that organizational culture is related to organizational success. A

culture based on adaptability, involvement, clear vision, and consistency can help companies achieve

higher sales growth, asset returns, profits, quality, and employee satisfaction. Based on this, it can be

explained that the school culture based on adaptability, involvement, clear vision, and consistency

will have an influence or relationship to teachers’ job satisfaction. The results obtained by the value

of tcount = 2.578, and ttable = 2.576, with a significant value = .100.

Testing the fifth hypothesis proves that leadership has a positive direct effect on job satisfaction.

These results indicate that high and low job satisfaction is largely determined by leadership. The

theory finding above according to Luthans, Avey, Avolio, & Peterson (2010) that in transformational

leadership is related (0.44) with a combination of desired results such as follower job satisfaction,

follower leader satisfaction, follower motivation, leader job performance, group or organizational

performance, and leader effectiveness assessed. Transformational leadership applied by school

principals will have an impact on teacher job satisfaction. The results obtained by the value of tcount

= 8.653, and ttable = 2.576, with a significant value = .000.

CONCLUSION

The results of this study reinforce the theory that: First, improvement and increase of school culture

carried out by organizations in a well-programmed and conducive manner will improve teachers'

performance. Schools must have programs that innovate and are of high quality as values, principles,

traditions, and ways of doing work behaviors that can affect the way the members of the organization




2019

45

work to achieve teachers' performance to students. Second, improvement and increase of leadership

in using power and influence to focus on the quality aspects of students on an ongoing basis to

improve teachers' performance that is expected for students. Third, improvement and increase in

strong job satisfaction within the teacher will improve teachers' performance. Strong job satisfaction

is a feeling of happiness or unhappiness that the teachers feel for their role or work in school. Fourth,

improvement and increase of leadership lead to the achievement of organizational goals. Fifth,

improvement and increase of school culture carried out by organizations can apply values, norms,

traditions, and good work behavior to members of the organization's stakeholders as a force to carry

out their duties according to the responsibilities given.

REFERENCES

B. M. Bass, B. J. Avolio, D. I. Jung, and Y. Berson, 2003. “Predicting unit performance by assessing

transformational and transactional leadership,” J. Appl. Psychol., vol. 88, no. 2, pp. 207–218,

B. Stacy, C. Guarino, M. D. Reckase, and J. M. Wooldridge, 2013. “Does the precision and stability

of value-added estimates of teacher performance depend on the types of students they serve?

(IZA Discussion Paper, No. 7676),” no. 7676,

C. Williams, 2011 Principi menadžmenta - MGMT. Beograd, Serbia: Izdavač Data Status,.

E. Ogbonna and L. C. Harris, 2000. “Leadership style, organizational culture and performance:

Empirical evidence from UK companies,” Int. J. Hum. Resour. Manag., vol. 11, no. 4, pp.

766–788,

F. Luthans, J. B. Avey, B. J. Avolio, and S. J. Peterson, 2010. “The development and resulting

performance impact of positive psychological capital,” Hum. Resour. Dev. Q., vol. 21, no. 1,

pp. 41–67,

F. Shahzad, R. A. Luqman, A. R. Khan, and L. Shabir, 2012. “Impact of Organizational Culture on

Organizational Performance : An Overview,” Interdiscip. J. Contemp. Res. Bus., vol. 3, no.

9, pp. 975–985,

H. Hariria, R. Monypenny, and M. Prideaux, 2016. “Teacher-perceived principal leadership styles,

decisionmaking styles and job satisfaction: How congruent are data from Indonesia with the

anglophile and western literature?,” Sch. Leadersh. Manag., vol. 36, no. 1, pp. 41–62,

J. E. Rockoff, B. A. Jacob, and T. J. Kane, 2018. “Can You Recognize an Effective Teacher When

You Recruit One?,” Educ. Financ. Policy, vol. 6, no. 1, pp. 43–74,

M. Indrasari, 2017. “The Effect Of Organizational Culture, Environmental Work, Leadership Style

On The Job Satisfaction And Its Impact On The Performance Of Teaching In State

Community Academy Bojonegoro,” Sinergi J. Ilm. Ilmu Manaj., vol. 7, no. 1, pp. 58–73,




2019

46

The impact of mathematics learning materials based on

contextual teaching and learning towards students'

arithmetic skill

Mohammad Anang Taufik1,*, Muljoto2, Sunardi2, Nunuk Suryani2

1 Postgraduate Program, Science Education Department, Sebelas Maret University

of Surakarta, Central Java, Indonesia. 2 Faculty of Teacher Training and Education, Sebelas Maret University of

Surakarta, Central Java, Indonesia

*Email:[email protected]

Abstract.The purpose of this study was to analyze the impact of mathematics learning

material based on Contextual Teaching and Learning towards students' Arithmetic Skill. The

study was the comparative study with pre-test post-test only design. Mathematics learning

materials based on Contextual Teaching and Learning Materials was the mathematics

learning materials that Consist of the component of contextual teaching and learning. It was

designed and developed to be implemented a to the students of Junior High School at SMPN

2 Gondang, SMPN 1 Sekar, SMPN 1 Tambak Rejo, Bojonegoro, East Java, Indonesia. The

respondents were 178 students. Students' arithmetic skills were collected through written test

that was validated and reliable. Data analysed by using paired t test. Result of statistical test

showed the significance level was 0.000> 0.05. It can be concluded the learning materials

had a positive impact towards students' competency on arithmetic.

INTRODUCTION

The world of education today, improving the quality of learning both in the mastery of material and

teaching methods have always sought. One of the efforts of teachers in improving the quality of

learning is the preparation of various scenarios in the classroom learning activities. Learning is a

blend of activities that teachers do in teaching and learning activities conducted by the students. In

the learning activities, interaction among students, the interaction between teachers and students, as

well as the interaction between students with learning resources. Expected by the interaction, students

can actively construct knowledge, learning takes place in an interactive, inspiring, fun, challenging,

and can motivate learners to achieve the expected competencies.

The situation in the classroom needs to be planned and built so that students get a chance to interact

with each other (Anitah, 2002). This interaction will form a community that allows them to

understand the process of learning and understanding each other. Teachers can create learning

situations so that students can work in teams and develop insights. Through learning contextual

teaching and learning approach with appropriate teaching materials, teachers are expected to manage

the classroom more effectively.

Mathematics has an important role in many aspects of life. Many problems and activities in life must

be resolved with the use of mathematics. Mathematics is universal science that underlies the

development of modern technology. It has an important role in a variety of disciplines and promotes

the power of human thought (Depdiknas, 2006)





2019

47

Learning can be said to be successful if the learning is able to help students achieving their

competency (Pribadi, 2010). There are several indicators that can be used to determine the success

of the learning process that is effective, efficient, and attractive. Lessons need to be created into an

interesting event in order to raise students' interest and motivation. The educators need to design a

learning process. The process of designing a learning activity called the design of the learning system.

Design of learning systems are media in the form of teaching materials as a tool to facilitate the

achievement of learning objectives, while learning resource is anything that contains a message that

must be studied according to their subject matter. Determination of media and learning resources

should match the characteristics of learners and region (Sanjaya, 2008)

Based on the preliminary studies, The authors find out the enthusiasm of students to teaching

materials in mathematics and the use of materials innovations made by the teacher in math class VIII

in the academic year 2010 / 2011 Semester 1 in several junior Bojonegoro as SMP Negeri 2 Gondang,

SMP Negari 1 Kapas, SMP Negeri 1 Bojonegoro, East Java obtained the following data:

1. There was no mathematical teaching materials integrated social arithmetic material and

accounting in general. Even though the curriculum has developed many changes.

2. Teachers usually use conventional method during teaching and learning process.

3. The questionnaire results from students' attitudes towards mathematics, the students who have

positive attitude towards mathematic were 65.53% from 92 respondents. The teachers who using

innovative teaching materials were 67.73% from 12 respondents in Bojonegoro. Average

students 'interest toward mathematics teaching material were 57.77% from 92 respondents.

It is an indicator that the student is having difficulty learning in which the attitude of an interest in

teaching materials greatly affect their learning and comprehension effect on the learning process.

Students have difficulty in learning if students can not achieve instructional goals that have been

determined (Mulyati, 205). Teachers are still rarely developed innovative learning and development

of teaching materials.

Starting in 2014 Bojonegoro implemented the curriculum in 2013 and the Curriculum Education Unit

in the specific region but now in secondary school who were targeted pilot data obtained that the

number of textbooks still less as published in the Java Post Radar Bojonegoro December 4, 2013.

The Students still have not received the material development based on contextual teaching and

learning, specifically the learning material about arithmetic combined with a basic knowledge of

accounting for financial reporting that can help students resolve social problems in their life

experience. This is the reason of authors to develop and practising mathematic teaching materials

based contextual teaching and learning to improve students’ competency on aritmatic skills,

specifically in solving problems related to everyday life.

Teaching materials

Media generally aims to facilitate communication and learning (Smaldino et al, 2008). Media is

anything that can stimulate students' learning process (Patel & Jain, 2008). All forms of media to

distribute information (Association for Educational Communications and Technology). Media is a

tool of communication and sources of information (Smaldino et al, 2008). The learning process is

process of communication and take place in a system, the learning media is quite important position

as one component of the learning system. Without the media, communication will not occur and the

learning process as a communication process also cannot take place optimally. Medium of learning

is an integral component of the learning system (Miarso, 2010)

Media can be a resource that is part of the learning resources. Instructional materials are all kinds of

materials that are used to help teachers / instructors. It can be written or unwritten material. A




2019

48

structured learning material covers the objectives, content, evaluation and feedback. Written

unstructured are written in the form of a conventional library, or in writing in the form of an electronic

book, written in the form of text books, or in the form of a journal (Mudjiman, 2011). Teaching

materials consists of two words that mean teaching and material or materials. According to the

University of Wollongong, "Teaching is defined as the process of creating and sustaining an effective

environment for learning". Implementing learning is defined as the process of creating and

maintaining an effective learning environment. The book can be used as reference material /

reference.

Selection of teaching materials shoud be precise. Teachers choose teaching materials based on

learning objectives determined by the teacher, so that the skills of reading, understanding and writing,

speaking, and other sub skills can be developed (Patel & Jain, 2008). Teaching materials is a set of

materials / substances of teaching that arranged systematically, showing the figure of the whole of

competencies which students will learn in learning activities. Teaching materials enable students to

learn a competence in a coherent and systematic so that cumulatively able to master the entire and

integrated competency.

Syntax/ Steps Math Instructional Materials Development Model- based Integrated Contextual

Teaching and Learning

Syntax/ steps instructional materials development or teaching materials, integrated mathematics to

create a self-instructional material that will be used learners’ stages as follows:

a. Identification needs instructional materials by selecting and collecting a variety of instructional

materials in accordance with the instructional strategies.

b. Formulation of learning objectives by changing the shape of the material into a form of self-

instructional materials which also includes methods of learning Contextual Teaching and

Learning and the learning objectives are to improve the ability of students completing basic

social problems with the concept of arithmetic and reporting of problems.

c. Re-examine the consistency of the content material creation with instructional strategies and

examine the technical quality of the material that covers the simplicity of language,

communicative language, and physical design.

d. Implementation of learning activities by applying the teaching materials developed in the

experimental class.

e. The assessment was conducted to determine the competence of student achievement of learning

implementation plan that has been set and measure the mathematical ability of students in social

arithmetic with a formative test post-test in the experimental class.

There are three kinds of instructional approaches, i.e. independent learning, face-to-face learning,

and learning combinations. The third kind of approach is needed to shape instructional materials,

each of which requires its own development process that is self-instructional materials development,

instructional development compilation, and the development of instructional materials compilation

(Suparman, 2012). Self-instructional material, consisting of two kinds of learning materials (learning

materials) that will be used learners and guidance materials for tutors

Structured instructional material compilation as well as the steps in the preparation of self-

instructional material, but the material collected from the field in accordance with the instructional

strategy is not changed in both content and format. Combination of instructional material developed

based on a preliminary decision on the list of courses, materials, curriculum or subjects that will be

used as self-learning materials and face-to-face.




2019

49

Development of teaching materials is a process of planning by teachers to prepare units to achieve

the learning objectives of a subject, understanding the theory of how mathematics should studied

seems simple but requires an answer is not simple because the teacher's views about the process of

learning mathematics is very influential on how they doing the learning in class (Graves, 2000)

Nafisa, et.al, (2010) said that Contextual teaching and learning (CTL) is a teaching system that allows

students to find meaning in their lessons. Then they connect the new lessons to the real world. The

research findings show that teaching and learning are still focused on the manipulation of data,

memorizing formulas, not thorough and split between thought and action. Richard. et.al, (2002)

conducted a study to develop mathematics by combining science and technology in the curriculum

for elementary school students and to the development potential. Ruhama, et.al (2010) conducted a

study combining mathematics with wiki-book in which the main data from textbooks and teachers

as practitioners in secondary schools to determine the effectiveness of Internet-based wiki-book than

the habit of using a guidebook to find out about mathematical material.

METHOD

In this section we will reveal the method, research design, Data collection procedures, and the data

analysis.

Research Design

This type of research is pre experiment, with one group pretest posttest design only desgn. This study

consists of only one group of respondents that were given a pretest before and, then given treatment

of mathematics material based integrated contextual teaching and learning, after some meetings,

given a posttest with the same problem. Description of the design of the study is as follows:

Table 1. Research design

Group

respondents

pre test Teatment Post test

X

Sampling and Technique of Sampling

The population used in this research is class VIII SMP Negeri 2 Gondang Bojonegoro, SMP Negeri

1 Kapas, Bojonegoro, and SMPN 1 Tambak Rejo, Bojonegoro, East Java, with the number of 178

students. Sampling is done randomly without regard to strata that exist in the population.

Respondents from SMPN 2 Gondang as many as 59 students, SMPN I Kapas as many as 60 students,

and SMPN 1 Tambak Rejo as many as 59 students.

Data Sources and Collection Procedure

Sources of data in this study were students of SMP Negeri 2 Gondang Bojonegoro, SMP Negeri 1

kapas, and SMPN 1 Tambak Rejo. The results of students' pretest and posttest scores were analyzed

by using paired test.




2019

50

Analysis of Data

Analysis of pretest and post test results are conducted, then compared to determine the

significance of differences in scores before and after treatment material gain contextual-based

integrated mathematics teaching and learning

1. Determining the hypothesis

Ho: There is no difference in learning outcomes before and after implementation of mathematical

teaching materials based integrated contextual teaching and learning

Ha: There are differences in learning outcomes before and after implementation of the integrated

math teaching materials

2. Determining the level of significance

Tests using two-sided tests with significance level α = 5%

3. Determining t

T of the data in the pre and the post

4. Determining t table

T distribution table is determined at α = 5%: 2 = 2.5% (two-tailed test) with degrees of freedom

(df) n-1.

5. Criteria testing

If the significance level of p <0.05, then H0 is rejected, which means there is a significant

difference in student learning outcomes before and after getting learning by using teaching

materials based integrated contextual mathematics teaching and learning.

RESULT AND DISCUSSION

Descriptive data and frequency distribution Learning Outcomes Before using Math Instructional

Materials Based Integrated Contextual Teaching and Learning

Table 2: Descriptive statistics integrated math pretest value-based contextual

descriptive Statistics

N Minimum maximum mean Std. deviation

pretest 178 5 85 44.98 19 887

Valid N (list wise) 178

Table 2 shows that the number of respondents was 178, the minimum score obtained 5, the maximum

score obtained 85, with an average score of 44.98 and a standard deviation of 19 887. These results

indicate that by using the integrated math problems, students have not been able to answer correctly.

The majority of the value seen from the average score is still low. It is necessary to get attention for

teachers and schools. One contributing factor is that the students had not received contextual-based

integrated math materials.

The following is the result of the distribution of distributions frequency pretest results on the

respondent:




2019

51

Table 3: Distribution of frequency of respondents pretest results

pretest

frequency Percent

valid

Percent

Cumulative

Percent

valid 5 5 2.8 2.8 2.8

10 2 1.1 1.1 3.9

15 4 2.2 2.2 6.2

20 14 7.9 7.9 14.0

25 12 6.7 6.7 20.8

30 14 7.9 7.9 28.7

35 23 12.9 12.9 41.6

40 14 7.9 7.9 49.4

43 1 .6 .6 50.0

45 11 6.2 6.2 56.2

50 17 9.6 9.6 65.7

55 8 4.5 4.5 70.2

60 8 4.5 4.5 74.7

65 11 6.2 6.2 80.9

69 1 .6 .6 81.5

70 15 8.4 8.4 89.9

75 11 6.2 6.2 96.1

80 5 2.8 2.8 98.9

85 2 1.1 1.1 100.0

Total 178 100.0 100.0

Table 3 shows that the lowest score of students was 5, while the highest score was 85. So the score

of 80. With the mode or score that often arises was 35. A large number of low score should

immediately look for a solution, with uplifting learning and motivation to learn, in addition to

appropriate teaching materials and teachers who have competence in integrated mathematics

learning.

Descriptive data and frequency distribution Learning Outcomes After using Math Instructional

Materials Based Integrated Contextual

Table 4. Descriptive statistics posttest mathematical value based integrated contextual

descriptive Statistics

N Minimum maximum mean Std. deviation

posttest 178 50 100 80.42 14 280

Valid N (listwise) 178

Based on Table 4 are known posttest results, the lowest score was 50 and the highest score was 100.

The average score was 80.42 with a standard deviation of 14 280. These data show an increase in

learning outcomes, on average, higher values. The data can be seen in a more detailed frequency

distribution table as follows:




2019

52

Table 5. Frequency distributions based integrated math posttest results contextual

posttest

frequency Percent valid Percent

Cumulative

Percent

valid 50 1 .6 .6 .6

55 4 2.2 2.2 2.8

60 13 7.3 7.3 10.1

65 28 15.7 15.7 25.8

70 11 6.2 6.2 32.0

75 25 14.0 14.0 46.1

80 23 12.9 12.9 59.0

85 13 7.3 7.3 66.3

90 5 2.8 2.8 69.1

95 19 10.7 10.7 79.8

100 36 20.2 20.2 100.0

Total 178 100.0 100.0

Based on Table 5 known major increases to the results of students' mathematics learning, even as

many as 36 students get a maximum score of 100, and only one student who gets a score of 50. The

results indicate success in learning to use mathematics teaching material based integrated contextual.

This is consistent with the results of research conducted by Mushtaq (2014) that the factors affecting

the achievement of learners consists of internal and external factors classroom. Internal factors such

as the competence grade students, class schedules, the number of students in the classroom, the exam

results, the complexity of teaching materials, the role of the teacher in the classroom, the technology

used in the classroom, and the examination system. Factors outside the classroom include

extracurricular activities, family problems, work problems, financial and social issues other

massalah. Conjunction with this research, teaching materials and teacher competence affect student

learning outcomes. This is because before getting competency-based integrated math learning, lower

learning results, and after getting an mathematical learning average math scores to be high.

Azwar (2010) asserts that learning achievement can be measured through a test arranged planned to

unveil the maximal performance in mastering subject material or material that has been taught. Form

of test achievement in formal education in the classroom can be a daily test, test formative,

summative tests, and other forms of examination. Azwar revelation shows that the test equipment

used is appropriate to measure the ability and student learning outcomes.

Differences in Learning Results Before and After using Math Instructional Materials Based

Integrated Contextual

Table 6: results of descriptive statistics integrated math pretest and posttest contextually based

Paired Samples Statistics

mean N Std. deviation Std. error Mean

pair 1 pretest 44.98 178 19 887 1,491

posttest 80.42 178 14 280 1,070

Table 6 indicates that the average value is 44.98 pretest, posttest grade average is 80.42. deviation

with standard pretest result is 19 887, and the standard deviation of the results of the posttest is 14:28.




2019

53

Table 7: Analysis of learning outcomes comparison data before and after getting

mathematics learning with teaching materials based integrated contextual

Paired Samples Test

paired Differences

t df Sig. (2-tailed) mean Std. deviation

Std. error Mean

95% Confidence Interval

of the Difference

Lower Upper

pair 1 Pretest - Posttest

-35 438 23 554 1,765 -38 922 -31 954 -20 073 177 .000

Table 7 shows the results of data analysis using paired samples test, that df: 177, the result obtained

is the significance level. 0000. for p <0.05, then H0 is rejected. This means that there is a significant

difference before and after the learning outcomes using mathematical teaching materials based

integrated contextual. The results of this study indicate that social arithmetic ability possessed by

their students' learning results obtained are influenced by the teaching materials developed.

Contextual approach which is used as basis in preparing the integrated math teaching materials

successfully improve student learning outcomes in mathematics. This is consistent with the essence

of kontestual approach, as proposed by Komalasari (2010) contextual teaching and learning is

learning that the link between the material studied by the students real life every day, either within

the family, school, community and citizens, with the aim to discover the meaning of the material to

life. Rusman (2010) said that contextual learning defined as an attempt to make students active in

pumping ability without losing ourselves in terms of benefits, for students seeking to learn the

concepts and applying and relate it to the real world. The concept of an integrated mathematics

learning is to combine two mathematical skills and abilities that contains accounting in accordance

with the real life that would be required of students. Teacher as facilitator in the learning of

mathematics should be able to manage learning, manage the class well, including developing

teaching materials tailored to the needs of students.

The development of these materials greatly assist students in solving arithmetic problems related to

everyday life and broaden the students will post the financial statements so it is important to improve

students' skills in the posting process and recognize the financial statements of social events.

1. This explains the relevance of teaching materials CTL approach that could be applied even though

the curriculum is now using a scientific approach. These materials can add insight and reference

students in the learning process.

2. Integrated math teaching materials have good effectiveness so that it can be used for additional

teaching materials and complement arithmetic settlement of social and material in preparation to

the accounting statements.

CONCLUSION

The results of the integrated study mathematics before getting learning using mathematical teaching

materials based integrated contextual is low. Mathematics learning outcomes after getting

contextual-based integrated mathematics learning is high. There are significant differences in

learning outcomes before and after getting learning using mathematical teaching materials based

integrated contextual. Thus, the social arithmetic ability of students affected by the mathematics

teaching material based integrated contextual.




2019

54

ACKNOWLEDGMENT

The present study and the conducted research has been supported by the principal of SMPN 2

Gondang, SMPN 1 Sekar, SMPN 1 Pond rejo, Bojonegoro, East Java, Indonesia. Our thanks to the

teachers at the University of Sebelas Maret Surakarta, Central Java, Indonesia. We thank to our

colleagues from the University of March of Surakarta, Central Java, Indonesia who assisted the

research.

REFERENCES

Anitah, Sri. 2002. Teaching and Learning Strategies. Jakarta: The Open University.

Anwar, S. 2010. Achievement tests: Functions and development of measuring learning achievement.

Yogyakarta: Student Reader Offset.

Depdiknas. 2006. Peraturan menteri pendidikan nasional Republik Indonesia tentang Standard isi

pendidikan Dasan dan Menengah. Depdiknas: Jakarta.

Graves, K. 2000. Designing Language Courses: A Guide for Teachers. Boston: Heinle & Heinle

Publishers.

Komalasari, K. 2010. Contextual learning: Concepts and applications. Bandung: PT. Refika

Aditama..

Miarso, Yusuf Hadi. 2011. Sowing Seeds Technology .Vol. 5. Jakarta: Kencana Prenada Group.

Mudjiman, H. 2011. Independent Study: Briefing and Deployment. Surakarta: UNS Press.

Mulyati., Arifin. 2005. Learning Strategies Mengajar.Malang: UM Press.

Nasifah., Et al. 2010. Implementation of Contextual System in Mathematics Course.

[email protected]..

Pribadi, Benny A. 2010. Design of Learning Systems. Jakarta: Dian Rakyat..

Patel, MF, & Jain, PM. 2008. English Language Teaching; Methods, Tools and Technique. Jaipur:

Sunrise Publishers & Distributors.

Richard., Et.al. 2002. Designing and Implementing an Integrated Mathematics, Science, and

Technology Curriculum for the Midle School. Journal of Indrustrial Teacher

Education.Vol.39. No.3.

Ruhama., Et.al. 2010. Teachers as particpants in textbook Development: The Integrated Mathematics

Wiki-book Project. Preceeding of the Chais conference on instructional research

teachnologies : Learning of technological era.

Rusman. 2010. Models of learning; Develop the professionalism of teachers. Jakarta: PT Rajawali

Perkasa Grafindo.

Sanjaya, Vienna. 2008. Standard Process Oriented Learning Strategy.Vol Education. 6. Jakarta:

Kencana Prenada Group.

Smaldino, SE, Lowther, DL, & Russell, JD. 2008. Instructional Technology and Media for Learning:

The Instructional Technology and Media for Learning (A. Rahman, Trans. Ninth ed.). Jakarta:

Kencana Prenada Media Group.

Suparman, MA. 2012. Guiding Teachers & Education Innovators; Modern Instructional Design.

Jakarta: Erland.





2019

55

Developing inquiry-based learning materials by using

ADDIE approach

Hariyanto1,*, Soetarno Joyoatmojo2, Joko Nurkamto2, Gunarhadi2

1 Postgraduate program, Department of Education Science, Sebelas Maret

University, Surakarta, Indonesia 2, Faculty of Teacher Training and Education, Sebelas Maret University,

Surakarta, Indonesia


Abstract. This study aimed at developing English for midwifery purposes on inquiry-based

learning materials. The development of the learning materials used the ADDIE (analyze,

design, develop, implement, evaluate). It was developed through the stages of ADDIE to

produce learning material prototypes. The feasibility of the prototypes was tested by some

experts consisting of material experts, media experts, linguists, and experts in learning

design. The feasibility of the materials was consisted of aspects of content, presentation and

aspects of the inquiry. The results showed that the aspect of content obtained the average

score of 86.7%, the feasibility aspect of the presentation got an average score of 90.8%.

Inquiry feasibility aspects gained an average score of 92.9%. The feasibility of the material,

based on the scores of the three aspects, obtained an average score of 90.1%. The average

scores of media experts were 93.3%. Language feasibility got an average score of 81.25%.

The feasibility of learning design based on expert judgment got an average score of 92.6%.

Based on the results of the above research it can be concluded that English for midwifery

purposes based on inquiry learning materials had very high category, it was feasible for

teaching and learning.

INTRODUCTION

English as a second language or a foreign language has an important role in teaching and learning.

Selection of teaching materials should be attention by teachers. Instructional materials for language

learning is anything that can be used to facilitate learning the language, such as textbooks, videos,

games, websites, and others. Tomlinson (2008) stated that teaching materials should be informative;

it was capable of informing learners about the target language. It guided the learners in practicing the

language. The teaching materials provide an experience to learners in using the language. Teaching

materials were also supposed to encourage learners in using language.

English teaching materials, particularly reading, according Titone, Plommer, and Kielar (2012) in

his research that the teaching materials reading that are relevant to local culture can improve

proficiency in the language, the students motivation and self-esteem. Titone, Plommer, and Kielar

(2012) concluded that there were five distinct characteristics that must be present in the teaching

materials to promote students’ participation, language proficiency, self-esteem, namely: (1) the

contents of teaching materials should be strictly in accordance with the life experience of students or

reflects their daily experience. (2) teaching materials should illustrate the ability of the students, so

that they can see themselves, their surroundings, as well as the values that exist, (3) Using their native

language, even if only a little, (4) The content, illustrations and language which is used show a respect

for their culture, (5) the content, illustrations, and the language used to explicitly communicate hope,

caring, and positive things for students.





2019

56

Yaumi (2012) insisted the teaching materials that were developed by instructional design theory

played an important role in creating conducive learning. There are three reasons why the teaching

materials have central position, namely (1) represents the materials of the faculty, because the

explanations, arguments, information presented by lecturers gathered in teaching materials. (2) tools

of achieving the learning objectives, and (3) optimizing service to learners.

Based on the above, it can be concluded that the materials have an important role in the success of

learning. English for midwifery purpose as a learning material is also has significant role in

improving students’ language skills. Relation to the Inquiry-based learning, English learning material

for midwifery students consists of components in the inquiry learning, and it is taught according to

the cycles of inquiry–based learning. Using inquiry-based learning according Titone, Plommer, and

Kielar (2012) can improve the process of teaching and learning. Blessinger and Carfora (2015) stated

that if the inquiry-based learning was applied and designed appropriately, it could be an appropriate

approach to enhance the teaching and learning process.

The main objective inquiry-based learning is empowering teachers. Learners are empowered to be

in active learning, questions, problems, and perform activities related learning. Teachers are

empowered because they learn proceeds from specialist subjects became leader and architect of

learning. The primary responsibility of a teacher in active learning was to design an attractive

learning environment, support, and emphasizes the mastery of knowledge and skills, as well as

emotional and social development. The role of learners and teachers in inquiry-based learning is

focused on achieving higher order learning. The important thing in Inquiry-Based Learning is the

quality of interaction between teachers and learners, and among learners themselves (2015)

Alameddine & Ahwal (2016) conducted a study that aims to test the effectiveness of inquiry-based

learning to improve English language skills. The results showed that the inquiry-based learning

model can be used as a tool to achieve English better. Students enjoyed the lesson. Furthermore, they

suggested adopting it as a method of learning English.

Based on the preliminary study conducted at Midwifery Academy of Harapan Mulya Ponorogo,

indicated that there weren’t any English learning materials that written by teacher. The teacher used

the learning materials from publishers, and never practicing inquiry-based learning in the classroom.

Finally, the students’ competencies weren’t explored maximally.

Based on the opinions and the preliminary results, it can be concluded that learning English using

inquiry-based teaching material can be an alternative to improve learning outcomes or learning

achievement. The rationale of researchers to develop inquiry-based teaching materials using ADDIE

development model (Analysis, Design, Develop, Implement, and Evaluate) is the notion of Branch

(2009) that the ADDIE can be applied for building a performance-based learning. The essential goal

of inquiry-based learning approach is supposed to be centered on the learner, innovative, authentic

and inspirational. ADDIE is an effective model to produce a product, particularly the development

of educational products and other learning resources. The similarity between inquiry-based teaching

materials to the ADDIE model development is equally emphasizes the aspects of learner-centered

learning. This is in line with the objectives of this study, to describe and producing English language

teaching materials based on inquiry through the steps of ADDIE models.

METHODS

The type of research was a descriptive qualitative study. Developing learning materials were

conducted by using ADDIE model development, then after resulting learning materials prototype,

the expert judgment conducted to determine the feasibility of teaching materials.




2019

57

Participants

The subjects of this research were 34 students, 7 lecturers of Midwifery Academy of Harapan Mulya

Ponorogo, East Java, Indonesia, and 8 experts. Those students were asked to fill the questionnaires.

The teachers were interviewed about the analysis of learning needs. The experts were asked to

validate learning materials products.

Data Collection

Data were collected through questionnaires and interview. The learning materials were produced and

developed by researchers based on ADDIE (Analyze, Design, Develop, Implement, and Evaluate)

model. It was validated by experts of media, materials, language and the expert of learning design.

The experts were given different questionnaires according to their expertise.

Data Analysis

The analysis was performed based on students' and teachers' responses from questionnaires and

interviews about needs analysis of English learning. The descriptive percentage analysis was done

based on experts' judgments. The scoring criteria of the learning materials were determined as below:

𝑁 = 𝐴𝑆

𝑀𝑆 100 %

N = Percentage score

US = Actual Score

MS = Maximum Score

The percentage score, then classified into five categories as follows:

Table 1. The feasibility category of English learning materials based on inquiry

interval Categories

81-100% Very high

61-80% High

41-60% enough

21-40% low

1-20% Very low

Based on table 1 above, the result of English learning materials based on inquiry were feasible or

appropriate to be implemented if the average of percentage score was ≥ 61%.


The first stage of the ADDIE model is Analysis, analysis stage is the stage of identifying the lack of

teaching materials of English for midwifery, and conduct a needs analysis. This needs analysis phase

was conducted by giving questionnaire to 34 respondents, and interviewing 7 faculties who have

midwifery educational background.

The next stage is the Design, The objective of the design phase is to verify the learning objectives,

define learning strategies, and the appropriate method. This stage serves to address the gaps identified

in the analysis phase.




2019

58

Develop stage is development beginning from the formulation of learning objectives, test preparation

in accordance with the purpose of learning. Branch (2009) reported that, "By the end of the develop

phase, you should also have selected or developed all of the tools needed to implement the planned

instruction, evaluate the instructional outcomes, and complete the reaming phases of the ADDIE

instructional design process, the end result of the development phase, the content of teaching

materials, lesson plans, learning strategy, learning media support, formative test plans, and other

learning resources.”

The implementation phase, aims to prepare the learning environment and encourage the involvement

of learners. All were developed in develop stages to be implemented.

The last stage is Evaluate, The purpose of this phase is to evaluate or assess the quality of the products

of learning, and the learning process both before and after implementation. The results of the ADDIE

model to be tested again by experts to determine the feasibility of teaching materials.

Students' response about Needs Analysis of English Learning Materials

Table 2: Respondents' answer about needs analysis of English learning materials

No. Questionnaire Items The Most Answers f N %

1 The advantages of English for

students

Very useful 21 34 61.8

2 Students' reason of learning

English

be able to communicate with foreign patient 13 34 38.2

3 Degree of difficulty in English

learning materials

sufficient 16 34 47.1

4 Students' English proficiency Intermediate: can understand the content or

purpose of complicated texts and give a

comment or idea about that.

20 34 58.82

5 Why do you study English?

To get success in the future 14 34 41.2

6 At the future, I am going to use

English for ...

Continuing to the next study 10 34 29.4

7 Emphasizing on English skills

and English components

Reading - - 23

8 Topics that were proposed by

students on English learning

materials

Ante Natal Care (ANC) 16 85 18.8

9 In speaking activity, learning

inputs that you want are ...

Authentic materials, such as news, radio,

movies, and songs.

12 34 35.3

10 Listening type of learning

activity that you want?

Identifying the detail of information 19 34 55.87

11 What kind of reading activity

that you want?

Reading text, then answering questions

based on the reading text.

13 34 38.2

12 What kind of writing activity

that you want?

Writing the report that related to Midwifery. 10 34 29.41

13 What kind of grammar or

structure learning activities that

you want?

Discussing some mistakes that happen in

answering grammar test.

11 34 32.4

14 What kind of Vocabulary

learning activities that you

want?

Finding new vocabularies in a text and

identifying the meaning based on its context

16 3415 47.1

Based on table 2, indicates that English is very important; it is very useful for students. They want to

master English for continuing study. The students need a learning material which emphasize on




2019

59

reading skills, and authentic materials is used in teaching and learning process. Some activities in

practicing English skills and English components are needed to strengthen their competencies. The

result of the study was evidence the position of English as a global language, English can help

students to communicate easily with other peoples around the world, having access to the new-

developed scientific knowledge of other countries and, as a result, having a better practical life. In

Midwifery context, the students learn some topics related to their field interest.

Teachers' responses about English Learning Materials based on Inquiry

Table 3: Result of interviews with lecturers about English needs analysis based on Inquiry

No. Questionnaire Items Participants' Answers

1 What do you think about the role of English

today?

Majority of the participant answer

that English is very important

2 In which level English competency of midwifery

students?

According to the teachers, the

students was in the beginner level of

English

3 The objectives of English To deepen the knowledge about

midwifery from English references.

4 English for Midwifery Purposes is more

important than General English. What do you

think?

Majority of respondents agree that

English for midwifery purpose is

very important than general English.

5 Topics that were proposed by midwife teachers

on English learning materials.

Neonatal care

INC (Intra Natal Care)

PNC (Post Natal Care)

ANC (antenatal care)

Contraception

Therapeutic Communication

Midwifery terms

Exclusive Breastfeeding

Basic Nursing Practice

Interpersonal communication)

The result of learning needs analysis at table 3 can be adopted in developing English learning

materials. Teachers should develop their experience in teaching to create suitable instructional

materials. Mubarakeh, Rasekh & Barati (2014) suggested the new English materials combined

concept taken from the scientific subject matter with knowledge of English and packed them with

pedagogical skills to develop teaching. Such a combination is highly motivating because students are

able to apply what they learn in their English classes and their field of study. Developing English

skills and English components based on students' needs, will motivate students in learning. Finally,

it will promote the students' achievement in English. Meijerman (2009) said that by engaging the

students in a topic that is personally interesting to the students, the students will immediately be

involved. Inquiry-based learning can promote higher order thinking skills, critical thinking, self-

directed learning, student learning and performance, and creativity. Aulls, Katur, & Shore (2015)

also confirmed that inquiry-based learning enable students to take increasing control of their own

learning as they progress through their degree programs.

Experts' Validation on English Learning Materials based on Inquiry

Product feasibility test is intended to determine the feasibility of textbook based on Inquiry before

applying in teaching and learning. The feasibility test is called validation test, which consists of the

validation subject matter experts, media expert validation, language expert validation and expert




2019

60

validation of learning design. The following are the results of the validation performed by the

validators:

Table 4: Results of Validation Test on Materials (Aspects Content Feasibility)

INDICATORS RATING ITEM RATING

Score

Average Expert

1

Expert

2

A. Material suitability with

Learning course (CPL-MK) /

Outcome Learning Courses

and Measurement Learning

Outcomes.

1. completeness of the materials 4 4 4

2. the width of the material 3 3 3

3. the depth of material 3 3 3

B. Accuracy of Matter 4. The accuracy of the concepts

and definitions

4 3 3.5

5. The accuracy of the data and

facts

4 3 3.5

6. The accuracy of the sample

and the case

3 4 3.5

7. The accuracy of the drawings

and diagrams

3 4 3.5

8. The accuracy of terms 4 3 3.5

9. The accuracy of the

references

3 4 3.5

C. Material recency 10. The suitability of the

material with the

development of science

4 4 4

11. Examples and case in

everyday life

3 4 3.5

12. Drawings, diagrams and

illustrations in everyday

life

3 4 3.5

13. References update 14 3 3

D. Encouraging curiosity 14. Encouraging curiosity 4 3 3.5

15. Creating the ability to ask 4 3 3.5

Total score of contents feasibility Aspects 52 52 52

percentage score 86.7 86.7 86.7

Note: 1 = very poor, 2 = poor, 3 = good, 4 = excellent

Table 4 indicates the experts’ validation results on content feasibility aspect. Validators give the

average score was 86.7%. Based on test criteria as mentioned in table 1 that score of 86.7% has a

very high category.

Table 5: Result of Materials Validation (Presentation Aspect)

INDICATOR ASSESSMENT ITEMS

SCORE

MEAN Expert

1

Expert

2

A. Presentation techniques 1. Consistency in learning activities 4 4 4

2. Concept arrangement 3 4 3.5

3. Conformity srategy used in learning 4 4 4

4. encourage interactivity 4 3 3.5

5. motivation 4 3 3.5

6. The use of cues / cue aids 3 4 3.5




2019

61


SCORE

MEAN Expert

1

Expert

2

7. Degree of difficulty. 3 3 3

B. Presentation Supporting There are several aspects of the

presentation supporting:

8. preliminary 4 4 4

9. Table of contents 4 4 4

10. Introduction 4 4 4

11. Glossary 4 4 4

12. Bibliography 3 4 3.5

13. Summary 3 2 2.5

14. Evaluation 4 4 4

15. Index 4 3 3.5

Total Score of Presentation Aspects 55 54 54.5

Percentage Score 91.7 90 90.8


Table 5 informs the results of presentation aspects, the experts provide score 91.7% and 90%. The

average score was 90.8%. Referring to the criteria of the test categories, 90.8% is very high.

Table 6: Material Validation (Inquiry Aspect)


SCORE

MEAN Expert

1

Expert

2

A. The Nature of

Inquiry

1. Can develop students' ability to think

critically, systematically and logically to

find their own answers on a question

asked.

4 4 4

B. Components of

Inquiry

2. Questions; begins with questions that

supports and stimulates learners to face a

phenomenon.

4 3 3.5

3. Students' engagement; Textbooks can

activate involvement of learners

4 4 4

4. Cooperative interaction: Textbooks

increasing cooperation between learners

3 4 3.5

5. Performance evaluation: there is

evaluation work on learners

3 4 3.5

6. Variety of resources: Learners can use a

variety of learning resources.

3 4 3.5

C. syntax

Learning

7. Textbook presentation tailored to the

inquiry learning Syntax

4 4 4

Total score of Inquiry Aspects 25 27 26

percentage Score 89.3 96.4 92.9

Note: 1 = very poor, 2 =poor, 3 = good, 4 = excellent

Based on table 6, it is known that the learning materials in the inquiry aspects scoring are

89.3% and 96.4%. The average score was 92.9%. The score is categorized as very high.

Table 7: Average score of validation English learning material based on Inquiry

No. Aspects of Assessment Total Scores MEAN

1 Percentage Score of materials by Experts

(Feasibility Aspects of materials presentation,

contents of Aspect, Aspect feasibility of Inquiry)

86.7 90.8 92.9 90.1




2019

62

Table 7 is a summary of test materials based on feasibility aspects of content, presentation and

feasibility aspects of inquiry. The average yield of these three aspects is 90.1%, with a very high

category. The assessment of the experts indicates that the material of English learning materials based

on inquiry deserves to be tested. Advice and input from subject matter experts on the faculty guide

books for consideration into the overall written in English. The role of teacher is very important for

the successful implementation of inquiry-based education (Dobber, 2017)

Teachers’ ability to use English for academic purposes and learning materials is one of the crucial

factors affecting the quality of learning process. High language proficiency foster interaction in class

and engage in discussion and collaborative learning (Margic, 2018). Duran & Dokme (2018)

confirmed that in inquiry-based learning, the role of teacher change from providing information,

presenting principles, concept and generalisation to become guide, counsellor and leader.

The prototype English for midwifery based on Inquiry were also tested by media experts. Here are

the results of expert assessment of the media

Table 8: Feasibility for aspects of English learning material by media experts


Scores

MEAN Expert

1

Expert

2

A. Size of Textbook 1. Suitability size textbook with ISO /

Unesco

4 4 4

2. Conformity with the size of the

material content of the textbook

4 3 3.5

B. Cover Design of

Textbook

3. Appearance elements of layout on the

front cover, the of harmonious rhythm

and unity consistently.

3 4 3.5

4. Displays a good vantage center (center

point)

4 4 4

5. The layout of the color elements in

harmony and clarify functions

3 4 3.5

6. Letters are used, interesting and easy

to read

4 4 4

7. Not too many combinations of fonts 4 4 4

8. Illustration cover of textbook

a. Describing the content of the

teaching material and reveal the

character of the object

4 3 3.5

b. The shape, color, size, proportion

of objects in reality

3 4 3.5

C. Design of Textbook

contents

10. Consistency of layout

a. Placement consistent layout

elements based on patterns

4 3 3.5

b. Separation between paragraphs 4 4 4

11. Elements harmonious layout

a. Printing field and proportional

margins

4 4 4

b. Margin two adjoining page

proportionately

4 4 4

c. Spacing between text and

illustrations correspond

3 4 3.5

12. Completeness of Layout Elements

a. Title, Chapter and page numbers 4 4 4




2019

63


Scores

MEAN Expert

1

Expert

2

b. Illustrations and captions 3 4 3.5

13. Layout accelerate page

a. Placement decoration / illustrations

as unobtrusive background title, text,

numbers and page

4 4 4

b. Placement title, subtitle, illustrations

and captions do not interfere with

understanding

4 4 4

14. The contents of the textbook simple

Typography

a. Not too much use many fonts 4 4 4

b. Use of the letter variations (bold,

italic, all capital, small capital) is

not excessive

4 4 4

c. The width of a normal text

composition

4 4 4

d. Spacing between lines of text

composition of normal

4 4 4

e. the space between letters

(kerning) normal

4 4 4

15. Typography facilitate understanding

the contents Textbook

a. levels / hierarchy of titles is clear,

consistent and proportionate.

4 3 3.5

b. Signs cutting words

(hyphenation)

4 4 4

16. illustration of Contents

a. Being able to express the

meaning / significance of an

object

3 3 3

b. Forms accurately and

proportionately in accordance

with reality

3 3 3

c. Creative and dynamic 3 3 3

Total score 104 105 104.5


Note: 1 = very poor, 2 = very poor, 3 = good, 4 = excellent

Table 8 shows that graphic aspects assessed by two experts of the media. Expert 1 provides 92.86%

score, and experts 2 scores 93.75%. The average percentage of experts was 93.3%. Based on test

criteria, 93.3% were very high. This showed that based on those graphics aspects, English learning

materials based on inquiry was eligible to be tested.

The learning materials prototype test was also conducted on aspects of language experts. The

following table was the result of an assessment or validation of linguists.

Table 9: The score of learning material prototype based on language experts

INDICATORS

RATING ITEM RATING

SCORE Average

expert 1 expert 2

A. straightforward 1. The accuracy of sentence structure 3 3 3

2. The effectiveness of the sentence 4 3 3.5




2019

64

INDICATORS

RATING ITEM RATING

SCORE Average

expert 1 expert 2

3. Using standard term 3 3 3

B. Communicative 4. The understanding of the message or

information

4 4 4

C. Dialogic and

Interactive

5. The ability to motivate learners 4 4 4

6. Encourage critical thinking ability 4 3 3.5

D. Compliance with

the development of

learners

7. Compliance with the intellectual

development of learners

3 3 3

8. Compliance with the emotional

development of learners

3 3 3

E. Compliance with

the rules of

language

9. Grammatical correctness 3 3 3

10. Correctness of spelling 3 3 3

11. Consistent use of term 3 3 3

12. Consistent use of the symbol or icon 3 3 3

Total score 40 38 39

percentage scores 83.3 79.1 81.25


Table 9 shows that based on the assessment of experts, the score of the language of English learning

materials based on inquiry were 83.3%. Expert 2 gives a score of 79.1%. The average score was

81.25. Based on the result, the language materials had high category.

Some suggestions given by language experts, such as: 1) teacher's manual should include discussion

Column in order to be adapted to the reading passage.2) teacher's manual were also included the

stages of inquiry, especially at the stage orientation or getting ready, some incorrect use of grammar

and typo to be revised, the selection of vocabulary so simple and easy to understand student or

tailored to the student's ability.

The use of textbooks must be adapted to the existing syllabus. Researchers compiled syllabus or

Semester Program Plan, and Learning Program Plan. Preparation of the RPP and RPS after analyzing

the needs of the students and the input of several experts. The results of the study design tested or

validated by experts as follows:

Table 10: Expert Assessment of Learning Design

INDICATORS

RATING ITEM RATING

SCORE

Average expert

1

expert

2

Feasibility aspects

RPS

1. Study Program

Name

Name of the study program in

accordance with a license for

establishing / operating courses that

issued the ministry

4 4 4

2. Name and Code,

Credit Courses

In accordance with the curriculum

design

4 4 4

3. Name of lecturers To be completed by the name of

lecturers

4 4 4

4. End of learning

outcome based on

course

Written learning outcome consist of

attitude, general skills, specialized skills

and knowledge

4 4 4




2019

65

INDICATORS

RATING ITEM RATING

SCORE

Average expert

1

expert

2

5. End of planned

capability at every

stage of learning

The ability of each stage of learning is

able to contribute to the fulfillment of

learning outcomes of graduates / CPL

charged.

3 3 3

6. Description of

learning materials

General explanation of learning

materials related to the ability of the end

to be achieved

3 4 3.5

7. Learning methods Conformity of learning methods to

achieve the expected end capabilities

4 4 4

8. Description Time

allotement

Conformity time allotement 4 4 4

9. The learning

experience

Embodied in the description of the task

to be done in one semester student.

3 4 3.5

10. Criteria, Indicators

and weight rating

Appropriateness criteria, indicators and

weight rating.

4 3 3.5

11. Reference list Contains books or other forms that are

used as refernsi

3 4 3.5

Eligibility aspect RPP

1. Identity Course There is identity courses such as name of

the course, the course name, course and

placement weights semester of courses.

4 4 4

2. Learning gains Clarity formulation of learning outcomes 4 4 4

3. The expected

learning outcome

Clarity formulation of the expected

learning outcome

3 4 3.5

4. Time Allocation The accuracy and appropriateness of the

allocation of time according to credit

semester.

4 3 3.5

5. Indicator Clarity indicators of achievement 3 3 3

6. Subject matter Relevance of main topic courses wtith

learning outcomes and learning

outcomes measurement.

3 3 3

7. Step Learning

Activities

Learning syntax 4 3 3.5

8. Learning methods Method choice according to inquiry-

based learning.

4 4 4

9. Time time allotement 4 4 4

10. Media / Tool List of media that are used 4 4 4

11. References The references are written completely 3 3 3

Total score 80 82 81.5



Table 10 shows that the score of expert 1 was 90.9%, the score of experts 2 was 93.2%. The average

score of the two experts was 92.6%. Based on the score category that 92.6% is very high. These

results explain the RPS (semester learning plan) and RPP (learning program plan) compiled already

qualified to be used as the basis for the development of English learning materials based on Inquiry

for midwifery students.

The final products such as Semester Program Plan (RPS) and Learning Program Plan (RPP) will

greatly assist the faculty in determining the steps in the learning process. Textbooks and manual book

for teachers are incorporated by reference to the syllabus produced. Brown (2010) provides guidance




2019

66

for organizing learning, develop more creative and flexible learning, among other things: 1) the topic

should be meaningful, interesting for students, 2) establishes certain prerequisites to be studied, 3)

there are examples of particularly for tasks that are complex and problem-solving, 4) students should

be given the opportunity to practice, 5) plotting the variation in learning, 6) establishing

communication in the classroom, 7) introduced the important things first, 8) plan proper presentation

and appropriate, 9) can identify learning outcomes and indicators of learning outcomes, 10) Fun.

In order to get a decent textbook, the expert validation test performed by using the closed and open

questionnaire intended to provide advice and input for improvement of the product. Validation of

experts aimed to test whether the product is right. This is in accordance with the opinion of Gall, Gall

& Borg (2007)

The results of expert validation on materials decent obtained that the contents of the feasibility

aspects, the average score of the validator was 86.7, the score was very high or very feasible. Based

on the presentation aspect, the average score was 90.8% categorized as very high. Based on the

aspects of inquiry, the average score was 92.9% or very high category. Result validations of these

three aspects were 90.1%. The score was very high category.

The result of media expert that measure graphic aspect was of 93.3%. The suggestions given, such

as: the need for a picture that shows the flow chart component or cycle, and the source of the image

should be in accordance with the existing reality in Indonesia.

Based on the results of validation of language, the average score of the validator is 81.25% are very

high. Feedbacks from linguists are conformity content of lecturers guide books with the textbooks,

in order to be included learning steps of inquiry. Corrections and revisions should be made to typos

and errors structure. Selection of vocabulary is so simple.

Learning design validation results was 92.6%. The score was very high category. Thus the design of

this study can be used as a reference for preparing textbooks, handbooks lecturers and applied in the

classroom to test.

Based on the above discussion, it can be concluded that the English learning materials based on

inquiry, handbook lecturer, learning tools consisting of RPS and RPP is an eligible product, and can

be implemented for students to be tested further.

CONCLUSION

Based on the research result, it can be concluded that English learning materials based on an Inquiry

is needed by students. Based on experts' judgment, the learning materials on the aspect of materials,

language, media, and learning design had very high category. It means that the learning materials are

appropriate or feasible to be implemented in teaching and learning.

ACKNOWLEDGMENT

We thank to the director of Midwifery Academy of Harapan Mulya Ponorogo, East Java, Indonesia

for facilitating the research. We appreciate to the students of Midwifery Academy Harapan Mulya

Ponorogo for becoming cooperative respondents. Thank to our colleagues from Sebelas Maret

University of Surakarta, Central Java, Indonesia who provided the insight and expertise that greatly

assisted the research

REFERENCES




2019

67

Alameddine MM, Ahwal HW. 2016. Inquiry based teaching in literature classroom. Procedia Social

and Behavioral Sciences. 232 :332-7.

Aulls, M. W., Katur, J., & Shore, B. M. 2015. The distinction between inquiry-based instruction and

non-inquiry based instruction in higher educaion: A case study of what happens as inquiry in

16 education courses in three universities. Teaching and Teacher Education, 51, 147-161

Blessinger P, Carfora JM. 2015. Innovative Approach in Teacing and Learning: An Introduction to

Inquiry-Based Learning for Multi Disciplinary Programs. In: Blessinger P, Carfora JM,

editors. Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical

Resource for Educators. Bingley: Emerald Group Publishing Limited.

Branch, R. M. 2009. Instructional design: The ADDIE approach. New York: Springer.

Brown, R. L. 2010. Designing a performance-based syllabus to improve instruction and learning.

International Journal Teaching and Case Studies, 2(3), 237-249.

Dobber, M., Zwart, R., Tanis, M., & Oers, B. v. 2017. The role of the teacher in inquiry-based

education. Educational Reseach Review, 22, 194-214

Gall, M. D., Gall, J. P., & Borg, W. R. 2007. Educational research: An introduction (8th ed.). New

York: Pearson Education Inc.

Margic, B. D., & Vodopija-Krstanovic, I. Language development for English-medium instruction:

Techers' perceptions, reflections and learning. Journal of English for academivc purposes,

35(2018), 31-41

Margic, B. D., & Vodopija-Krstanovic, I. 2018. Language development for English-medium

instruction: Techers' perceptions, reflections and learning. Journal of English for academivc

purposes, 35, 31-41. 2018

Meijerman I, Nab J, Koster Branch, R. M. 2009. Instructional design: The ADDIE approach. New

York: Springer

Mobarakeh SD, Rasekh AE, Barati H. 2014. Teachers' feedback and students' motivation in English

for General and Specific Purposes courses in Iran. Theory and Practices in Language Studies.

4(5):973-81.

Tomlinson B. 2008. Language acquisition and language learning materials. In: Tomlinson B, editor.

English language learning materials: A critical review. London: Continuum International

Publishing Group;

Titone C, Plummer EC, Kielar MA. 2012. Creating Culturally Relevant Instructional Materials: A

Swaziland Case Study. International Education. 42(1):22-42.

Yaumi M. 2012. Pengembangan Bahan Ajar English for Specific Purpose Berbasis TIK. Lentera

Pendidikan. 15(2):144-60.




2019

68

Developing project based learning model using local potential

of biology materials at Senior High School

Lugtyastyono Budi Nugroho1,*, Sajidan2, Sugiyanto2, Sutarno 2

1 Postgraduate program, Department of Education Science, Universitas Sebelas

Maret, Surakarta, Indonesia 2 Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta,

Indonesia


Abstract. The research purposed to develop and examine the feasibility of the Project Based

Learning model by utilizing local potential of biology materials in Senior High School. The

Steps to develop Project-Based Learning Models by utilizing Local potential were developed

through a modified research and development procedures as follows: 1) needs analysis, 2)

development of prototypes and devices, 3) validation of model designs by experts and

practitioners, 4). The concept of a revised model. The feasibility of the learning model was

tested through expert judgment. The results of expert validation indicated that the average

percentage of the learning model was 78%. The results of experts on syllabus showed that

the average score was 78%. The results of the experts’ assessment on the Learning

Implementation Plan indicated that the average percentage was 79.16%. and the assessment

of expert on Biology learning material showed that the average percentage was 78,83 %. it

can be concluded that the project based learning model using local potential of biotechnology

was feasible or appropriate to be implemented at senior high schools.

INTRODUCTION

Education is a conscious and planned effort to create a learning atmosphere and learning process so

that students actively develop their potential to have spiritual strength, self-control, personality,

intelligence, noble character, and skills needed by themselves and society. Education includes the

teaching of special skills, and also something that cannot be seen but more deeply that is the provision

of knowledge, consideration and wisdom. One of the educational problems faced by the Indonesian

people is the low quality of education at every level and unit of education, all education providers

aim to shape the learning process, namely an effort to introduce someone to something that will be

mastered / know or their environment (Toto, 2014).

Effective education is an education that allows students to be able to learn easily, pleasantly and

achieve goals as expected. Thus, educators (lecturers, teachers, instructors, and trainers) are required

to be able to improve learning effectiveness so that learning can be useful. Schools are formal

education pathways, where teachers teach and place students to learn, so that the learning process

takes place aims to develop Indonesian people as a whole as described in the National Education

System Law No. 20 of 2003 CHAPTER II Article 3 as follows:

"National education functions to develop capabilities and form a dignified character and national

civilization in order to educate the life of the nation, aiming at developing potential students to

become human beings who believe and fear God Almighty, noble, healthy, knowledgeable, capable,

creative, independent, and become a democratic and responsible citizen."





2019

69

The learning process touches three domains, namely: attitudes, knowledge, and skills. Learning

outcomes produce students who are productive, creative, innovative, and affective through

strengthening integrated attitudes, skills and knowledge. The attitude domain takes the form of a

transformation of substance or teaching material so students "know why." The skill field is taking

substance transformations or teaching materials so that students "know how". Knowledge domains

take substance transformations or instructional materials so students "know what." The end result is

an increase and balance between the ability to be a good person (soft skill) and a human who has the

skills and knowledge to live well (hard skills) from students which includes aspects of competence,

attitudes, knowledge, and skills.

Based on the preliminary study conducted at Senior High School (SMAN) 1 Klaten and Senior High

School (SMAN) 1 Karanganom through observing 20 teachers of biology, It was known that majority

of Biology teachers haven’t implement project based learning model using local potential. It was also

known that the teachers didn’t implement learning implementation plan well. The condition must be

overcome soon because it influences the learning outcome or students’ academic achievement.

Based on the description above, the researchers interested in Developing Project Based Learning

Model Using Local Potential of Biology Materials at Senior High School. The researchers want to

measure the feasibility of the learning materials in order to be implemented at senior high schools.

Theoretical Framework

Learning in High School Biology

The purpose of teaching biology is to develop a way of thinking through scientific research and

experiments, developing a practical knowledge of the biological method to solve the problem of

individual and social life, stimulate further studies in biology and other fields related to biology and

generate understanding and love for the environment and other living creatures.

Biology as science, growing from human attempts to solve biological problems that face it and the

problems it will not be endless. Biology do not just talk about human, animal and plant life in ocean.

Biology reveal the deep and wide. Biology drill jungle life. Biology purposes for the welfare of

human life through the discovery of seeds, drug discovery, and fulfillment of the needs of clothing,

food, and shelter. In accordance with the nature of the other sciences, biology has a tentative

characteristic. It will change according to the progress of time. Changes that occur in biology is

influenced by new discoveries, developments related sciences, and technology.

The concept of Learning

Learning, according to Witherington & Cronbach (2006) is an act that is done continuously

throughout the human life and something that should be done by every human being, so learning is

to modify or reinforce behavior through experience. The formulation of the study by Barlow (2007)

argues that learning in the broadest sense is a process of adaptation or adjustment of behavior which

take place progressively, the adaptation process that will bring forth poses no behavior because of

the relationship between the stimulus (stimulus) with the stimulus that gets a strong result when he

was given a booster, so learning is a relatively permanent change that occurs in all sorts or behavior

of an organism as an experience.

Dimyati & Mudjiono (2008) stated that "Learning is an individual activity to acquire knowledge,

attitudes and skills to learn how to process materials. In the study of individuals using the domains

of cognitive, affective, and psychomotor. As a result of the study, the ability of cognitive, affective,

and psychomotor increasingly well.




2019

70

a. Cognitive domains is in terms of capabilities with regard to knowledge, reasoning, mind.

According to Bloom cognitive domain comprises six categories: knowledge, comprehension,

application, analysis, synthesis, evaluation.

b. Affective is a priority in terms of the ability of the feelings, emotions, and reactions of different

reasoning. by Krathwol et al that affective comprising 5 categories namely: acceptance,

participation, assessment, organization attitude determination, and the establishment of lifestyle.

c. Psychomotor sphere is a priority in terms of the ability of the physical skills according Symposium

psychomotor domain consists of seven categories, namely: perception, readiness, guided

movement, accustomed movement, complex movements, the adjustment patterns of movement,

creativity.

Basically, the learning objectives are same, namely a change in behavior, which focuses on the

interaction between the individual and the environment. In this interaction occurs in a series of

learning experiences.

Learning Model

The model is a form of imitation (replica) of a real object. A procedure of program or process that

can be used as guidance in achieving goals. While learning model is a pattern or structure of student

learning that are designed, implemented and evaluated systematically in order to achieve the goal.

Form of learning which is reflected from start to finish typically presented by the teacher in the

classroom. In the learning model strategies for achieving competence are students with approaches,

methods and techniques of learning. The learning approach is a series of action learning that is based

on certain basic principles (philosophical, psychological, didactic and ecological) that facilitate,

inspire, strengthen and underlie certain teaching methods.

Gunter et al (1982) define instructional models is a step-by-step procedure that leads to specific

learning outcomes. Joyce & Weil (2006) defines a learning model as a conceptual framework that is

used as a guideline in conducting learning. Thus, the learning model is a conceptual framework that

describes a systematic procedure in organizing learning experiences to achieve the learning

objectives.

Learning models tend to be prescriptive, which relative undistinguished by learning strategies. An

instructional strategy is a method for delivering instruction that is intended to help students learning

Achieve objective (Burden, 2004). In addition to considering the theoretical rationale, goals, and

result to be achieved, the learning model has five basic elements (Joyce & Weil, 2006), namely:

a. Syntax, The operational steps of learning;

b. Social system, Is the atmosphere and norms in learning;

c. Principles of reaction, Illustrates how teachers should look, treat, and respond to students,

d. Support system, all the facilities, materials, tools, or a learning environment that supports

learning, and

e. Instructional and nurturing effects-learning result obtained based on the objectives targeted Direct

(instructional effects) and the results of learning outside of the targeted (nurturing effects)

Project Based Learning Model

Project-based learning is a model or innovative learning approach, which emphasizes learning

through activities contextually complex. The focus of learning lies in the concepts and core principles

of a discipline of study, involving learners in the investigation of problem solving and activities of




2019

71

tasks means that other, allowing learners to work autonomously construct their own knowledge, and

peaked produce real products.

Usually requires several steps and some duration, not just a series of class meetings, as well as

collaborative group study. The project focuses on the development of products or performance

(performance), which generally learners’ activities: organize learning activities of their group,

conducting studies or research, problem solving, and synthesize information. Project Based Learning

is a learning model that has been developed in developed countries like the United States. If translated

into Indonesian, Project Based Learning meaningful as project-based learning. Define more

comprehensively about Project Based Learning by The George Lucas Educational Foundation is a

learning approach which requires content standards in the curriculum. Through Project Based

Learning, inquiry process begins by generating guiding questions (a guiding question) and guiding

learners in a collaborative project that integrates a variety of subject (matter) in the curriculum. At

the time of unanswered questions, direct learners can see various major element as various principles

in a discipline that is being studied (Hasibuan, 2005).

Project Based Learning is designed for use on complex issues which required the students in

investigating and understanding. Through project-based learning, inquiry process begins by

generating guiding questions (a guiding question) and guiding learners in a collaboration project that

integrates a variety of subjects (matter) in carrying curriculum. At the time of unanswered questions,

direct learners can see the various main elements as various principles in a discipline that is being

studies. Project Based Learning is a deeply about a topic investigation the real world, it would be

valuable for the attention and effort of learners. Project Based Learning can be regarded as

operational concept.

Stages in Project Based Learning

a. Determination of basic questions (Start with the Essential Question).

Learning begins with the essential questions, questions that can give assignments learners in an

activity. Taking the topic corresponds to reality and the real world begins with an in-depth

investigation. Teachers tried to keep the topic is relevant to the learners.

b. Designing the project planning (Design a Plan for the Project.

Planning is done collaboratively between teachers and learners. Learners are expected to be felt

"had" on the project. Planning is about the rules, the selection of activities to support in answering

the essential question, by integrating a variety of subjects that may be, and to know the tools and

materials that can be accessed to assist the completion of the project.

c. Develop a schedule (Create a Schedule)

Teachers and learners collaboratively draw up a schedule of events in completing the project.

Activities in this phase include: (1) create a timeline for completing the project, (2) make the

deadline completion of the project, (3) bringing learners in order to plan a new way, (4) guiding

learners when they make a manner that is not related to the project, and (5) require learners to

make explanation (excuse) on the selection of a way.

d. Monitoring of learners and the progress of the project (Monitor the Students and the Progress of

the Project) Teachers are responsible for the conduct of the activity monitor learners for

completing the project. Monitoring is done by facilitating student at any roses. In other words, be

a mentor teacher role learner activity. In order for the monitoring process, created a rubric that

can record all activities are important.




2019

72

e. Testing results (Assess the Outcome), Assessment is done to assist teachers in measuring

achievement standards, play a role in evaluating the progress of each learner, giving feedback on

the level of understanding that has been achieved learners, assist teachers in preparing the next

learning strategies.

f. Evaluate the experience (Evaluate the experience), at the end of the learning process, teachers and

learners to reflect on the activities and result of the project was run. The process of reflection done

either individually or in groups.

METHODS

The type of research was a descriptive qualitative study. Developing Project based learning model

using local potential for biology materials were conducted by implementing needs analysis, then after

resulting learning models prototype, the expert judgment conducted to determine the feasibility of

the models.

Participants

The subjects of this research were 12 experts. The experts were asked to fill the questionnaires, to

validate learning materials products.

Data Collection

Data were collected through questionnaires. The learning model were produced and developed by

researchers using local potential. It was validated by experts of materials, education science and the

expert of learning design. The experts were given different questionnaires according to their

expertise.

Data Analysis

The analysis was performed based on students' and teachers' responses from questionnaires and

interviews about needs analysis of English learning. The descriptive percentage analysis was done

based on experts' judgments. The scoring criteria of the learning materials were determined as below:

𝑁 = 𝐴𝑆

𝑀𝑆 100 %

N = Percentage score

US = Actual Score

MS = Maximum Score

The score of percentage, then classified into five categories as follows:

Table 1: The feasibility category of expert judgment

Interval Categories

81-100% Very high feasibility

61-80% High feasibility

41-60% Enough feasibility

21-40% Low feasibility

1-20% Very low feasibility

http://ainamulyana.blogspot.co.id/2016/06/model-pembelajaran-berbasis-proyek.html




2019

73

Based on table 1 above, the project based learning model by using local potential were feasible or

appropriate to be implemented if the average of percentage score was ≥ 61%.s


The feasibility of Project based learning Model using local potential for biology learning materials

were measured through experts’ judgement. The experts’ assessment on project based learning model

for biology teaching at senior high schools, Experts of learning design that assess of syllabus and

implementation learning program plan, and the experts of instructional materials. Recapitulation of

the experts’ judgement as follows:

Table 2: Recapitulation Expert Assessment of the Project Based Learning Model with Local

Potential

No. Component SCORE

Average Expert 1 Expert 2 Expert 3

1 Relevance Model with

Program Plan 4 4 4 4


Achievement

4 4 4 4

3 Systematics of Syllabus 3 4 4 3.67

4 Systematics of RPP 4 4 4 4

5 Relevance Model with Basic

Competencies and Indicators

4 4 4 4


Material

4 4 4 4


Learning Methods

4 4 4 4

8 Relevance Model to Evaluate 4 4 4 4


students’ activeness

4 4 3 3.67

10 practicality Model 3 4 4 3.67

Total score 38 40 39 39

Scores Yield (%) 76% 80% 78% 78%

Based on table 2, indicates that the average score of project based learning model is 78 %. It means

that the project based learning model using local potential for biology learning materials has high

feasibility category.

The result of the development Project Based Learning model by utilizing the Local Potential for

increasing achievement in learning biology. The development of the learning model Project Based

Learning by utilizing the Local Potential consists of five syntax: Project Based Learning, design

project planning (Design a Plan for the Project), investigation, product ideas and evaluation/

improvement. Therefore the model developed aims to improve achievement, then held the addition

of a syntax that is attractive values of the material being studied. The addition of the syntax allows

teachers and students to look for the values of Biological material that can be used as guidelines for

daily life as proposed by Wiriaatmadja (2009); Winneburg, (1991) that Biology is the pillar or the

main foundation for social studies education, especially for the cultivation of values. By knowing the

values contained in the materials studied Biology, students become interested in learning biology,

the students have benefit from the learning of Biology.




2019

74

The result of the development of the model in the form of Project Based Learning teaching model by

utilizing the Local Potential for enhancing the learning achievement in Biology expected according

to the needs of teachers of Biology. This model, if implemented properly, it will help teachers of

Biology in implementing the learning process in accordance with the demands of the curriculum in

2013 that develop student achievement

Table 3: Expert Assessment on Learning Design (Syllabus)

No. Component

Score Average

Expert 1 Expert 2 Expert 3

1 Main Competency support

the achievement of Basic

competency

4 4 4 4

2 Main competency and basic

competency can be

integrated with the values of

Achievement

4 3 4 3.67

3 Basic competency offer

relevant materials

4 4 4 4

4 Consistency between basic

competency, themes and

indicators

4 4 4 4

5 The learning activities

compatible with the themes

offered

4 4 4 4

6 Forms of assessment

instruments according to the

indicators to be achieved

4 4 4 4

7 Allocation of the time

provided in the syllabus in

accordance with the level of

breadth of material

4 4 4 4

8 Learning resources /

references are offered

qualified as references in

learning

4 4 4 4

Total score 32 31 32 31.67

Scores Yield (%) 80% 77.5% 80% 78%

Table 3 indicates that the assessment of learning design (syllabus) have average 78 %, it has very

high feasibility category. The result implies that the syllabus can be used to make learning program

plan for biology instructional materials at senior high schools.

Table 4: Recapitulation Expert Assessment on Learning Design ( Learning Program Plan)

No. Component

Score

Average Expert 1 Expert 2 Expert 3

1 Conformity with the syllabus

offered Learning Program

Plan

4 4 4

4




2019

75

2 Consistency between core

competence with Basic

competency

4 4 4 4

3 Correspondence between

Basic competency with a

material aspect

4 4 4 4

4 Consistency of Basic

competency with indicators

4 4 4 4

5 Indicators are operational and

specific

4 4 4 4

6 Indicators support the

achievement of basic

competency

4 4 4 4

7 The learning method supports

the achievement indicators

that are expected

4 4 3 3.67

8 Learning activities in

accordance with the themes

offered

4 4 4 4

9 Conformity with the indicator

instrument design to be

achieved

4 4 4 4

10 Assessment instruments to

measure the achievement of

indicators

4 4 4 4

11 Allocation of the time

provided in the RPP in

accordance with the level of

breadth of material

3 4

4 3.67

12 Reference qualify as

references in learning

4 4 4 4

Total score 47 48 47 47.5

Score results% 78.33% 80% 78.33% 79.16%

Based on table 4 shows that products of learning- program plan have average score 79,16%. It is high

feasibility category. The learning program planning can be implemented into learning and teaching

activity.

Based on the findings of the preliminary study, in general, teachers have devised the lesson plan

before implementing the learning process. Learning Program Plan (RPP) is based on the syllabus and

curriculum refers to 2013. The preparation of learning tools is done jointly with the deliberation of

subject teachers (MGMPs) Biology. Preparation of the RPP through MGMPs subjects of Biology

aims to make the perception of the preparation of RPP in terms of standards, systematics, format and

material substance.

Based on the documents of RPP written by Biology teacher, found some RPP made teachers equal

to the RPP was written before, so there is no innovation in the manufacture of RPP, as proposed

Sanjaya (2003) that an innovation is only possible when there is a problem, the problem only likely

to be arrested, when the process is carried out systematically understood. Systematic learning process

that is programmed as a whole, in this regard innovation planning functions. Therefore the teacher

just rewrite the RPP, then the teachers are not creative. Learning to use careful planning will be able




2019

76

to provide feedback to describe the weaknesses of the case. Through feedback that teachers can

enhance and improve the program. Creatively, teachers will always improve the weaknesses and

discover new things.

The research result of learning program plan can be an alternative for the teachers of biology

to improve their teaching quality, and finally improving students’ achievement.

Table 5: Experts assessment on Biology learning materials using local Potential

No. Component

Score

Average Expert 1 Expert

2

Expert 3

Understanding of contents

1 The material is easy to understand 4 3 4 3.66

2 Giving the task in accordance with the

learning program

4 4 4 4

3 Useful for enhancing the knowledge 5 4 4 4.33

4 Legibility 4 4 4 4

5 Clarity of information 3 4 4 3.66

6 Compliance with the rules of Indonesian 4 4 4 4

7 The use of language effectively and

efficiently

4 4 4 4

Presentation

8 The order of presentation 4 3 4 3.66

9 clarity of purpose 4 4 4 4

10 interactivity 4 4 3 3.66

Graphics

11 The use of fonts 5 4 4 4.33

12 Layout 3 4 3 3.33

13 design view 3 3 3 3

Content values of achievement

14 Values associated with God's Achievement 4 5 4 4.33

15 Value Achievement in touch with yourself 5 4 4 4.33

16 Achievement value associated with man 4 5 4 4.33

17 Values associated with environmental

achievement

4 4 4 4

18 Achievement value associated with

nationality

4 5 4 4.33

Total score 72 72 69 70.95

Scores Yield (%) 80% 80% 76.7% 78.83%

Table 5 indicates the experts’ assessment on biology learning materials that is written based on

project based learning model using local potential. It has average score 78, 83 %. It has high

feasibility category. Implementing the learning materials are expected to increase students’

achievement in biology subject matter, besides helping biology teachers to improve their teaching

quality.




2019

77

CONCLUSION

Based on the research result, it can be concluded that Project based learning model using local

potential for biology learning is needed by students and teachers. Based on experts' assessment, the

learning models, and learning tools product such as syllabus and learning program plan (RPP), and

biology learning materials had high feasibility category. It means that the learning models are

appropriate or feasible to be implemented in teaching and learning of Biology at Senior High Schools.

ACKNOWLEDGMENT

The research has been supported by the principal of SMAN 1 Klaten, SMAN 1 Karanganom, Central

Java, Indonesia. Our thanks to the teachers at those Senior high schools. We also thank to the lecturers

of Sebelas Maret University of Surakarta, Central Java, Indonesia. We thank to our colleagues from

the University of Sebelas Maret of Surakarta, Central Java, Indonesia who assisted the research.

REFERENCES

Barlow, J. & Moller, C. 2007. Recovering Customer Loyalty When Things Go Wrong: A Complaint

Is a Gift. Berrett-Koehler Publishers, Inc, San Francisco

Burden, PR. & Byrd, DM. 2004. Methods for effective teaching. USA: Allyn & Bacon

Dimyati dan Mudjiono. 2008. Metodologi Pengajaran dan Pendidikan. Bandung: Jemmas

Guilford, JP. 1982. Psychometric methods ( 2 nd.ed ) New York : Tata Mc Graw-Hill Publishing Co.

Ltd

Hasibuan, J.J. dan Mudjiono. 2005. Proses Belajar Mengajar. Bandung : PT. Remaja Rosdakarya.

Joyce, B and Weil M. 2006. Models of Teaching. Englewood Cliff, New Jersey : Prentice Hall

Nyoman Deker. 1991. Model Pembelajaran dalam Proses Belajar Mengajar. Bandung : Remadja

Karya

Tardif, Sunandar. 2003. Sistem Pembelajaran. Yogyakarta : Sinar Utama

Toto Raharja. Membangun Kesadaran kritis 2004. Jakarta : Balai Pustaka.

Winkel, WS.. 2009. Psikologi Pengajaran. Jakarta : Grasindo

Witherington & Cronbach. 2006. Teknik-teknik Belajar dan Mengajar. Bandung : Jemmars.




2019

78

Integration of character education in chemistry learning

process about redox in Paket C program

Tri Joko Raharjo1,*, Harianingsih2

1Departement of Non Formal Education. Universitas Negeri Semarang. Indonesia 2Departement of Chemical Engineering. Universitas Negeri Semarang. Indonesia


Abstract. The chemistry curriculum about Redox is given to students in class X of

packet C program. This study aims to obtain planning, implementation, and

challenges in integrating character education in learning special chemistry for redox

subjects in students of Paket C Pasca 45. The method used in this study is descriptive

using qualitative data collected in the form of syllabus and redox material learning

plans made by tutors, notes on the learning outcomes of redox material in the

classroom and the results of interviews with tutors and students. The results of the

syllabus analysis and tutor learning plan show that the tutor is not complete with

learning planning with indicators of character education integration, but the

implementation of chemical learning by tutors in Packet C Paket 45. Demak has

supported the integration of national cultural values and character of educational

assistance programs and value assistance exchange the culture of the nation's

character through chemicals described by the tutor.

INTRODUCTION

Equality Education paket C is an alternative education given to people who cannot take the equivalent

of high school education in formal schools. Paket C education is held by the Indonesian government

for reasons of geographical, socio-cultural, economic and psychological conditions of people who

cannot take formal education. One of the subjects given in paket C is chemical education. This refers

to the 2013 education curriculum for secondary education based on the Ministry of Education and

Culture Regulation No. 24 of 2016. The 2013 curriculum is also used for paket C of course adjusted

to the context and function of each of the basic competencies in the material provided (Aqib & Sujak,

2011; Sarwono, 2016). The hope is that students can more easily adapt in understanding each

competency that is learned. Learning on equality education is flexible in accordance with the

characteristics of students. This learning makes students have freedom in learning patterns and

solving problems in learning. Students in paket C are invited to learn which is important to be able

to at least change the character of the bad to be better, more positive, more beneficial for themselves

and the surrounding environment. So that students can prepare themselves to face competition in the

outside world. Paket C students can understand themselves, understand the changes that occur,

follow the development of globalization. Positive behavior changes that can later be used as capital

from students in finding work to earn income to meet their daily needs (Asmani, 2011; Nizae, 201)

One curriculum in paket C equality education is the existence of chemical education. Chemistry is

the study of matter, energy and even the interaction between the two. Chemistry can also be explained

as the study of all matter which includes the composition of matter, the structure of matter and its

changes. Chemistry also studies energy and its changes. Chemistry is a curriculum that must be given

to paket C because it affects all aspects of human life. One of the competencies in chemical education

for paket C is reduction of oxidation (redox). In post C paket Pasca 45 the results of a preliminary




2019

79

study showed that 80% of students felt that redox material was difficult and although interesting.

only 8% stated that redox material was easy and fun. 10% of students said that when participating in

learning about redox it was only a boring atmosphere. This has an influence on the interest of students

to learn chemistry, especially learning about redox. So that the final result is obtained that as many

as 60% of students obtain a chemistry test score about redox is still below the graduation value

(Sudjana, 2005)

It should be known by all parties, learning outcomes are not limited to numerical values obtained by

students, but there are changes in behavior that are formed from the learning process undertaken.

Basically, behavior is a form of character from someone. So that the obligation of the tutors not only

to make students become smart people in terms of chemical material will the students have good

character (Abdullah, 2013). Today, in the era of globalization where all information is open,

communication technology is increasingly advanced and all the things that humans need are available

without the hassle of getting it. This of course affects human character, there are those that have a

negative influence or a positive influence. Positive influences include the ease of communication

between one or more people even if the distance is far away, all information can be seen online

without having to come to a place that must be visited so that it saves time and effort (Arikunto,

2009; Siregar, 2010; Trianto, 2014; Wena, 2009).

Negative influences include: the birth of the millennial generation, generation Y, the instant

generation, a generation that can enjoy all facilities without going through a process of struggle and

hard work, moral degradation, hedonism, consumerism and even pragmatic thought patterns. Which

resulted in a decline in the character of the Indonesian generation. A free, unfiltered cultural trend

makes someone complacent without thinking about the consequences that will occur later. In the

learning process the character of the generation of the nation can be seen from the learning that occurs

in the classroom such as: when doing prayer together not seriously, not respecting the tutor, unable

to cooperate with friends in the class, not completing tasks that have been given even seeming to

underestimate them responsible, said painful and dirty words. So that from these problems it is very

important the integration of character education in learning, especially about redox material on

chemical education (Permana, 2009)

In this study the competencies observed in the education of paket C for chemistry subjects were redox

reactions. For this reason, there will be a little review of redox reactions here. Oxidation reduction

reactions or often called redox reactions are reactions that occur simultaneously. In daily life, redox

reactions are often found, for example, iron that occurs in iron, changes in color from white to brown

on apples. Redox reactions come from the incorporation and release of oxygen, the incorporation

and release of electrons, the change in oxidation numbers. Redox definitions include: (1) binding and

release of oxygen. This concept develops along with the advancement of technology and the many

experts who pursue chemistry. In the 18th century it was stated that the redox reaction is a reaction

combining elements of a compound with oxygen which produces a product in the form of oxides and

release of oxygen from these compounds.

Below is an oxidation reaction, namely the binding of oxygen by a substance (Widodo, 2018)

Example:

4 Fe (s) + 3O2 (g) → 2Fe2O3 (s)………………1

2 Zn (s) + O2 (g) → 2 ZnO (s)…………….2

CH4 (g) + 2O2 (g) → CO2 (g) + H2O (g)……………..3

Reduction is the release of oxygen from a substance.




2019

80

Example:

Fe2O3 (s) + 3CO (g) → 2 Fe (s) + 3CO2 (g)…………4

2PbO2 (g) → 2PbO (s) + O2 (g)…………….5

2CuO (s) → 2Cu (s) + O2 (s)……………6

In reaction 1 it can be seen that oxygen is reacted with iron to iron oxide. In the product oxygen

binding occurs while the reactants release oxygen compounds. In reaction 4 the release of oxygen in

Fe2O3 compounds into Fe elements.

METHODS

This research was conducted at the PASCA 45 Paket C Learning Center in Demak Regency, Central

Java, Indonesia. The population in this study were all students in class X in semester I of Paket C

program at PASCA 45 which amounted to 60 people . The research variable consisted of independent

variables, namely the learning model using the Cooperative Think Pair Share model, namely the

learning model used for groups of students invited to think and then dared to express what was

thought to friends in the small group and dared to present and share the results of the discussion with

the group greater than. The dependent variable is an integrated character from the results of the

process of using the learning model. The characters analyzed include religious, honest, responsible,

disipilin, hard work, confidence, entrepreneurial spirit, creative, independent, high curiosity,

obedient, respect and respect for others, polite, love the environment. In addition to these characters,

the other dependent variable is the learning outcomes of paket C students after following the learning

process for oxidation reduction lessons (Arikunto, 2005). This study uses an experimental design

that has the purpose of knowing the consequences of something imposed on the subject, where the

subjects in this study are paket C students. Students are divided into two classes namely the

experimental class and the control class with each class of 30 students. The experimental class is a

class that uses the cooperative learning method Think Pair Share, where students are invited to think

of the right answers in solving redox questions and then invite other friends to discuss and the

ultimate goal is the ability to share and present the results of discussions in more classes or groups

big. While the control class is a class that still uses conventional learning patterns, namely teacher

centered learning. From the two classes, pre-test and post-test were carried out, the results of which

were analyzed later compared. Design research can be seen in table 1.

Table 1. Design Research

Sample Pre test Treatment Post Test

Experiment Class T 1x , C 1x X T2x, C 2x

Control class T 1o , C 1o O T 2o , C 2o

Information:

T: test redox lessons (1: start, 2: end)

C: Character of student (1: beginning, 2: end)

X: use of the Think Pair Share cooperative learning model

O: use of the teacher cantered learning model

Research Instrument. The instruments used in this study were learning outcomes tests and

observation sheets. The instrument used in this study is a learning outcome test totalling 15 items in

multiple choice forms with 5 options from 30 validated questions




2019

81

Observation sheet. Observation is intended for observe the character of students

during implementation of learning. Assessment student character is done by giving a check mark (√)

to the column available according to the facts observed

Data collection technique. Data collection is done by conducting a preliminary test to determine

students' ability to redox material. After the redox material is given to students, a post test is carried

out to find out the student learning outcomes. During the teaching and learning process takes place,

students are observed characters formed at each meeting by observers and tutors. The characters

observed include discipline, honesty, self-confidence, hard work, responsibility, love of science,

curiosity, and independence.

Data analysis technique. Test the validity of the research instruments include: test the validity of the

items, reliability of the questions, the level of difficulty and power difference. Analysis prerequisite

tests include: normality test using SPSS version 21, homogeneity test using SPSS 21 and balance test

using SPSS 21 independent sample t-test. Hypothesis testing is done by testing the similarity of the

average posttest (t-one party test). This t-one party test is used to determine the effect of a treatment,

namely the Think Pair Share learning model on student learning outcomes.

Ho: The learning outcomes of the control class and experimental class are the same, there is no

influence of the learning model used on student learning outcomes.

Ha: Student learning outcomes in the experimental class are greater than the control class, meaning

that there is influence on the Think Pair Share learning model on student learning outcomes.


Education Application Data Characters Meeting the 1st and 2nd redox lessons on when learning

shows that the application of second character education groups both experimental groups and

control groups both experienced enhancement. In the control group has an average of 56.06%, while

the experimental group amounting to 78.45%. Data on learning outcomes in groups control as

follows in table 2.

Table 2. Description data of control class

Description pretest

posttest

N 30 30

Average 46.21 63.34

Midpoint 48.55 66.87

Variance 41.65 16.86

Standard Deviation 6.45321 4.58432

Value Highest 57.59 73.81

Value Lowest 46.12 61.78

Range 26.38 15.32

Data on learning outcomes in groups Experiments as follows in table 3.

Table 3. Description data of experiment class

Description pretest

posttest

N 30 30

Average 54.28 78.04

Midpoint 52.12 77.20




2019

82

Variance 33.561 14.987

Standard Deviation 5.19823 3.12895

Value Highest 67.85 86.95

Value Lowest 52.19 70.67

Range 26.38 15.32

Analysis Requirements Test Results Internal analysis requirements test this research is; (1) Test

Normality, (2) Homogeneity Test, and (3) Balance Test.

a. Normality test

Based on the results of test calculations normality for all groups obtained a significance value of

<0.005 on significant level α = 0.05. This matter show that both groups of data in this study came

from the population normal distribution. Results the calculation of the Liliefors test can be seen in

the following table 4.

Table 4. Summary of Test Calculation normality result of Research Data

Value Group Sig. Note

Pretest Control 0.423 Normal

Pretest Experiment 0.315

Normal

Potstest Control 0.178 Normal

Posttest Experiment 0.362

Normal

b. Homogeneity Test

This test is to find out whether a sample of a variant population homogeneous or not. Testing the

homogeneity of the data the pretest uses SPSS version 21 Levene-Statistic, with confidence level α

= 5%. Results calculations can be seen in the table 5.

Table 5. Summary of Test Calculation Results of Homogeneity

Value Group Sig.

Note

Pretest Control and Pretest Experiments 0.642

Homogeneous

Posttest and control and Posttest Experiment 0.836

Homogeneous

c. Balance Test

Data used for testing balance is the value of the pretest done before there is treatment on each group.

Average value the control group is 53.12 and value the average experimental group is 52.86. The

results of the calculation of pretest data test with the SPSS version 21 program show that the value

of sig. (0.836)> 0.05. so that it can be concluded that there is no difference in initial abilities between

these two groups and this show that this group is inside balanced condition.

d. Hypothesis Test Results

Testing using the SPSS version 21 Independent Sample T Test with level significance α = 5%. With

hypothesis as follows:




2019

83

Ho: There is no difference significant influence between application character education through the

Student model Think Pair Share with conventional learning outcomes Redox lesson.

Ha: There are differences in influence significant between application character education through

the Student model Think Pair Share with conventional learning outcomes Redox lesson.

The results of the calculation of pretest data test with the SPSS version 21 program presented

summary of the results of the Hypothesis Criteria Sig. <0.05 0.00. There is a difference Based on the

results of the study show that the null hypothesis is Ho rejected and accept Ha.

The Think Pair Share learning model used in this study integrates more stressed characters on the

activity of students to understand difficult concept, they discuss each other with his friend. In this

study students also given the opportunity to do experiment with guidance from researchers, students

become more active so they can shape the character of students. Because with conduct experiments

and discussions besides help students to understand the concept difficult ones also require students

to work hard, discipline, honest and responsible, confidence, curiosity, love of science and requires

students to be independent in do the experiment. But there are still many weaknesses this research is

lack of time available to carry out throughout learning steps, so no all groups get a chance to convey

the results of the discussion. And class atmosphere that is not conducive cause there are students who

are lacking pay attention to when subject matter be delivered,. Besides that students who don't used

to doing experiments cause a lot of time wasted when the researcher explained work steps and

guiding students. Besides learning to use cooperative learning model think pair share some

treatments given by the researcher in the experimental class in formation this character is by giving

motivation, giving top appreciation the results of student discussions, it turns out capable foster

student enthusiasm for conduct experiments and discussions. Besides the researcher also told

students about the judgments made, not only judging from the test but also from students' attitudes

and behavior strive to get closer to students. This treatment is only given to the class experiment and

control class no experience this treatment. Based on the results observation of the formation of

student character on the experimental class is better than that with a control class. This can be seen

from the observation of character formation students in the experimental class experienced increase

in each meeting compared to the character of the control class students. Although the formation of

student character experience an increase in each meeting but there are some characters that don't

formed optimally namely including honesty, love of science, feeling like know and be responsible.

This matter due to the time used in this research is still very lacking because in the formation of very

characters takes a long time and a lot the character you want to form at once. Besides the readiness

of the researchers too affect the results of this study. What is a problem for researchers between

others: 1) the non-conduciveness of the classroom atmosphere, 2) too many characters want to

researched causes researchers to be out of focus, 3) lack of readiness from the researcher, 4) students

who are not used to doing the experiment caused a lot of time wasted To overcome these obstacles

can done among others, first, giving the different serial number of each student according to the

number sort in the attendance list for convenience observer observation and reducing the character

to be investigated so that the researcher more focused in carrying out learning. Second, adjust the

material discussion with available time allocation by reducing or questions related to the same

material aspects. Third, reduce the number of characters you want examined. Fourth, prepare yourself

researchers both in terms of material and readiness facing class conditions possibility of happening.

CONCLUSION

Use of learning models the right thing is something that must be considered and is very important as

an indicator of success in subjects redox which turned out to give results good learning of abilities

cognitive students. According to the results calculations that have been described in the discussion

can be known that the group experiment with the application of education characters through the




2019

84

think pair share model show improvement in learning outcomes which is significant compared to the

group control class using teacher center learning learning models. This shows that the application of

character education through the think pair share model has a difference which is better than

conventional, namely teacher center learning.

REFERRENCE

Abdullah. 2013. Achievement of Learning Outcomes in terms of Various Aspects. Banda Aceh: Ar

Raniry Press.

Aqib, Z., and Sujak. 2011, Character Education Guide and Application. Bandung: Rama Widya.

Arikunto., Suharsimi. 2009. Classroom action research. Jakarta: Bumi Aksara.

Arikunto, Suharsimi. 2005. Basics of Educational Evaluation. Jakarta: Bumi Aksara.

Asmani, J., M., 2011, Books Internalization of Character Education in Schools. Jogjakarta: Diva

Press.

Nizar, Ahmad. 2014. Educational Research Methods Quantitative, Qualitative Approach and

Development Research. Bandung: Citapustaka Media.

Permana, Irvan. 2009. Grade X Chemical Education. Jakarta: Ministry of National Education.

Sarwono, Jonathan. 2016. Qualitative and Quantitative Research Methods. Yogyakarta: Graha Ilmu

Siregar, Eveline., Et al. 2010. Learning Theory and learning. Bogor: Ghalia Indonesia.

Sudjana., 2005, Statistics Method. Bandung: Tarsito.

Trianto. 2014. Designing Innovative-Progressive Learning Models. Jakarta: Kencana.

Wena, M. 2009. Contemporary Innovative Learning Strategies. Jakarta: Bumi Aksara.

Widodo, S. 2018. Increase student motivation in Chemical Education. Tasikmalaya Journal.




2019

85

Improvement the quality of arabica coffee with wet

processing system at panti Sub-District, Jember Regency,

East Java

Tanti Kustiari1, Ujang Setyoko2

1Management Agribisnis Department, Politeknik Negeri Jember 2Agricultural Production Department, Politeknik Negeri Jember

*email: [email protected]

Abstract. Coffee is one of the main commodities in Indonesia. In Indonesia, coffee

plantations began to grow rapidly so that potential for the development of domestic coffee.

The development of people's coffee plant required support of various factors such as

availability of facilities, methods of processing and postharvest handling which suitable for

the coffee plantations to produce excellent coffee beans according to Indonesian National

Standard (SNI). Post-harvest processing has an influence on the quality and taste of coffee.

The purpose of this reserch is finding the relationship between a wet processing system on

postharvest processing with quality and taste of coffee. The design of research to improve

the quality of ose Arabica coffee (green coffee) with a wet processing system. 300 grams of

coffee came from the Coffee Plantation of Durjo Village Village, and Kemiri Village, Panti

District, Jember Regency - East Java, 2018. On the physical quality test the replication was

carried out two times in four samples. Coffee flavor was analyzed to refer to the method of

testing SCAA flavor test. Taste testing was conducted by expert and trained panelists from

the Indonesian Coffee and Cocoa Research Center. The result of research show the wet

processing coffee can produce coffee beans with better quality and better taste, than the dry

processing.

INTRODUCTION

Coffee is an important export commodity for Indonesia which is able to contribute a large amount of

non-oil and gas foreign exchange. In 2017 the coffee plantation area reached 1,227,787 hectares with

a production of 637,539 tons. Coffee is also one of the potential plantation crops in East Java

Province. Jember Regency is the third largest coffee producing area in East Java and Panti District

is a potential Arabica coffee producing sub-district in Jember Regency.

In 2015, Indonesia was able to export coffee with an export volume of 502,020,679 tons, equivalent

to US $ 1,197,735,052. The export value contributed significantly to the acquisition of foreign

exchange from the non-oil and gas sector and played an important role in macroeconomic stability.

The contribution of coffee export value to the total value of agricultural commodity exports is 11.35

percent. Where the composition of coffee plantation ownership in Indonesia is dominated by the

People's Plantation (PR) with a portion of 96% of the total area in Indonesia, and the remaining 2%

is the State Large Plantation (PBN) and 2% is the Large Private Plantation.

Based on the percentage of coffee plantation land ownership in Indonesia, it can be seen that the

group of coffee farmers in smallholder plantations plays a very important role in coffee success in

Indonesia.




2019

86

The quality of Arabica coffee produced by farmers is generally low because post-harvest processing

is carried out still produces random coffee, such as coffee beans produced with relatively high

methods and are still mixed with other ingredients in relatively large quantities (Yusianto & S.

Mulato, 2002). At present, the increase in coffee production in Indonesia is still hampered by the low

quality of coffee beans that are produced which affects the development of final coffee production.

The development of the community coffee plants requires the support of various factors including

the availability of facilities, processing methods and postharvest handling that are suitable for

smallholder coffee plantations to produce coffee beans with the quality of Indonesian National

Standard (SNI). Coffee quality requirements based on SNI 01-3542-2004 consist of physical,

chemical and biological properties. Physical properties include performance (smell, color, and taste),

seed size, seed weight, and seed hardness. Chemical properties include proximate (water, ash, fat,

protein and carbohydrate), caffeine content, metal contamination and other chemical compounds.

Biological properties include contamination of microorganisms, insects, and molds (Widyotomo et

al, 2009)

Coffee must be handled quickly into a more stable form so that it is safe to store for a certain period.

Seed quality criteria which include physical aspects, taste and cleanliness and aspects of uniformity

and consistency are largely determined by the treatment at each stage of the production process.

Therefore, the stages of the process and specifications of coffee processing equipment that guarantee

quality must be clearly determined. Observations of quality changes that occur during processing

must be carried out regularly so that if quality deviations occur can be corrected quickly and

accurately. Efforts to improve quality must be accompanied by a quality-oriented marketing

mechanism so that optimal results can be achieved.

Coffee processing is very important in determining the quality and taste of coffee (Rahardjo, 2012).

One factor that influences the quality of coffee is post-harvest handling because the selected

processing method will affect quality. So far, most of the coffee commodities are processed in the

form of primary processed products (dried coffee beans). The community coffee processing is still a

low-quality coffee (quality 5 and 6) and the water content is still relatively high (around 16%). This

is due to poor processing technology. Generally, random coffee that is marketed is not sorted by

farmers, so that the coffee traded still contains some ingredients that can reduce the quality of coffee

(Ismayadi & Zaenudin, 2002). Regarding these various obstacles, there is an opportunity to develop

and improve the community coffee quality, one of them is the wet coffee processing technology.

This study aims to determine whether a wet processing system with full wash processing can improve

the physical quality of seeds and steeping (taste) coffee of farmers in Kemiri Village, Panti Sub-

District Jember Regency - East Java.. The results of this study are expected to be a material

consideration and reference for coffee commodity entrepreneurs, especially coffee farmers to

determine the coffee processing system that will be implemented.

THEORETICAL REVIEW

Quality is the ability to describe the inherent characteristics of a product, system or process to meet

the desires of consumers or a group of people related to the product, system or process. Coffee quality

is generally determined by consumers as well as other food or beverage products. The characteristics

attached to coffee are called attributes.

Coffee taste quality can be different for every consumer or country. According to Leroy et al. (2006),

taste is included in organoleptic properties that can be measured by the senses and can be influenced

by physical, chemical, and agronomic and technological factors. Assessment of organoleptic quality




2019

87

depends on sensory evaluation. Assessment of the quality of organoleptic coffee requires practice,

especially flavor from a cup of coffee which is a combination of multi-aromatic components in

coffee. The application of semi-wet processing technology in post-harvest coffee is one of the efforts

to improve the quality of people's coffee. Coffee will go through a fermentation process that is

believed to improve taste (Najiyati et al, 2004)

Post-harvest processing greatly influences the physical quality, flavor and chemical composition of

coffee beans (Duarte, 2008). Physically, the quality standards of coffee beans are determined based

on Indonesian national standards for coffee bean commodities (SNI 01-2907-2008) which state the

general quality requirements of coffee beans in the form of no live insects, foul-smelling seeds and

or smell of mold, maximum moisture content of 12.5 % and dirt content other than coffee beans a

maximum of 0.5% (BSN, 2008)

There are two coffee processing methods, the dry processing / natural coffee and wet (full process)

However, in Indonesia there are four coffee processing methods, namely (1) processing wet-milled

dry (full wash-dry hulling), (2) wet-wet processing (full wash-wet hulling), (3) semi-wet processing

wet processing or natural pulp process), and (4) dry processing.

In principle, coffee fruit processing consists of two ways, namely; wet processing (WIB) and dry

processing (OIB). The difference between the two methods is; wet processing uses water for stripping

and washing coffee fruit, while dry processing after the coffee fruit is harvested is immediately dried

(stripping the fruit flesh, parchment and epidermis done after drying) (Najiyati et al, 2004). There is

a fundamental difference in the taste of coffee produced from these two processes. The wet process

produces a soft cup of coffee, a stronger aroma, a lighter body, a more memorable aftertaste, and

higher acidity. Coffee produced from dry processes is usually superior in the body, floral, more bitter,

low acidity.

Processing wet coffee produces better quality coffee beans though it takes longer time than dry

processing. Wet processing can be done for small-scale (farmer level) or medium (semi-mechanical

and mechanical). In principle, coffee fruit processing consists of two ways, namely; wet processing

(WIB) and dry processing (OIB). The difference between the two methods is; wet processing uses

water for stripping and washing coffee fruit, while dry processing after the coffee fruit is harvested

is immediately dried (stripping the fruit flesh, parchment and epidermis done after drying) (Najiyati

et al., 2004). There is a fundamental difference in the taste of coffee produced from these two

processes. The wet process produces a soft cup of coffee, a stronger aroma, a lighter body, a more

memorable aftertaste, and higher acidity. Coffee produced from dry processes is usually superior in

the body, floral, bitterer, low acidity (Sugiarto, 2017)

Dry Coffee Processing Technology

Dry process is often used in processing robusta coffee beans. Thais is due to Robusta coffee beans

are not as expensive as arabica. The equipment needed for processing dry processes is simpler and

the workload is less, so it can save production costs. These are the steps to process coffee beans with

a dry process.

a. Coffee beans selection

That’s same from the wet processing, sort it immediately after harvesting. Beans that are superior to

low beans as a quality marker.

b. Drying coffee beans




2019

88

The drying process is usually carried out around 2 weeks and will produce dried coffee beans with

15% moisture content.

c. Stripping beans skin and horn skin

Stripping can be performed by pounding or using a huller machine.

d. Coffee beans sortation and drying

Removing the desired product with the remaining skin, parchment, broken coffee beans and other

dirt. Coffee beans will be stable if the water content is 12%.

e. Packaging and Storage

Pack coffee beans with ckean sacks and kept it away from sharp odored objects.

Wet Coffee Processing Technology

Processing wet coffee produces better quality coffee beans though it takes longer time than dry


and mechanical).

a. Postharvest Coffee Fruit Handling

The wet-processed coffee fruit must be ripe or red picking (95% red fruit). Coffee fruit that has just

been harvested must be immediately sorted / separated between red, green, rotten / broken coffee and

dirt.

b. Peeling (pulping)

Pulping aims to separate coffee beans from the outer skin and mesocarp (part of the meat). The

working principle is to release the exocarp and mesocarp of coffee fruit.

c. Fermentation

The fermentation process aims to help release/remove the remaining mucus layer on the surface of

the coffee parchment after the stripping process. Besides, fermentation also aims to reduce the bitter

taste and increasing the mild impression on the steeping taste.

d. Washing mucus (washing)

The washing process aims to remove the residual mucus from the fermentation which is still attached

to the parchment. After peeling the skin of the coffee fruit, the washing process could be performed.

e. Drying

Drying aims to reduce the water content in coffee beans which was originally 60-65% to around

20%.

f. Parchment Peeling (Hulling)

Coffee beans produced from the process above are still coated with parchment, known as HS coffee.

To remove the parchment on the coffee beans, the parchment peeling was performed. Peeling the

parchment used a huller. By carrying out this stage the coffee beans produced are known as rice

coffee.




2019

89

g. Drying rice coffee

The drying of rice coffee aims to obtain about 11% of coffee bean moisture content, to maintain

storage stability. This is done 2-3 days under the sun by using drying area / drying floor / para-para.

This stage of drying can also be done mechanically by heating at a temperature of 50-60ºC for 8-12

hours to a moisture content of 11% (Indonesian Coffee and Cocoa Research Center, 2008).

h. Packaging and Storage

Packaging dried coffee beans with water content of 11% (the limit of water content is safe to store)

is using clean plastic or burlap sacks and keep it away from foreign odors.

METHODS

Research Design

This research is part of the research to improve the quality of ose (green coffee) coffee with a wet

coffee processing of farmers in Kemiri Village, Panti District, Jember Regency - East Java which is

conducted in 2018.

The source of coffee fruit for research treatment came from Kopi farmers who have received a coffee

quality improvement program. That’s located in Kemiri Village, Panti District, Jember Regency -

East Java. In comparison, the analysis of the quality of green coffee coffee beans from dried

processed arabica coffee with coffee beans from the wet processing system has been applied to the

farmers of Kemiri Village. Dry processed coffee beans and wet processed coffee beans of farmers in

Durjo and Kemiri Villages were also analyzed and compared as treatment control samples carried

out by farmers who had received a water facilitation improvement program.

Experiment Design

The sample used in this study, especially in water minimization treatment using double replication.

On physical quality testing, the replication was carried out 2 times. The samples tested are as follow

Table 1. The Types of Coffee Samples Tested

Sample Description

Durjo (Dry) Dry Coffee Beans from Durjo

Village

Durjo (Wet) Wet Coffee Beans from Durjo Village

Kemiri (Dry) Dry Coffee Beans from

Kemiri Village

Kemiri (Wet) Wet Coffee Beans from

Kemiri Village

Test Implementation




2019

90

Testing of the physical quality of coffee beans is done by referring to SNI No. 01-2907-2008, and

testing of the coffee taste test (a cup test) was conducted by expert and trained panelists from the

Indonesian Coffee and Cocoa Research Center. Testing the physical quality of robusta coffee beans

consists of 3 (three) stages. The first stage is determining the quality based on the general

requirements of coffee beans, namely whether there are live insects, foul-smelling seeds and smells

of mold, water content and dirt content. The second stage is determining the size of the seeds (large,

medium and small). The third stage is determining the type and number of defects in coffee beans.

Coffee flavor was analyzed referring to SCAA (Specialty Coffee Association of America) flavor

testing. The coffee bean farmers randomly collected 300 gr then roasted at 175–200 ° C until medium

roasted coffee beans were obtained and then ground. Fragrance assessment was carried out by

breathing air near the coffee powder in a bowl. Boiling water (100 ° C) is poured into a bowl of

coffee powder, closed and left to soak for about 3 minutes until a powder is formed on the surface of

the bowl and then stirred slowly (break) while being smelled firmly to assess the aroma. After the

floating coffee particles are discarded and waited until they cool slightly (± 50 ° C), the flavor

assessment is done by tasting steeping using a special spoon. With a strong inhalation the liquid will

fill the entire surface of the tongue, held for 3-5 seconds until the taste nerve will catch the sweet,

salty, sour and bitter taste. Also observed were aftertaste, acidity, body, uniformity, balance, clean

up, sweetness, and over all characters. The viscosity of coffee (body) is assessed by rubbing the

tongue with the palate so that there is an impression of viscosity of the liquid. The testing process is

carried out three to five times to get the right impression. Taste profile evaluation uses a form that

refers to SCAA Cupping Form. The assessment includes intensity (sharpness) and taste quality with

a scale of 0–10. Data analysis results are presented descriptively.


Indonesia is one of the world's coffee-producing countries, the same as some European countries

such as Brazil, Colombia and other Asian countries such as Vietnam. Most of coffee plants in

Indonesia (90%) are cultivated by farmers with a relatively low level of productivity, which is only

around 500 kg/ha. While private and state plantations are able to achieve productivity of 1000 kg/ha.

Considered from the aspect of quality, the coffee produced is still quite alarming since most of them

are included as medium grade (Grades 3 and 4). With such quality, the selling price of farmers’

coffee in the market is certainly still low and this is what causes the level of coffee farmers' income

is also low.

The principle of processing coffee fruit consists of two ways, namely; wet processing and dry

processing (Choiron, 2016). The difference between the two methods is; wet processing using water

for stripping and fruit washing coffee, while dry processing after the coffee fruit is harvested is dried

immediately (stripping the fruit flesh, parchment and epidermis is done after drying) [7].

Tabel 2. Comparison of Physical Tests on Non-Processing Coffee (Dry Sports)

and Processing Coffee (Wet)

No Defect Type

Defect Total Value

Durjo

(Dry)

Kemiri

(Dry)

Durjo

(Wet)

Kemiri

(Wet)

1 Blackened Beans 8 10 0 1

2 Partly-Blackened Beans 2 0 4 3

3 Brown-coloured Beans 6,25 7 0 0,25

4 Medium-Sized Cuticle 1,4 0 0 0,4




2019

91

Source : Primary Data, 2018

Processing wet coffee produces better quality coffee beans, which takes longer time than dry


and mechanical). The results of the analysis of the physical quality of the coffee beans above are

carried out based on SNI No. 01- 2907-2008 is presented in Table 2. Based on ISO 10470: 2004

standards, the classification of coffee defects includes; (a) the presence of foreign objects that do not

come from coffee, (b) the presence of foreign objects not coffee beans, such as coffee bark, (c)

abnormal seed shape in terms of unity (integrity), (d) abnormal seeds from visualization such as black

seeds and (e) abnormal seeds that cause flavor defects after roasting and brewing [10].

Based on the table of quality test results above there are differences in the quality or grade of coffee

produced. The coffee which is not treated with processing (dry) has lower quality than coffee with

wet processing. Dry coffee quality ranges between 4 a and 4 b, while coffee with wet processing is

included as quality 1 for wet-processed coffee from kemiri village and quality 2 for wet coffee from

durjo village.

Quality Standards for Coffee Beans have been promoted since 1978 through the Minister of Trade

Decree No. 108 / Kp / VII / 78 dated July 1, 1978. The quality standard of coffee beans used is the

TRIASE SYSTEM. However, from October 1 1983, to determine the quality of coffee, Indonesia

uses the Defects Value System according to the decision of the ICO (International Coffee

Organization). In this flawed system, the more the defect value, the lower the quality of the coffee

and vice versa, the smaller the defect value, the better the quality of the coffee. Based on the policy

of quality standards applied in Indonesia, there are 6 coffee quality classifications from beans defect

systems, namely: Grade 1 with a defect value of 0-11, Grade 2 with a defect value of 12-25, Grade

3 with a defect value of 26-44, Grade 4a with a defect value of 45-60, Grade 4b with a defect value

of 61-80, Grade 5 with a defect value of 81-150, Grade 6 with a defect value of 151-225.

Blackened beans that occur due to coffee fruit disease are considered the most severe defects because

the aroma of black seeds is very unpleasant and tastes like rotten wood. Black seed defects include

black seed defects, partial black seeds, and broken black seeds. Broken black seeds occur due to

processing. The largest percentage of black seed defects came from coffee beans without dry

processing.

According to Wibowo [14] the type of defect or damage referred to in this study was divided into (1)

damage from the garden, (2) damage during processing and (3) contamination of foreign objects that

were not coffee beans. The type of damage that started in the garden was a type of perforated seed

defects, black seeds and young seeds. The percentage of black bean defect values in each sample has

been presented in Figure 2.

5 Small-sized Cuticle 3,8 0 0,2 0

6 Broken Beans 32 36,6 9,8 2,4

7 Medium-sized Branch 2 0 0 2

8 Small-sized Branch 8 0 0 0

Total Value 63,45 53,6 14,25 9,05

Quality Category 4b 4a 2 1




2019

92

Figure 1. Percentage of Black Bean Defects in Dry and Wet Seeds

Blackened beans defects can also come from young coffee fruit. The young fruit with a certain level

of maturity, if it is processed, will produce black wrinkled coffee beans, while the older one will

produce smooth green beans. Perforated beans defects are mainly caused by insect attacks, namely

coffee beans borer pests (coffee beans powder pests) (Hypothenemus hampei Ferr). Coffee fruit that

is attacked by powder pests will dry on the stalk or fall to the ground and perforate. The coffee beans

willl be pale reddish yellow like ripe coffee beans so that after processing it becomes blackened beans

defects. Perforated beans can cause chemical quality damage.

The broken beans and beans with parchment defects can occur during complex skin stripping, that

is, if the huller did not work perfectly. Beans with parchment are coffee beans which are still wrapped

by parchment that wrap the seeds intact or equal to or greater than the whole parchment. While

broken seeds are coffee beans that are not intact with the same or less than ¾ of the whole seed.

Broken seed defects can also occur during the process of peeling coffee fruit peels (pulping).

Another foreign body contamination is due to the presence of large, medium and small coffee skins.

Based on SNI, large coffee skin is a compound skin (pericarp) of spindle coffee with or without skin

(silver skin) and the cuticle (parchment) inside which is larger than ¾ of the whole pericarp. While

the skin is considered as medium if the size is between ½ to ¾ of the whole pericarp. Small coffee

skin size is less than ½ of the whole pericarp.

Foreign matter in the form of large, medium, and small twigs, soil, and stones were included as

foreign contamination. Twigs, soil, stones are categorized as large if they have a length or diameter

of more than 10 mm. Twigs, soil, stones are considered as medium and small size if they have a

length or diameter of 5 mm - 10 mm and less than 5 mm. Coffee samples without processing (dry

coffee) have a percentage of defects in the content of foreign matter twigs, soil and stones greater

than coffee samples with half-wet processing. The content of twigs in coffee beans is possible

because in dry processing there is no sorting treatment before drying. Soil and stones contamination

can occur during the drying process which generally uses tarpaulin as a base on the ground.

Testing of Arabica Coffee Beans Taste

The taste test in this study was conducted by expert and trained panelists from the Coffee and Cocoa

Research Center, Jember. Standardized arabica coffee taste tests include fragrance / aroma testing,

flavor, aftertaste, acidity, body, uniformity, balance, clean cup, sweetness, and overall. Fragrance is

0

10

20

30

40

Durjo (Dry) Kemiri (Dry) Durjo (Wet) Kemiri (Wet)

PERCENTAGE LACK OF DEFECTS

Black Seeds Partly Black Seeds

Bown Seeds Medium Skin Horn Coffee

Small Horn Coffee Broken Seeds

Medium Pieces of Parchment Small Pieces of Parchment




2019

93

the aroma of roasted coffee before adding water. The scent was assessed after hot coffee was added

to the roasted coffee in the cup. Coffee beans are the main ingredient of coffee brewing. The complete

results of Arabica coffee bean taste test were presented in the following table.

Table 3. The Results for the Taste of Dry and Wet Prosessrd Coffee in Kemiri Village,

No Characteristics

Kemiri (Dry

Prossesing

Coffee)

Kemiri (Wet

Prossing

Coffee)

1 Fragarance 7,00 7,75

2 Flavor 7,00 7,75

3 Aftertase 7,00 7,75

4 Acidity 7,75 7,75

5 Body 8,25 8,00

6 Uniformity 10,00 10,00

7 Balance 7,00 8,00

8 Clean Cup 10,00 10,00

9 Sweetness 10,00 10,00

10 Overall 7,00 7,75

Score 81,00 84,75

Arabica coffee fragrance or aroma tends to increase due to the treatment of wet processing on the

coffee. Treatment of water use shows an increase in fragrance intensity and aroma of coffee

compared to non-processed (dry) coffee. Steeping test results for flavor and body show a similar

pattern form the fragrance and aroma test. The quality and intensity of flavor, aftertaste, acidity and

body values tend to increase in coffee with wet processing, although the difference is not significant.

According to Sulistyowati (2001) arabica coffee has a lower body even though the aroma and its

flavor are higher than robusta coffee.

The wet processing coffee contains higher trigonellin, 4,5-dicaffeoylquinic acid and clogenic acid,

but the sucrose content is lower than the results of dry processing. There is no significant difference

in caffeine content and profile of the distribution of chlorogenic acids in coffee produced from wet

processing and the results of dry processing (Wibowo, 1985). The composition of 5-CQA and

trigonellin compounds can be used to separate good quality coffee from low quality. Total sugar

content, body and titrated acid can be used to distinguish between dry and wet processing coffee

(Figueiredo, 2012)

Dry-processed coffee generally produces coffee beans with inconsistent quality. The taste will be

better if before drying beans are broken down first (Sulistyowati, 2001), as most farmers in East Java

do. The imperfect dry processing can cause taste defects, such as earthy, moldy and musty. However,

if the dry process is well done, it can produce a higher body (Novita et al, 2010)




2019

94

Figure 2. Comparative Chart of Taste Testing Result of Dry and

Wet Processing Coffee Taste Test of Kemiri Village

Based on the chart above, it can be concluded that there are differences in the test results on the

Kemiri Village coffee produced without being processed (dried) with coffee that has been treated

with a wet processing system. Wet processing on the Kemiri Village coffee beans can increase the

fragarance /aroma, flavor, afterase, balance and overall on coffee, but for the level of viscosity or the

body of the wet coffee that is tested slightly decreased compared to dry coffee.

The next taste parameters of robusta coffee are balance and preference. Balance on the cup test shows

a harmonious or balanced taste terminology that was clear and difficult to express. Harmony also

shows proportionality in quality and mild/mild character without dominance. Balance is a

combination of flavor and textural sensation or between aftertaste and flavor in steamed coffee.

Based on the picture above it was known that coffee with wet processing is more balanced in taste

than dry coffee.

In general it can be concluded that coffee with wet processing can increase the value or score of

coffee produced. This showed that wet processing on coffee can be beneficial for farmers to increase

the coffee they produce.

Development of Wet Coffee Processing Technology In Farmer Levels

Smallholder coffee farming generally consists of small gardens (area of 0.5 - 2 hectares), where with

these conditions it is advisable to conduct processing business in groups. The stages of wet processing

for red pickled coffee can improve the quality of low quality coffee. The added value of wet coffee

bean processing technology will produce coffee beans of better quality, namely 1 and 2. While the

processing of farmers' original coffee beans is usually still in quality 6. With the wet processing, a

better quality and better the spirit of the relatively higher selling price of the original coffee beans.

Mechanical processing equipment that can be used in groups, among others. Therefore, the wet

processing system for coffee, mainly coffee, needs to be done because it has been proven to improve

the quality of the coffee produced.

0

2

4

6

8

10

Wet and Dry Coffee Taste Test

Kemiri (Dry) Kemiri (Wet)




2019

95

CONCLUSION

Water facility improvement program on wet coffee processing can improved the physical quality and

taste of the coffee beans produced, that’s compared by the quality of coffee beans with a dry or non-

processing system. Farmers should produce coffee with the application of a Wet Processing System

so that the coffee have a good quality and a good tastes of coffee

ACKNOWLEDGMENTS

Thanks for the POLIJE BOPTN Program in the 2018 Fiscal Year which has funded this research

activity. Thanks also to all Farmer who was ready to provide the data and information.

REFERENCES

Badan Standardisasi Nasional. 2008. Standar Nasional Indonesia (SNI). 2008. Biji Kopi. SNI 01-

2907-2008.

Choiron, M., 2016. Penerapan GMP pada penanganan pasca panen kopi rakyat untuk menurunkan

okratoksin produk kopi (studi kasus di Sidomulyo, Jember). Agrointek, 4(2), pp.114-

120Direktorat Jenderal Perkebunan Kementerian Perkebunan. 2017. Statistik Perkebunan

Indonesia Komoditas Kopi 2015-2017.

Duarte, G.; A. Pereira & A. Farah (2008). Chemical composition of Brazilian green coffee seeds

processed by dry and wet post-harvesting methods. Proceedings 22nd International

Conference on Coffee Science (ASIC) 2008. p. 593—596. Campinas, Brazil.

Duarte, G. & A. Farah (2008). Chlorogenic acids and lactones on Brazilian commercial Coffees.

Proceedings 22nd International Conference on Coffee Science (ASIC) 2008. p. 224—227.

Campinas, Brazil..

Figueiredo, L.P.; F.M. Borém; F.C. Ribeiro; G.S. Giomo; P.A. Rios & M.F. Tosta. 2012. Quality

Coffee (Coffea Arabica L.) Subjected to two processing types. Proceedings 24th International

Conference on Coffee Science (ASIC) 2012. p. 502—506. Costarica.

Ismayadi, C., Zaenudin. 2002. Pola produksi infestasi jamur, dan upaya pencegahan kontaminasi

okratoksin-A pada kopi Indonesia. Simposium Kopi Rahardjo, P. 2012. Panduan Budidaya

dan Pengolahan Kopi Arabika dan Robusta. Penebar Swadaya. Jakarta. Widyotomo, S.,

Mulato, S., Purwadaria, H.K. and Syarief, A.M., 2009. Decaffeination process characteristic

of Robusta coffee in single column reactor using ethyl acetate solvent. Pelita Perkebunan (a

Coffee and Cocoa Research Journal), 25(2).

Leroy, T., F. Ribeyre, B. Bertrand, P. Charmetant, M. Dufour, C. Montagnon, P.Marraccini and D.

Pot. 2006. Genetics of coffee quality. Mini Review. Brazilian J. Plant Physiol. 18(1): 299-

242.

Najiyati, S., Danarti. 2004. Kopi: Budidaya dan Penanganan Lepas Panen. Jakarta : Penerbit

Penebar swadaya. Yusianto dan S. Mulato. 2002. Pengolahan dan Komposisi Kimia Biji

Kopi: Pengaruhnya terhadap Cita Rasa Seduhan. Materi Pelatihan Uji Cita Rasa Kopi. Pusat

Penelitian Kopi dan Kakao Indonesia, Jember.

Novita, E., Rizal S., Erliza, N., dan Sri M. 2010. Peningkatan mutu biji kopi rakyat dengan

Pengolahan semi basah berbasis produksi bersih. AGROTEK Vol. 4, No. 1, 2010:76-90.

Pusat Penelitian Kopi dan Kakao Indonesia. 2008. iccri.net/pengolahan kakao. Diakses pada Tanggal

20 Agustus 2018.




2019

96

Sugiarto, Yusron. 2013. Teknologi Pengolahan Kopi secara Baah. Pertemuan Gelar Teknologi

Sarana dan Prasarana Pengolahan. Dinas Perkebunan Provinsi Jawa Timur.

Sulistyowati. 2001. Faktor yang Berperan Terhadap Cita rasa Seduhan Kopi Warta Pusat Penelitian

Kopi dan Kakao Indonesia. 17 (2), 138 - 148.

Wibowo, W. 1985. Evaluasi Karakteristik Berbagai Jenis Biji Kopi Cacat dan Sifat Organoleptik

Seduhannya. Skripsi Fakultas Teknologi Pertanian IPB Bogor.




2019

97

Developing online instructional model for auditor basic

knowledge: case study of sai of Indonesia

Selvia Vivi Devianti*, Diana Nomida Musnir, Suriani

Universitas Negeri Jakarta, Indonesia


Abstract. The acceleration of technologyy usage for daily activities has affected the learning

process in SAI of Indonesia. This study presents the development of online instructional

model with its content that relates to the auditor tasks. The purpose of the study is to seek

knowledge whether the development of other instructional models and its content, will attract

the interest of the auditor to learn and impact the knowledge of the auditor in managing the

audit process. This is R & D research with prototype product as the result. Four key factors

were used during analysis. Respondents involved were represented the role of Team Member

and Team Leader from different offices location. This study has novelty in which it is

conducted in the SAI where the CPE for auditor is obliged in order to comply to audit

profession standard, therefore the chosen online instructional model and its content has an

important role. There are significant interest from the auditor to have online instructional

model with specific content and a perception that the content will support the auditor’s tasks.

Yet, there are also some challenges regarding the evaluation model of training and how to

improve the knowledge gap of the trainers/instructors so that they be able to develop the

content for online instructional model.

INTRODUCTION

Supreme Audit Institution (SAI) of Republic Indonesia is an external audit institution. The employee

consists of auditor profession. The composition of employee as of Jan, 2019 can be presented as

follows:

Table 1. Statistic of SAI’s staff.

Occupation HQ Eastern

RO

Western

RO

Total each

occupation

Percentage

occupation (%)

Officers 303 156 151 610 9,4

Auditor 1.308 783 1.141 3.232 50,1

Administrative staff 1.345 633 637 2.615 40,5

Total staff 2.956 1.572 1.929 6.457 -

The data shown almost half of the SAI’s staff are auditors which meant they must comply the state

finance audit standard in regard with the Continuous Professional Education (CPE). Incompliance to

the standard will affect not only career of the auditor itself but also might affect the quality of the

audit report. The standard set up 80 hours CPE for two years that should be fulfill by the auditors

(Badan Pemeriksa Keuangan, 2017). Training in this SAI is managed by Training Center Department

(TCD) which have three training branch offices in Yogyakarta city, Medan city and Makassar city.

Trainings are categorized into three types which are introductory training for new staff, functional

training for all role of auditors and technical training for specific skills and knowledge needed by

staff. There are six roles for auditors which are Junior Team Member (JTM), Senior Team Member

(STM), Junior Team Leader (JTL), Senior Team Leader (STL), Audit Supervisor (AS) and Signing




2019

98

Officer (SO). The number of training hours is different for each role. The characteristic of all training

are autonomous in nature, the subjects learnt are intended to improve the performance of the learner

and conducted in certain amount of time in specific place, also the progress of the learners’ goal can

be measured (Hohler, 2003). From the learning process, it is expected that the learner will become

self-directed learner, which to achieve it, (Knowles, 1989) mentioned that before learning takes

place, it is important that learners get information what they are going to learn, how they are learn it,

when they are learn it and if they have learned it.

Training syllabi with the ratio of training hours and number of training subject for all auditor’s role

can be represented as follows:

Figure 1. Ratio of training hours and subject for auditors.

From the data it can be concluded that auditor role with higher number of training hours and training

material is JTL, followed by STM and AS. Those three roles are considered very important in

producing good quality audit result. Based on those three roles, the training material for each

auditor’s role can be categorized into basic, intermediate and advance subject as follows:

Table 2. Basic, Intermediate and Advanced Level training material for JTL, STL and AS roles.

Level of subject Training syllabi Subject that appeared > 1 role

Basic Subject 17 3 subjects: SPKN, MP, EP

Intermediate Subject 15 4 subjects: TPAD, KP, SPI, TL

Advance Subject 12 2 subjects: SKN, APM

One of basic subject, Audit Management (MP) will be the focus of this study, since it appears in the

training syllabus for four roles which are JTM, JTL, AS and also SO. Training conducted for all

auditor’s role is mostly in traditional approach, face-to-face communication with Information

Communication and Technology (ICT) infrastructure used as supporting tool such as file storage,

communication tool through email or chatting, presentation software and for playing the video/movie

during learning process. Therefore, there is limited model for instruction deliverance. However, with

the acceleration of technology, it has affected daily and work activities including the process of

learning, not to mention the training in this SAI. The way of how training is delivered needs to be

changed due to the fact that traditional training has some limitation in training cost, training room,

instructors and learning resources (books, journal etc.). The importance is that through technology,

0 50 100 150 200 250 300

JTM

STM

JTL

STL

AS

SO

Ratio of training hours and Subject for each auditor's role

Number of training Subject Training hours




2019

99

wider access can be achieved and new market can been created (Dykman & Davis, 2001). One

strategy is to develop online instructional model that utilized ICT. In this SAI, this strategy can be

done since based on the data of ICT, the ratio of auditor: computer/notebook = 1:1 and all internet

access has been fully implemented in HQ, 34 RO Office in eastern and western part of Indonesia

including 4 training office. For this strategy to be effectively implemented, this study will analyze

four key factors for developing the online instructional model which are: 1) what content will be

developed in the online instructional model, 2) the reason why certain content is needed, 3) how the

content is going to be presented on the model and 4) what type of online instructional model will be

developed. The purpose of the study is to analyze whether the development of other instructional

models and its content, will attract the interest of the auditor to learn and impact the knowledge of

the auditor in managing the audit process. The result of the study is the new product of online

instructional model with audit management content.

BACKGROUND OF THE STUDY

The background for conducting the study are: 1) Theory of learning; learning is the dynamic process

that involved interaction between learner and his/her environment (Bojilov, Bojilova, Kachlakeva,

& Kachlakev, 2016; Sanford, Ross, Rosenbloom, & Singer, 2017), the purpose of learning is to

change behavior or knowledge that will affect the performance of learner (Driscoll & Carliner, 2005);

2) Theory of adult learners in which the focus of learning is on learner’s itself (Fosnot, 1996) with

four types of adult learning which are formal education, non-formal education, informal education

and incidental learning (Sork & Newman, 2004). The state finance audit standard required auditor to

attend 80 hours continuing Professional Education (CPE) in two years, which meant that each auditor

has to fulfill 40 hours of training hours a year. The requirement is irrelevant with the concept of

voluntary learning for adult learner. Yet, the training is more effective by fitting it more closely into

the organizational context (Blanchard & Thacker, 2010). The training standard hour is actually

relevant with the theory that the training is needed to change/to maintain the attitude and knowledge

of the auditor so that the performance of the auditor can improve.

Other reason is the hype of e-learning model of instruction that have changed a lot of management

education in the whole world. This concept of e-learning model has been adopted in TCD yet with

the limitation in which the model is not adopted fully as one package instructional model. Since

2015, the TCD already developed online examination for Procurement of Goods and Services

module, State Finance Standard module, Financial Audit of central and Local Government. Though

the model also provided some learning material but the form of learning material is mostly in PDF

format or Ms. Power Point template which is more passive in learning process (Hewitt, 1995). In

2018, TCD already developed online instructional tutorial for Performance Audit module, yet until

now the product is still under development. Besides that, the training material developed is only

suitable for higher level of auditor (STL, AS and SO). There are three types of online learning model

which are tele-teaching, tele-tutoring and cooperative learning (Julien, 2005). The concept of online

learning besides depended on the availability of ICT, more aspect on HR and content as those last

two tends to raise more issues nowadays.

METHOD

The study uses the R&D concept of research in which the product will be developed to answer the

problem. All data and information were analyzed using the qualitative approach (triangulation).

Primary data was collected through survey, observation and interview respondent that represented

the auditor, peer, education expert, ICT management and training management. The study used the

model of Borg and Gall (Borg, 1983), however due to limitation of cost and time, phases 8 for limited




2019

100

implementation of the product was conducted in small scope and phases 9 to 10 were not conducted.

The writer wishes this can be conducted for next research,

First phase off study is to gain knowledge in regard with the interest of auditors to have other

instructional model for their training and identify which training material need to be developed for

the online instructional model. The respondents are auditor with the role of Audit Team that was

attended auditor training in the TCD in Jakarta. Following the preliminary survey and interview, the

prototype of online instructional model with its content then was developed. The writer act as training

designer and the model was developed with the help of programmer from ICT Bureau. This

development process is part of second and third phase of Borg and Gall model.

On the forth phase the trial of the product was conducted with respondent form different offices. The

role of the auditor that was chosen as a respondent is Team Member and Team Leader. Based on the

survey and interview with the respondent, the product then being revised as part of phase fifth. Then

the trial and limited implementation was carried out again, with the respondent is the auditor for the

role of Team Member that attended auditor training in TCD.


Results of the study are divided into three stages. First one is the result of preliminary study, the

second one is the result during product/prototype trial version and the last one for limited

implementation. The preliminary study resulted that most of the auditor with the role of team member

were interested with other model of instruction besides the traditional one and that the training

material of AM was choose as the important content for the online instructional model. Result of the

preliminary study as follows:

Respondent preliminary study

27 respondent attending auditor’s training with the role of JTM and STM were chosen for preliminary

study.

Table 3. Respondents Profile.

Age or respondent

(years)

Role Number of

respondents

20 - 30 JTM 5

30 - 40 STM 9

40 - >50 STM 13

Total 27

Result of interview:

Table 4. Result of Preliminary Study.

Indicator Agree Disagree Abstain

JTM need to learn AM JTM 5 0

STM need to learn AM STM 9 0

All auditor role need to learn AM STM 13 0

Instructional model for AM:

- With CD 8

- Textbook 1

- Interactive, online 16




2019

101

From preliminary study, prototype product then was developed with AM as the content. Access to

the model divided into three roles, administrator, instructor and learner. The prototype is put into

trial by auditors with role of JTM and STM. The design of prototyping is developed in conceptual

and physical model. Conceptual model of tele-tutoring was choose due to the nature of audits work

which mobile and project-based. Tele-tutoring focuses on anonymous learning, with learning

resources as support and teacher-learner interaction was conducted through application or email. This

will help the auditor to adjust the pace of learning while conducting audit at the same time.

Respondent product trial

Product trial was conducted for 18 respondents representing four different offices in Jakarta,

Yogyakarta, Banten and West Kalimantan. The indicator used by writers are: 1) Deliverance of

content; 2) Quality of multimedia object; 3) Interaction user-model-content; 4) Computer systems

availability and compatibility.

Result of survey and interview:

For the content, all respondent agreed that the content is interesting due to the use of multimedia

software (animation); the content is well presented and suitable for adult’s learner; for interaction,

there is flexibility for learner to choose the topic in content and the availability and compatibility of

the online interaction model is sufficient. Some feedbacks were given to improve the product, which

then followed up with limited implementation of the product.

Respondent of limited implementation

For revised product, respondent of 20 of JTM and STM were chosen. Limited product

implementation was conducted in TCD office in Medan where the training was delivered. The

respondents came from 15 different offices. Therefore, all the indicators being measured are valid

and credible. Indicators used are the same with the product trial. Yet, to assure the credibility of the

product and effectiveness of the model, three feedbacks were requested from education expert,

training management and ICT management.

Result of survey:

The result came positively and similar with the product trial. The feedback from education expert

which also instructor and peer put emphasis on the access issue especially for remote office. Also,

some feedback in regard with the content that is limited for the role of Team Member and Team

Leader. Input from training management is almost similar in which ICT infrastructure has to be

sufficient enough for the online instructional model to run effectively, while ICT management give

feedback that at the moment the ICT hardware has been fully equipped with the ratio 1:1 between

computer : auditor. However, not all PC/NB is installed with the multimedia software which meant

the access of online instructional model with multimedia/animation content might be affected.

The model of instruction using the concept of tele-tutoring. This model is considered suitable and

provide comfort ability to auditor and will become the right medium for this online instructional

model since this model will reduce the dependency to instructor, time and training room facility.

Though some training effectivity can be measured based on the result of instrument, no study has

been conducted by the writer in regard to measure the efficiency of the study (Koenig, 2016; Deming,

Goldin, Katz, & Yuchtman, 2015). Time and cost constraint become the major obstacle for writer.




2019

102

Besides positive implication, there are also some negative impact in which no regulation has been

issued for approving the online instructional model to be used. Another challenge is lack of

knowledge of the instructor to develop the training material into a content that can be published using

the training portal. More issue, regarding the internet access especially in the eastern RO becoming

a critical factor if online instructional will be used extensively and simultaneously.

For the previous study, in regard with the development of instructional model using the ICT (Cook,

Catherine W; Sonnenberg, 2014) although the advanced of technology at first will absorb higher

cost, yet the online instructional model in a long run could benefit in reducing the cost of training.

Based on the limited implementation of the model, efficiency in time, training room availability and

limitation number of instructors have been identified to decrease. However, the type of instructional

model that will be developed should be carefully choose as well. The model of instruction that

suggested by (Julien, 2005) provide a better choices for organization to develop instructional model

that is suitable to its environment. As what have been studied by (Driscoll & Carliner, 2005) that the

purpose of learning is to change behavior or knowledge which will affect the performance of learner,

therefore the instructional model have an important role to achieve that objective.

CONCLUSSION

Based on the result and discussion, it can be concluded that it is important to seek sufficient

knowledge of the learners’ need and organization’s rule. Therefore, the development of online

instructional model will fit to the need of both learner and organization. The most important aspect

is to measure the impact of the instructional model once it is used. Therefore, to get the accurate

measurement of how much the instructional model reduces the training barriers of affect the learner’s

performance then further study needs to be taken of.

REFERENCES

Agrawal, V., Agrawal, A., & Agarwal, S. 2016. Assessment of factors for e-learning: an empirical

investigation. Industrial and Commercial Training, 48(8), 409–415.

Badan Pemeriksa Keuangan, R. I. 2017. SPKN 2017. Jakarta: BPK RI.

Blanchard, P. N., & Thacker, J. W. 2010. Effective Training: Systems, strategies and practices. (S.

Yagan, Ed.) (4th ed.). New Jersey: Pearson Education, Inc. Retrieved from

Bojilov, L., Bojilova, J., Kachlakeva, D., & Kachlakev, D. 2016. Adaptive Distance Learning

Programs Based On Feedback Evaluation And Continuous Progress Assessments.

International Journal of Management & Information Systems (IJMIS), 14(2).

Borg, W. R. . 1983. Educational Research.pdf. (N. Benevento, Ed.) (4th ed.). New York: Longman,

Inc.

Cook, Catherine W; Sonnenberg, C. 2014. Technology and Online Education: Models for Change.

Contemporary Issues In Education Research – Third Quarter 2014, 7(3), 171–189.

Deming, D. J., Goldin, C., Katz, L. F., & Yuchtman, N. 2015. Can Online Learning Bend the Higher

Education Cost Curve? American Economic Review, 105(5), 496–501.

https://doi.org/10.1257/aer.p20151024

Driscoll, M., & Carliner, S. 2005. Advanced Web-based training strategies.pdf. San Fransisco:

Pfeiffer.

Dykman, C. A., & Davis, C. K. 2001. Part One – The Shift Toward Online Education. Journal of

Information Systems Education, 19(1), 11–17.




2019

103

Fosnot, C. T. 1996. Constructivism: a psychological theory of learning.pdf. In Constructivism:

theory, perspectives and practices (pp. 8–33). NY: Teacher College Press.

Hewitt, R. L. 1995. The nature of adult learning and effective training guidelines. In R. R. Sims &

S. J. Sims (Eds.), The Importance of Learning Styles: Understanding the implications for

learning, course design and education (1st ed., pp. 161–166). Connecticut: Greenwood Press.

Hohler, S. E. 2003. Creating an environment conducive to adult learning. AORN Journal, 77(4), 833–

835.

Julien, A. 2005. Classifying e-trainer standards. Journal of Workplace Learning, 17(5/6), 291–303.

Knowles, M. S. (1989). Everything you wanted to know from Malcolm Knowles. Training, 26(8),

45–50.

Koenig, R. J. 2016. A Template For Analyzing Costs Associated With Educational Delivery Modes.

Journal of International Education Research (JIER), 7(1), 5–15.

Sanford, D., Ross, D., Rosenbloom, A., & Singer, D. 2017. Course convenience, perceived learning,

and course satisfaction across course formats. E-Journal of Business Education & Scholarship

of Teaching, 11(1), 69–84.

Sork, T., & Newman, M. 2004. Program Development in adult education. In G. Foley (Ed.),

Dimension of Adult Learning (pp. 96–117). Victoria: Open University Press.

Stacey, E., Stacey, E., & Consulting, E. 2017. International Journal of Mobile and Blended Learning.

International Journal of Mobile and Blended Learning, 9(1).

Swinton, J., & Anderson, K. 2018. Online Vs Face-to-Face : A Comparison of Student Outcomes

with Random Assignment. E-Journal of Business Education & Scholarship Teaching, 12(2),

1–23.




2019

104

Increase the quality of yogurt with additions carbohydrate

as respiration lecture material

Mayarni

Departement of biology education, Universitas Muhammadiyah Prof. DR.

HAMKA. Jalan Tanah Merdeka, Kampung Rambutan, Ciracas, East Jakarta,

Indonesia


Abstract. The research is experimental research with the aim of improving the quality of

fermented milk form of yogurt. Yogurt drink is a beverage that many people love.

Fermentation milk in this research using Lactobacillus bulgaricus bacteria and Streptococcus

thermophiles bacteria derived from one of the products of the yogurt plain and done added

carbohydrates. The fermented quality of milk is determined by its accuracy. The addition of

carbohydrates is expected to increase the viscosity of yogurt. Organoleptic observations were

made on color, taste, texture and acceptability. There were four treatments in this experiment,

namely control (without adding carbohydrates) and adding carbohydrates 5%, 10% and 15%

per liter of milk. The results obtained from 32 respondents, for the taste it is preferable to add

10% carbohydrates, for colors it is preferable to add 10% carbohydrates, for texture it is

preferred to add 10% carbohydrate and for receiving power 15% carbohydrate is preferred.

the conclusion of this experiment can be conveyed that the addition of 10% carbohydrates is

preferred overall

INTRODUCTION

Milk is an animal product that is very much useful, milk is also often used as a substitute for mother's

milk for working mothers. Not only that milk is also very necessary for parents, especially to get

calcium. But milk can provide more health benefits if fermented to produce yogurt drinks. Yogurt

has an important role for health, including beneficial for people with lactose intolerance which is a

symptom of lactose malabsorption that is experienced by many residents, children, in several Asian

and African countries. Yogurt can reduce cholesterol in the blood, and is able to maintain gastric

health to prevent gastrointestinal cancer, mainly because of the role of bacteria contained in yogurt.

Yogurt is divided into yogurt without added flavor (plain yogurt) and yogurt with added flavor

(flavored yogurt).

Yogurt is a probiotic drink that is very good for health, yogurt is very well consumed after recovering

from illness or after taking antibiotics. Because when taking antibiotics, it is likely that many useful

intestinal microbes also die because of the effects of these antibiotics. Therefore it is necessary to

consume drinks that contain microbes useful for the body. Yogurt is a drink that is useful for the

body because it contains microbes that are useful for our body. These microbes are important in our

intestinal digestion, especially one of which is to inhibit the growth of harmful microbes in the

individual's body. In theory, yogurt can be made from various types of milk, including skim milk, as

well as some researchers make it from fruit juice. Why is that, because the bacteria found in yogut

are bacteria that are able to convert glucose into lactic acid. Yogurt is a beverage and its usually only

available at the market and supermarket. This drink comes from fermented milk which is done

aseptically.





2019

105

(Umi Fatmawati, et al. 2013). Have conducted research in various origin of milk for making yogurt.

The results of the study showed that there were differences in lactic acid and differences in total

living bacteria per ml of milk tested 2 days, 7 days and 14 days. The trial was conducted on goat's

milk, skim, beef, soybeans and UHT. The best results of the five types of trials were seen in the

highest lactic acid and the highest microbes in: the highest lactic acid and the total number of

microbes per milli of yogurt in cow's milk and the second highest was in goat's milk.

The acidity of yogurt is needed by a drink. Sour taste makes the taste of this drink fresh so it is liked

by many people. Sumarlim et al. 2007. Saying that Lactobacillus bulgaricus can increase the acidity

of the taste of yogurt, it means that the bacteria can reduce the price of Ph in yogurt. According to

Andayani (2007) Yogurt can be used to reduce blood cholesterol levels, both consumed by diabetics,

prevent slow disease and prevent stomach disease, intestinal cancer. Microbial culture for milk

fermentation is actually also found in milk itself which needs to be done only isolating and

multiplying it so it can be used to ferment milk itself (Septia, 2010).

Figure 1. The scheme for the formation of lactic acid by

bacteria making yogurt (Celly H. Sirait Balai Penelitian

Ternak)

Firman Jaya et al (2011) conducted a study of milk and mixed soy milk using Lactobacillus caseii

and Lactobacillus plantarum. And the biggest yield of lactic acid is in 100% soybeans. This result is

due to that Lactobacillus plantarum has very high lactase activity and can release lactase through the

stomach and small intestine and is useful for lactose digestion (Anonimous, 2005). This study aims

to look at changes in the viscosity of fermented milk by adding variations in the concentration of

carbohydrates.

Urgency of research

Method used should be accompanied by references, relevant. Fermented milk has many health

benefits. Among them improve the digestive system, prevent intestinal cancer, reduce cholesterol

levels and are well consumed by diabetics, besides the nutritional value of fermented milk is higher

than the nutritional value of fresh milk. The price of fermented milk is quite high. The selling price

of fermented milk products can reach two to three times compared to pure milk. Making fermented

milk is not too difficult, the most important thing here is that the work must be aseptic.




2019

106

One of the most important things here is that fermentation evaluates its quality in addition to the

aroma as well as the thickness of the fermented product. The two bacteria used are able to convert

glucose into lactic acid, while carbohydrates, are polymers from glucose. Not yet found in several

milk fermentation journals with the addition of glucose. Polymer glucose from monosaccharides

therefore researchers want to find out whether the two bacteria are able to break down the polymer

into monomers and turn it into lactic acid.

Milk fermentation

The oldest milk fermented found and most popular in the whole world is yogurt. The shape is rather

dense like ice cream or porridge. Usually yogurt made from fermented milk tastes slightly sour.

However, yogurt is not only from fresh milk, but also from skim milk from legumes, some people

make yogurt from fruit.

Pure milk is a drink that has high nutritional value, has sugar in the form of lactose, which can be

converted into glucose and galactose as a source of energy. But not everyone is able to use it, there

are some people who are not able to use lactose because their bodies are not able to process it. This

inability is caused by several factors, one of them being intolerance to lacose. To overcome this can

be done by transforming milk into a fermented drink which is often called yogurt.

Fermented milk products have been known for thousands of years. even milk fermented products

have been widely known in the Middle East since 6600 BC. (Bahar 2008). Milk fermentation is

usually done to make yogurt. Fermentation is carried out for 4-5 hours at 430C or for 24 hours at

room temperature to produce a distinctive aroma and texture. (Bahar 2008).

Fermented milk can be yogurt, yakult and dadiah. Yogurt and culture are very familiar among the

people. Generally everyone likes him, including children, young or old people. Dadiah is a fermented

milk product which is also famous in the high hills of West Sumatra. But this prize is not so familiar

throughout the community. All three are very good for consumption. Besides having nutritional value

that exceeds fresh milk, it can also help prevent constipation, reduce cholesterol levels and be able

to prevent stomach or intestinal cancer for those who consume regularly. To obtain good fermented

milk there are many bacteria that play a role between them:

Lactic acid bacteria

Lactic acid bacteria are useful for preventing milk decay, so milk can last longer. Fermentation results

can produce lactic acid and distinctive aroma and texture so that it can add added value. Yusdar

zakaria et al. 2010) has conducted a study of the levels of crude protein in yogurt. The crude protein

content of yogurt solid is higher than yogurt drink because yogurt drink is more runny.

Lactobacillus bulgaricus

Lactobacillus bulgaricus can function to convert lactose or milk sugar into lactic acid, so that it can

be used to preserve pure milk. People with lactose intolerance can consume fermented milk and

benefit from milk. This bacterium was first discovered by a doctor from Bulgaria named the stamen

grigorov in 1905 so that it was given the name Bulgaria. The Lactobacillus bulgaricus bacteria eats

lactose and converts glucose to lactic acid. Malacca. (2007).

The Lactobacillus bulgariscus bacteria are beneficial for health as follows:

1. Increase the ability of the intestines to absorb food

2. Reducing the risk of candida infection for diabetics.

3. Prevent osteoporosis




2019

107

4. Can increase immunity because it contains antitumor substances

5. As an alternative to healthy diet ingredients because they contain very high nutrition, and very

low fat. Malacca. 2007

Streptococcus thermophilus

Streptococcus thermophilus is a bacterium that is commonly used as a starter culture in the process

of fermenting milk into yogurt (El. Abbassy & Sitohy. 1993).

More recent research reports that these two bacteria turned out to survive in the digestive tract

(Mater et al., 2005). In addition, Lick et al. (2001) and Elli et al. (2006) also found that L. bulgaricus

and S. thermophiles were able to survive through the digestive tract. That means the bacteria can live

in the intestines as probiotics.

Carbohydrates

Carbohydrates are polysaccharides, that means carbohydrates also contain glucose, it is hoped that

Lactobacillus bulgaris and Lactobacillus thermophillus bacteria can break down carbohydrates. The

carbohydrate that will be used is wheat flour because in addition to containing glucose it also contains

fiber so it is expected that the yogurt produced becomes thicker.

METHOD

The experimental method is a method that is properly done and observed the results and conclusions

taken. Very large experimental methods contribute to the development of science. Anderson J.A

1987. This research is using experimental method. It is a method that focuses on an activity, conducts

an experiment, proves a process and proves the experiment and the results of the experiment itself

(Early 2010). This type of research is an experiment using a Completely Randomized Design (CRD).

Research steps

Beginning with the isolation of Lactobacillus bulgaris bacteria, followed by isolation of the

Lactobacillus thermophiles bacteria. Expand the two bacterial isolates. Continued with the purchase

of pure milk, sterilization of pure milk, sterilization of the tools used ... trial of making yogurt with

the addition of Lactobacillus bulgaris, Laktobacillus thermophiles. Next, a trial of making yogurt

with the addition of both bacteria and with the addition of carbohydrates. After the trial, the

concentration of carbohydrate concentration was determined.

Data collection techniques

Data obtained by organoleptic test. Organoleptic testing is a test of food ingredients carried out by

several panelists to assess a product. The assessment in this study included: color, aroma, taste,

texture and community acceptance. Organoleptic results and yogurt receiving power include: Color,

Taste, Texture and acceptability.

Data analysis techniques

Data were analyzed using percentage techniques from organoleptic test results. The test results will

be tabulated or illustrated in the form of a diagram to make it easier to observe.




2019

108


This research is an experimental study which designed four observations, namely: yogurt texture,

yogurt flavor, yogurt color and yogurt acceptability. The observations are as follows:

Texture, taste, color and yogurt acceptance result

Tools and materials

1. Plain milk

2. Plain yogurt

The treatments in this study are as follows:

Use of added carbohydrates

1. Control There are no additions

2. Treat 1 plus 5 grams of carbohydrates

3. Treat 2 plus 10 grams of carbohydrates

4. Treat 3 plus 15 gr carbohydrates.

Results of texture observation analysis

Analysis of calculation of texture observation results is:

𝑇𝑜𝑡𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 32 𝑡𝑒𝑠𝑡𝑒𝑟

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 × 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝𝑠× 100%

1. Control

98

32 × 4× 100% = 72%

2. Treatment 1

85

32 × 4× 100% = 70,83%

3. Treatment 2

100

32 × 4× 100% = 78,12%

4. Treatment 3

74

32 × 4× 100% = 57,8%

To make it easier to observe it can be seen in the graph below:




2019

109

Figure 2. Graph of texture analysis

The above analysis shows that treatment 2 is the best, meaning that the addition of 10 grams/L

carbohydrates is preferred in terms of texture.

Results of the sense observation analysis

Analysis of calculation of sense observations is:



1. Control 83

32 × 4× 100% = 64,8%

2. Treatment 1 92

32 × 4× 100% = 71,8%

3. Treatment 2 97

32 × 4× 100% = 75,7%

4. Treatment 3 92

32 × 4× 100% = 71,8%

To make it easier to observe it can be seen in the graph below :

Figure 3. Graph of taste analysis

72 70.83 78.157.8

020406080

100

Percentage

Percentage

64.8

71.875

71.8

556065707580

Percentage

Percentage




2019

110

The above analysis shows that treatment group 2 is the best, which means that the addition of 10 gr / l carbohydrates is preferred from the taste side.

Color observation analysis results

Analysis of calculation of color observations is:



1. Control 85

32 × 4× 100% = 66,4%

2. Treatment 1 83

32 × 4× 100% = 64,8%

3. Treatment 2 97

32 × 4× 100% = 75,7%

4. Treatment 3 92

32 × 4× 100% = 71,8%


Figure 4. Color analysis graph

The above analysis shows that treatment 2 is the best, which means that the addition of 10 gr / L

carbohydrates is preferred to the color.

Results of receipt analysis

Analysis of calculation of observations of receiving power is:



66.4 64.8

75.771.8

556065707580

Percentage

Percentage




2019

111

1. Control 81

32 × 4× 100% = 63,2%

2. Treatment 1 79

32 × 4× 100% = 61,7%

3. Treatment 2 92

32 × 4× 100% = 71,8%

4. Treatment 3 97

32 × 4× 100% = 64,8%


Figure 5. Graph of analysis of acceptability

The above analysis shows that treatment 3 is the best, that means the addition of 15 grams / L

carbohydrates is preferred in the category of acceptability.

From the results of surveys in several supermarkets, yogurt with a higher viscosity has a higher price compared to those with lower viscosity, therefore it can be seen that the acceptability of an additional 15% carbohydrate is very preferred because it has high thickness. Weakness of adding carbohydrates as much as 15% produces carbohydrate deposits that are at the bottom of the yogurt tube.

CONCLUSION

Based on the results of the analysis of the four treatments, the three treatment groups preferred the

two treatments, namely taste, color, texture. However, for the assessment of acceptability,

respondents preferred treatment three. It can be concluded that in making yogurt because three of the

four assessment categories choose treatment two, treatment two is the best treatment for making

yogurt from organoleptic ratings. In conducting this research, there must be weaknesses such as when

buying pure milk is not uniform due to limitations, the absence of milk uniformity from all treatment

groups is feared to affect quality. Therefore, for the next researcher, it is recommended that yogurt

be made from the same milk production. And it must be improved work in maintaining milk estrogen.

Because milk is a medium that is very good in bacterial growth, if milk is contaminated with decaying

bacteria, the yogurt produced will not be perfect.

63.2 61.771.8 75.8

0

20

40

60

80

Percentage

Percentage




2019

112

ACKNOWLEDGMENT

The researcher expressed his utmost gratitude to the UHAMKA research institute which has funded

this research, so that this research can be carried out. As well as the gratitude of the researcher, it was

also conveyed to Prof. Suswandari as Chair of the UHAMKA Research Institute who always gives

motivation so that we as lecturers always feel comfortable and have the power to be able to do

research. I also convey this gratitude to all the Teams in research institutions who are never tired in

guiding all activities in carrying out this research. I hope all activities become a value of worship for

all of us and hope that the results of this study will benefit many people, amen.

REFERENCES

Anderson J.A.. 1987. Communications Research, Issues and Methods. New York: Mac Graw Hill

Book Company Another reference

Anonimaus , 2005.

Lactobacillus/plaintarum/tamnosus/salivarius/http/wwwhttp://jitek.ub.ac.id/index.php/jitek/a

rticle/vi wFile/166/157

Andayani. Ratna 2007. Yogurt untuk Kesehatan. http:// google.com/ diakses 30 Juni 2018 pukul

7.56.WIB

Bahar B 2008. Kefir Minuman susu fermentase . PT Gramedia Pustaka Utaman. Jakarta.

Celly H. Sirait Balai Penelitian Ternak

Bogor.http://peternakan.litbang.pertanian.go.id/fullteks/wartazoa/wazo142.pdf?secure=1akse

s 30/6 2018 pukul 9.00

El-Abbassy, M.Z. & Sitohy, M.1993. Metabolic interaction between Streptococcus thermophiles and

Lactobacillus bulgaricusin single and mixed starter yoghurt. Food / Nahrung. 37(1), 53 - 58.

Elli, M., Callegari, M.L., Ferrari, S., Bessi, Elena., Cattivelli, D., Soldi, S., Morelli, L., Feuillerat,

N.G. & Antoine, J.-M. 2006. Survival of yogurt bacteria in the human gut. Applied and

Environmental Microbiology. 72(7), 5113–5117.

Firman Jaya et al. 2011.. Pembuatan miniman probiotik (Yogurt) dari proporsi susu sapid an kedelai

dengan bantuan Laktobacillus caseii dan Lactobacillus plaintarum. Jurnal Ilmu dan

Tekhnologi Hasil Ternak. Vol.6 no 1. 13- 17.

Fatmawati, et al 2013. Karakterisasi yogurt yang terbuat dari berbagai jenis susu dengan penambahan

kultur campuran. Jurnal bioedukasi vol.6 no.2 1-9

Jakarta: PT Gramedia Bahar, Burhan. 2008. Minuman Susu Fermentasi dengan Segudang Khasiat

untuk Kesehatan Pustaka Utama

Lick, S., Drescher, K. & Heller, K. 2001. Survival of Lactobacilludelbrueckiisubsp. Bulgaricus and

Streptococcus thermophilus in the terminal ileum of fistulated Göttingen minipigs. Applied

and Environmental Microbiology. 67(9), 4137– 4143

Metode eksperimen .Juranal.http://blogspotelihkurniatiningsih.blogspot.com/2016/04/mete-

eksperimen-pengertian-eksperimen.html

Mater, D.D.G., Bretigny, L., Firmesse, O., Flores, M.-J., Mogenet, A., Bresson, J.-L. & Corthier, G.

(2005). Streptococcus thermophilusand Lactobacillus delbrueckii subsp. bulgaricussurvive

gastrointestinal transit of healthy volunteers consuming yogurt. FEMS Microbiology Letters.

250, 185–187

Malaka R. 2007. Ilmu dan Teknologi Pengolahan Susu. Makassar: Yayasan Citra emulsi




2019

113

Septia I. 2010. Teknik pembuatan susu fermentasi (yogurt)

http://itaseptia.blogspot.com/2010/05/susu-fermentasi-yoghurt.html. Diakses pada tanggal 30

Juni 2008 pukul 8.10 WIB.

Yusdar Zakaria dkk 2010. Keasaman susu fermentasi yang beredar di banda aceh berdasarkan nilai

gizidan jumlah bakteri pathogen. Jurnal Agripet Vol 10 No. 1

Sumarlim. R. Sutyanto. H dan Poelongan Masniari. 2007, Pengaruh Kombinsi Starter bakteri

Lactobacillus bulgaricus, Lactobacillus terhadap sifat mutu susu fermentasi




2019

114

Development of learning materials using problem-solving

models to train critical thinking skills

A Hanum1,*, U Azizah2, SE Cahyaningrum2

1Science Education, Post Graduate Program, Universitas Negeri Surabaya 2Chemistry Departement of Universitas Negeri Surabaya

*Email : [email protected]

Abstract. Critical thinking skills is one of the high-level thinking skills that encourage

students to question what they hear and examine the wrong thoughts. This research aims to

determine the feasibility of chemical learning materials that have been developed with a

problem-solving model to train critical thinking skills. This research uses the Dick and Carey

development model. The first step is validated learning materials to the 3 experts and the

second step is trial with one group pre-test post-test design. Learning materials have been

developed include lesson plan, worksheet, and assessment instruments. The results of the

research are obtained as follows: (1) The developed learning materials is valid, (2) The

implementation of the problem-solving model gets good categories, (3) Score for each

component critical thinking skills are skilled and highly skilled, and the average N-gain is at

high criteria. Chemical learning materials with problem-solving models have been valid,

practical, and effective to train critical thinking skills. The novelty of this study is problem

solving models according to Polya can be applied in the chemistry learning of the reaction

rate using learning materials have been developed, so that it becomes a solution to train

critical thinking skills needed in understanding chemical comprehensively.

INTRODUCTION

2013 curriculum requires students to be able to master the three levels of graduate competency,

namely attitudes, knowledge, and skills (Kemendikbud, 2016). The three graduate competencies

must be integrated with each other to be able to keep up with the increasingly competitive demands

of the 21st century. To succeed in 21st century, students not only need academic knowledge and

understanding, but also require other skills such as problem solving, innovation, communication,

collaboration, critical and creativity. Therefore, teachers are obliged to practice thinking skills,

especially critical thinking skills for students. The statement has been stated in the process standard

in the 2013 curriculum, is students are expected to have the skills to think and act creatively,

productively, critically, independently, collaboratively, and communicatively through scientific

approaches as development from those studied in educational units and other sources independently

(Kemendikbud, 2016).

According to Rudinow and Barry critical thinking is a process that emphasizes a basis of logical and

rational beliefs, and provides a set of standards and procedures for analyzing, testing, and evaluating

(Filsaime, 2007). There are six main critical thinking skills according to Facione who are involved

in critical thinking processes, including: interpretation, analysis, evaluation, inference, explanation,

and self-regulation (Filsaime, 2007). In fact, the results of the pre-study conducted on March 8, 2018

produced that as many as 43% of students could not identify the problem (interpretation) and explain

correctly, 53% of students have not been able to inference, and only 13% of students have been able

to analyze and evaluate. These results indicate that students are not accustomed to training critical

thinking skills in learning.





2019

115

Critical thinking skills are also needed in Chemistry learning at school. One chemical topic that

requires critical thinking skills is the reaction rate. According to Musya'idah the reaction rate material

has several characteristics, namely: concepts are abstract and defined, mathematical calculations,

graphs, and involve multiple representations (macroscopic, sub microscopic, and symbolic)

(Musya’idah, 2016). Therefore, it takes a critical thinking skill in understanding the material of the

reaction rate comprehensively, so that students can solve a problem with the right solution. One

model that can train critical thinking skills is to use problem-solving models.

The problem-solving model is a model in which there is activity of critical thinking skills that begins

with confrontation and ends when a solution has been obtained in accordance with the conditions of

the problem (Polya, 1973). Study conducted by Laila and Azizah that problem-solving models can

train the skills of planning, monitoring, and evaluating that prove of values for each skill of 80.21;

86.46; and 79.82 (Laila. et al, 2017). The study proves that problem-solving models can train thinking

skills, especially critical thinking skills. To be able to train critical thinking skills to students with

problem-solving models a learning device is needed designed by teachers. In fact, the development

of learning materials used by teachers has not supported learning activities. This is in accordance

with the questionnaire distributed to SMAN 1 Gresik students randomly saying that the learning

materials in the form of LKS were once given by chemistry teachers but in the form of experiments

and questions only. Strengthened by the results of the chemistry teacher interview at SMAN 1 Gresik,

which said that most worksheets were given directly to the completion of the calculation questions.

This is because the time is so short while the material is too dense.

Learning materials consist of Syllabus, lesson plan, worksheet, and Assessment instrument.

Availability of suffice learning materials, will help teachers in carrying out the learning process so

as to achieve the expected learning goals and objectives. The development of learning materials

needs to pay attention to the validity, practicality, and effectiveness of these learning materials

(Nieveen, 2013). Therefore, in this study the researchers aimed to determine the feasibility of

chemical learning materials that have been developed with a problem-solving model to train critical

thinking skills. Besides the aims, the benefits of this study are to provide information and descriptions

that learning materials have been developed with problem-solving models can train students' critical

thinking skills.

METHODS

This type of study includes quantitative research and development. The development of learning

materials uses the Dick and Carey's model (Dick et al, 2005). The steps taken are validation of

learning materials to 3 experts who are experts in their fields and trials in one class using the One-

Group Pre-test Post-test Design (Sugiyono, 2010). The learning materials have been developed are lesson plan, worksheet, and assessment instruments. The instruments used to obtain the data are validation sheets, observation sheets for problem-solving model implementation, and critical thinking skills test sheets. Data analysis techniques for each instrument will be described as follows:

Validity Analysis of Learning Materials

Validator fills out the validity sheet by paying attention to the criteria using the Likert scale 1-4.

Furthermore, the scores every aspect obtained from the three experts were sought the mode.

Development of learning materials is said to be valid if you get a score of ≥2.6 with a valid category.

The score given by the three experts is then calculated by the percentage of agreement were calculated

using formulas:




2019

116

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑜𝑓 𝐴𝑔𝑟𝑒𝑒𝑚𝑒𝑛𝑡 = (1 − [ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 + 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒]) 𝑥 100

An instrument is said to obtain a scoring agreement if the percentage of agreement obtained is ≥75

(Borich, 1994)

Analysis of practicality of learning materials

Practicality of learning materials seen from the implementation of problem-solving models. The

implementation of problem-solving model uses the assessment score given by the observer to the

teacher when the teaching process is 0-3. Learning materials with problem-solving models is

practical if the quality of learning implementation criteria is good enough until good categories. The

score given by the observer is then calculated by the percentage of agreement obtained is ≥75

(Borich, 1994).

Analysis of the Effectiveness of Learning Materials

Effectiveness of learning materials seen from score of critical thinking skills. Assessment used to

assess student’s critical thinking skills are 1-4. To determine the score, use the rubric to assess

student’s critical thinking skills. The assessment of student’s critical thinking skills on each

component, namely: interpreting, analyzing, explaining, inference and evaluating. In this study,

learning materials were said to be effective if the scores of student’s critical thinking skills obtained

at posttest had reached skilled and very skilled categories.

Then determine the category of critical thinking skills of students and calculate the difference in the

post-test score and the pre-test (n-gain score). N-gain scored were calculated using the formulas

expressed by Hake (Hake, 1998)

Formulation of N-gain according to Hake (1998), that is:

(𝑔) =𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

100 − 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

Furthermore, the N-gain criteria for determine the category of train critical thinking skills, namely:

(1)learning outcome with “high gain” if (g) ≥0,7; (2) learning outcome with “medium gain” if

0,3≤(g)<0,7; and (3) the learning outcome with “low gain” if (g)<0,3.


Validity of Learning Materials

Learning materials have been developed include lesson plan, worksheet, and assessment instruments.

In general, the data from the validation of the learning materials are in the valid to very valid category

and which is presented in figure 1, figure 2, and figure 3.




2019

117

Figure 1. Graph of score validity of lesson plan Figure 2. Graph of score validity of

worksheet

The validity of the learning materials in the form of lesson plan gets a score of 3.0 - 4.0. The results

of the worksheet validation get an average score of 3.0 - 4.0. The validation of assessment instrument

of critical thinking skills is 3.0 - 4.0. Lesson plan, worksheet, and assessment instrument have fulfilled

with the every aspect validity. Thus, it can be concluded that the learning materials have been

developed is feasible of being used in testing the learning process. The percentage of agreement for

this learning materials is 85.7- 100.0 which indicates that the learning materials in the form of an

assessment instrument of critical thinking skills has obtained a scoring agreement.

Figure 3. Graph of score validity of assessment instrument

The practicality of learning materials

Management of learning carried out by teachers for four meetings is good enough to good categories.

The problem-solving model used in this research belongs to Polya, which has 4 steps, namely (1)

understood the problem, (2) device a plan, (3) carry out the plan, (4) look back. During the learning

process using a problem-solving model, activities of teacher were observed by two observers. The

results of observing the implementation of the problem-solving model are shown in table 1.

Table 1. The Results of Observing The Implementation of The Problem-solvingModel

Aspect

Meeting I Meeting II Meeting III Meeting IV

P

1

P

2 C

P

1

P

2 C

P

1

P

2 C

P

1

P

2 C

1) Preliminary activities

3 3 Good 3 3 Good 3 3 Good 3 3 Good

4 43 3

43 3

Sco

re

Aspect

Identity GoalsLearning materials Learning resourchesLearning step EvaluationLanguage

43

Sco

re

Aspect

Content

Language and Question writting

34

Sco

re

Aspect

Content Construct




2019

118

Aspect

Meeting I Meeting II Meeting III Meeting IV

P

1

P

2 C

P

1

P

2 C

P

1

P

2 C

P

1

P

2 C

2) Phase

1:understood the problem

3 2

Good

enough -

Good

2 3

Good

enough -

Good

2 2 Good

enough 2 2

Good

enough

3) Phase 2: device a plan

3 2

Good

enough -

Good

3 3 Good 2 3

Good

enough –

Good

2 3

Good

enough -

Good

4) Phase 3: carry out the plan

3 3 Good 2 2 Good

enough 3 3 Good 2 2

Good

enough

5) Phase 4: look back

2 3

Good

enough -

Good

3 2

Good

enough -

Good

2 3

Good

enough –

Good

3 2

Good

enough -

Good

6) Thefinal activities

3 3 Good 3 3 Good 3 3 Good 3 3 Good

Note: P1 = Observer 1, P2 = Observer 2, and C = Category

According to Table 1, the preliminary and final activities get a good category. This shows that the

management of learning in the preliminary and final activities has been good, coherent, and complete.

In the core activities consisting of 4 phases, the observation score of the implementation of the

problem-solving model is 2 and 3 with good enough to good category. Thus, it can be concluded that

the management of learning with problem-solving models conducted by teachers is very good. The

scoring agreement for observing the implementation of the problem-solving model carried out by two

observers was 90 and 100.

Effectiveness of Learning Materials

Effectiveness of learning materials have been developed with problem-solving model can be known

through critical thinking skills tests. This test is twice, namely pre-test and post-test. The concept of

reaction rate material studied in this research were factor that influence reaction rate and order of

reaction. The results of the critical thinking skills of each component are presented in Figure 4.

Based on data from critical thinking skills of each component presented figure 4, component of

critical thinking skills with the highest average score at pre-test are interpreting 33.9. The score is

then calculated by the level of critical thinking skills and the results are 1.36 (skilled). The lowest

average score at pre-test is the analyzing of 20.7 and obtaining the calculation results of critical

thinking skills of 0.83 (unskilled). Thus, the results of the pre-test show that students are not skilled

in analyzing, explaining, influencing, and evaluating as evidenced by the results of the calculation of

critical thinking skills less than 1.00.

Different results were obtained when students worked on the post-test. The highest average score is

found in the explanation, which is equal to 84.6 with a critical thinking skill level of 3.39 (very

skilled). The lowest average score on the inducing indicator is 69.8 with a critical thinking skill level

of 2.79 (skilled). Thus, the four components (interpreting, analyzing, explaining, and evaluating) get

a very skilled level, and one component (influencing) gets skilled level.




2019

119

Figure 4. Graph of Comparison Critical Thinking Skills Score for Each Component

Description of critical thinking skills component:

1. Interpretation

2. Analysis

3. Explanation

4. Inference

5. Evaluation

Overall critical thinking skills, at pre-test there were 18 students who received a rather skilled level

of critical thinking skills and the other got unskilled scores. Different things were obtained when the

post-test, namely as many as 27 students got very skilled, 6 students got skilled, 1 student got rather

skilled, and 1 student got unskilled.

Based on the scores obtained by students at the pre-test and post-test, the difference between pre-test

and post-test can be known through the N-gain calculation. There were 26 students who got the N-

gain score with a high category, 8 students who got the N-gain score with enough categories, and the

other got the low category. From the description above, it can be concluded that learning materials

have been developed with problem-solving models is effective to train critical thinking skills. The

concept of reaction rate material studied in this research were factor that influence reaction rate and

order of reaction (Silberberg, 2007)

There are some notes that students have difficulty in understanding reaction order material. Order of

reaction is the sum of the powers of each concentration of reactants in the rate law. Students do not

know the function of the reaction order. The reaction order function is to find out how much influence

the concentration of reactants has on the reaction rate. This reaction order is determined by

experiment. Example of some reaction equations with the rate law:

a) H2(g) + I2(g) 2HI(g) 𝑟 = k[H2][NO]2

b) 2H2(g) + 2NO(g) 2H2O(g) + N2(g) 𝑟 = k[H2][I2]

c) Na2S2O3 (aq) + 2HCl (aq) 2NaCl (aq) + H2O (l) +SO2(g) +S(s) 𝑟 = k[Na2S2O3]1

From the equation of reaction and the rate law above shows that the reaction order is not from the

coefficient but from the experiment.

The results that have been obtained show that the learning materials have been developed with valid

categories and the implementation of problem-solving models that good categories can train

1 2 3 4 5

33.920.7 22.1 24.8 22.9

81.8 83.9 84.669.8

80.4

Sco

re

Critical thinking skills component

Pre-test Post-test




2019

120

student’s critical thinking skills. In accordance with Polya who said that problem-solving can be used

to drive discussion, improve the ability of students to analyze, assess, and solve problems faced in

the world of life. The findings are also in accordance with the results of research on the development

of teaching materials that can empower students' thinking skills (Azizah, 2018).

CONCLUSION

Based on the objective and result of research that has been described, it can be conclude that learning

materials have fulfilled the requirements of validity, practicality, and effectiveness so that they are

feasible of being used in testing the learning process to train student’s critical thinking skills in the

reaction rate material.

REFERENCES

Azizah Uand Nasrudin H 2018 IOP Conf. Series: J. of Physics: Conf. Series 1108 012122

Borich, G 1994 Observation Skill for Effective Teaching (New York: Mac Millan Publishing

Company)

Dick, Walter, Carey, Lou, Carey James O 2005 The Systematic Design of Instruction Sixth Edition

(New York: Pearson)

Filsaime, Dennis K 2007 Menguak Rahasia Berpikir Kritis dan Kreatif (Jakarta: PT. Prestasi

Pustakaraya)

Hake, R. R 1998 American J. Physics 66 1 64-74

Kemendikbud 2016 Lampiran Peraturan Mentri Pendidikan dan Kebudayaan No. 20 Tahun 2016

tentang Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah (Jakarta: Depdikbud)

Kemendikbud 2016 Lampiran Peraturan Mentri Pendidikan dan Kebudayaan No. 22 Tahun 2016

tentang Standar Proses Pendidikan Dasar dan Menengah (Jakarta: Depdikbud)

Laila, Rahma Nuzulul dan Azizah, Utiya 2017 J. Chemical Education 6 2 384-9

Musya’idah, Effendy, dan Santoso 2016 Prosiding Seminar Nasional IPA Pascasarjana UM 1 671-

80

Nieveen, Nienke dan Plomp, Tjeerd 2013 Educational Design Research (Netherlands: Netherlands

Institute for Curriculum Development)

Polya, G 1973 How To Solve It: A New Aspect of Mathematical Method (America: Princeton

University Press, Princeton, New Jersey)

Silberberg, Martin S 2007 Principles of General Chemistry (New York: The McGraw-Hill

Companies, Inc)

Sugiyono 2010 Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D

(Bandung: Alfabeta)




2019

121

Lanslide risk management in the city of Semarang is still

downcast: questioning the role of education

H Tjahjono1,*, Suripin2, Kismartini3

1 Student, Geography Department, Universitas Negeri Semarang, 50229, Indonesia

2 Promotor, Civil Enginering Department, Faculty of Engineering, Universitas Diponegoro, Semarang 50275, Indonesia

3 Co-Promotor, Administration Public Department, Faculty of Social and Politic Universitas Diponegoro, Semarang 50275, Indonesia

*Email : [email protected]

Abstract. The objective of this research were (1) analyzing risk landslides disaster

management in Semarang City, (2) analyzing how the role of education in the risk

landslides disaster management in Semarang City. Population of this research are

community who living in the Semarang City. The variables researched included 2

variables: (1) landslides disaster risk management variables; (2) The variable role of

education in landslide disaster risk management in Semarang City. Research sample

determined by purposive, it’s choosing people who live in areas that have experienced

an avalanche or landslide potential in the region of 200 people. Data analysis was

done by scoring. The results of the research show that (1) landslide disaster risk

management that occurs in the research area has three variations, that low risk

management level, medium risk, and high risk management level; (2) The role of

education in landslide disaster risk management in Semarang City included in the

medium criteria. The results of the interview explained that although the level of

education was quite high, and the role of education in the medium criteria, but the

level of public awareness of the disaster was still low.

INTRODUCTION

The number of natural disasters in Indonesia which have caused great loss of belongings and

fatalities, show that a disaster risk management in Indonesia is still far from expectation. Therefore,

the disaster risk management should become a concern for all levels of societies, especially those

living in disaster-prone areas.

Landslides frequency in the city of Semarang has been increasing. In 2012, the case of lanslides rises

from 39 to 123 cases in 2014. This occurance is always followed by an escalation of fatality and loss

of properties (BPBD, 2014), due to the lack of disaster risk management. Hence, the condition needs

a more serious attention.

According to Sadisun (2006) disaster management is an integrated, dinamic, and sustainable activity,

carried out during the period of pre-disaster until post-disaster. Muta’ali (2014) explains that the

main focus in disaster management is a concrete step expected to obtain safety from disaster and to

have a post-disaster fast recovery. As said comprehensively by Khan (2008) the definition of disaster

management is: “sum total of activities, programs and measure which can be taken up before, during

and after a disaster with the purpose to avoid a disaster, reduce its impact or recover from its losses”.

Basically, the activities of disater management covers 3 stages: (1) Pre-disaster stage, which includes

(a) non-disaster situation, and (b) disaster-prone situation. Pre-disaster activities are prevention and





2019

122

mitigation; (2) emergency response stages, that are carried out during a disaster; (3) Post-disaster,

activities done after disaster, including recovery, reconstruction and rehabilitation.

Disaster risk is the potential loss arising from a disaster in an area within a certain period of time that

can be in the form of death, injury, illness, life threatening, loss of security, refuge, damage or loss

of property, and disruption of community activities.

As stated by BAKORNAS disaster risk is the interaction between vulnerability and the threat that

exists.The extent of the risk can be expressed in the amount of loss that occurs for a certain level of

events. Risk disaster in an area depends on some factors, such as; (a) nature (geography/geology),

(b) neighbourhood vulnerability towards phenomena (condition and numbers of buildings), (c)

regional strategic context, (d) community willingness for emergency response and reconstructing.

According to Agus Rahmat (2006) in Purnomo (2010) disaster risk management is all activities,

covering the aspects of planning and overcoming disaster before, during, and after a disaster. Disaster

risk management or known as Disaster Risk Management Cycle is aimed to (a) avoid life loss, (b)

minimize disaster victims distress, (c) give information to society and authorized party about disaster

risk, (d) decrease damage of main infrastructures, belongings and los of other economic resources,

(e) provide protection to refugees or people who have lost their places when their lives are threatened.

(f) accelerate recovery.

“Disaster risk management is disaster management as an applied science seeking, of which by

sistematically observing and analyzing disasters to improve measures, related to prevention,

mitigation, inventory, emergency response and recovery. Managing disaster assistance is important

for the top management, which includes planning, organizing, directing, coordinating and

controlling”.

Flanagan (1993) said that risk management is a system aiming to identify all risks, which are

conducted in bussiness activities or projects enabled to overcome or control risks. The risk

management process’ framework has several stages, started from risk identification, risk

classification, risk analysis, mitigation actions and risk management.

Disaster risk management is an applied systematics of management policy, procedure, and training,

that include: ensuring disaster related matters, identifying disaster risk that may emerge, analysing,

evaluating, and overcoming it. A constant observation and research will enable disaster risk

management (Muta’ali, 2014). The objective of this research are; (1) analysing landslides disaster

risk management in the city of Semarang, (2) analysing in what way education takes role in landslides

disaster risk management in the city of Semarang.

METHODS

The research is conducted in the City of Semarang. The investigated variables are: (1) landslides risk

management variable, this consists of 3 sub-variables: (a) pre-landslides management, involving;

landslides prevention, landslides awareness, landslides early warning, and landslides mitigation; (b)

risk management during landslides, covers: victims salvage and evacuation activities, search and

rescue (SAR), saving properties, fulfilling basic needs, protection, management of refugees, rescue

and recovery of infrastructures, post-disaster assessment, emergency assisstance, logistical capacity

and facilities for delivering aids, information communication and management, response to survivors

and their handlings; (c) post-landslides management risk includes: development recovery activities

(rehabilitation; giving compensation or material support to victims, recording and re-registration of

reinventation), reconstruction (restructure). (2) Educational role variable in landslide risk

management in Semarang city. Research sampling is purposively determined by choosing 200

population living in an area experiencing landslides or that of landslide potential. Primary data is




2019

123

collected by questionnaires and interview, whereas secondary one is gathered through documents in

the relevant agencies. Data analysis is completed by scoring, the lowest score = 1, and the highest

score = 5. The higher the score means the better disaster risk management.

RESULT OF THE RESEARCH

Landslide Disaster Risk Management: The Pre-Disaster Phase

The sub-variable assessment of community activities in landslide pre-disaster risk management

includes landslides prevention, readiness, early warning and disaster mitigation activities. The

calculation result of community’s activity value in landslide pre-disaster risk management, based on

researched data, are dominated by a very low criteria (56,67% of the respondents studied). Some of

them (33,33%) belong to the low criteria, and other 10% belong to Medium criteria. Frequency of

respondent data and criteria for community activity in landslide pre-disaster risk management can be

seen in Table 1.

Table 1. Data of respondent frequency and criteria for community activity in landslide pre-disaster

risk management in the city of Semarang

Based on the calculation result of the average value, the lowest of community activities in landslides

pre-disaster risk management is in Mijen sub-district with low criteria of 2,40. The highest value

belongs to West Semarang sub-district with low criteria of 8,0. The average of the calculation result

is 4,87, which means it belongs to low criteria. Data regarding the community activity in landslide

pre-disaster risk management can be seen in Figure 1.

Figure 1. Graph of the average value of community activity in landslide pre-disaster risk

management in every sub-district in the city of Semarang

No Value Interval Criteria Frequency Percentage (%)

1 0 < 4,2 Very Low 113 56,67

2 4,2 < 8,4 Low 67 33,33

3 8,4 < 12,6 Medium 20 10,00

4 12,6 < 16,8 High 0 0,00

5 16,8 < 21 Very High 0 0,00

Total 200 100,00




2019

124

Landslides Disaster Risk Management: During Disaster Phase (Emergency Response and

Lanslides Emergency Aids)

The result of research on community activities in risk management during disaster is

dominated by low criteria (117 respondents), followed by 73 respondents for Medium criteria, and

only 10 respondents for the high ones. Data on respondents’ frequency related to landslides disaster

risk management is shown in Table 2.

Table 2. Data of respondent frequency and Criteria of landslide disaster risk management


1 0 < 1,6 Very Low 0 0

2 1,6 < 3,2 Low 117 58,3

3 3,2 < 4,8 Medium 73 36,7

4 4,8 < 6,4 High 10 5

5 6,4 < 8 Very High 0 0

Total 200 100,00

The result shows that the value of the risk management during a landslide disaster is 3,26, which

means Medium in average. The lowest of the average value of community activities in risk

management during disaster is gained by Gunungapti sub-district with low category of 2.10. Thus,

the highest of the average value is for West Semarang and Gajah Mungkur sub-districts with high

value category of 5,0. The datailed data is shown in Figure 2.

Figure 2. Graph of average value per sub-district related to risk management during

landslides

The outcome value of risk management of landslide disaster (emergency respons and

landslides emergency aids) based on respondents answers, West Semarang sub-district owns the

highest value. Activities that belong to the community in managing risks during landslide disasters

are: (a) community efforts to evacuate family members or disaster victims to safer places; (b) there

3.46

2.50

5.00

2.10 2.202.60

5.00

3.22

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00




2019

125

are parties assisting in the evacuation process during disaster; (c) there is a data gatering on thr

number of fatalities and material losses due to the landslides; (d) availability of assistance from other

parties during disaste; ( e ) the community can find out the form of assisstance needed when a disaster

occurs; (f) the community participates in reporting the event of disaster. However, from 200

respondents being studied, the activity percentage is still in the low criteria for 58,3%, and Medium

for 36,7%). While the high criteria is only 5% of the surveyed respondents.

Landslisde Risk anagement: Post-Disaster Phase

The calculation of the value of community activities in disaster risk management in the aftermath of

the landslide disaster results mostly in the low criteria (73.3%), some others are in the medium criteria

(21.7%) and high criteria (5%).

The outcome result of the average value in landslides post-disaster risk management is the medium

criteria (1.24). For more details, the respondents' frequency data and criteria for disaster risk

management in the post-disaster phase of landslides can be seen in Table 3.

Tabel 3. Respondents' frequency data and criteria for disaster risk management in the

post-disaster phase of landslides


1 0 < 0,6 Very Low 0 0

2 0,6 < 1,2 Low 147 73,3

3 1,2 < 1,8 Medium 43 21,7

4 1,8 < 2,4 High 10 5

5 2,4 < 3 Very High 0 0

Total 200 100

The average value of community activities for landslides post-disaster risk management at the lowest

level is in Gunungpati District with low criteria (0.67). The highest one is in Gajah Mungkur District

with a high category (2.50). The detailed data about the value of community activities in disaster risk

management in the post-disaster phase of landslides can be seen in Figure 3.

Figure 3. Graph of average value per sub-district on disaster risk management: phase post-

landslides disaster (Source: Research Result 2017)




2019

126

The results of the calculation of the value of community activities in disaster risk management during

the post-disaster phase of landslides, which are based on respondents' answers, range from low to

high. This shows that there are,indeed, some activities carried out by the community in the post-

disaster phase of the avalanche, such as: (a) there are recovery activities for disaster victims; (b)

assistance’ availability from the government for the post-disaster recovery process, (c) accessibility

of reconstruction activities (rebuilding) for landslides’ victims. In spite of these, the percentage of

the activities carried out by the community is still in the low criteria.

Landslide Risk Management in the City of Semarang

The variable assessment of community activities in landslide disaster risk management in Semarang

City is a total assessment of all sub-variables of risk management, applied for pre-disaster - during

disasters - and post-disaster landslides. The results of the assessment in each sub-district can be seen

in Figure 4.

Figure 4. Graph of average value of community activities in landslides management risk in the city

of Semarang.

Figure 4 explains that community activities for landslide disaster risk management in Candisari

Subdistrict, Gunungpati District and Mijen Subdistrict are in low criteria. Whereas those in

Banyumanik, Ngaliyan and Tembalang sub-districts are measured medium. West Semarang District

and Gajah Mungkur Subdistrict have high criteria. Thus, the average value of community activity in

Semarang City in landslide disaster risk management is included in the medium criteria with a value

of 9.39.

Role of Education in Landslide Disaster Risk Management in Semarang City.

The role of education in landslide risk management is inseparable from the condition of education in

the community. The description of the conditions of the education level of the respondents studied

can be seen in Table 4. Based on that, it can be explained that the education level of respondents in

the research area is still dominated by Medium criteria or 35.5% of respondents studied have

graduated from high school / vocational / MA. Whereas those who graduated from junior high school

are included in the low criteria for 25.5%. The respondents graduated from elementary school belong

to very low criteria as much as 24.5%. Other respondents having higher education level or graduated

from D1, D2, D3 are relatively small at 5.5%, and those with very high education or graduated with

a Masters degree are 9%.




2019

127

Table 4. Condition of Respondents Educational Levels in Reseached Area

No Education Number

(people) (%) Criteria

1 SD 49 24,5 Very

Low

2 SMP 51 25,5 Low

3 SMA/SMK 71 35,5 Medium

4 D1, D2, D3 11 5,5 High

5 SI , S2 18 9 Very

High

Total 200 100

The calculation result of the value of education role in lanslide disaster risk management in Semarang

City based on research data is dominated by medium criteria (38.50% of the respondents studied).

While others (28.50%) of the surveyed respondents are included in the low criteria, 25% of them are

in the very low criteria. Only 6.5% of the respondents have high criteria and 1.5% have very high

criteria. In details, the respondents' frequency data and the criteria for the role of education in

landslide risk management in Semarang City can be seen in Table 5.

Tabel 5. The role of education in landslide risk management in the city of Semarang


1 0 < 1,4 Very Low 50 25

2 1,4 < 2,8 Low 57 28,50

3 2,8 < 4,2 Medium 77 38,50

4 4,2 < 5,6 High 13 6,50

5 5,6 < 7 Very High 3 1,50

Total 200 100,00

DISCUSSION

The research outcome of pre-landslide disaster risk management is dominated by a very low criteria,

that is 56,67% of surveyed respondents, 33,33% belongs to low criteria, and 10 % is included into

medium. This result shows that the community activities for prevention, readiness, early warning,

and landslide disaster mitigation are still very low (insufficient). This means that the community

unprepred to encounter the landslide disaster due to their lack of attentiveness. Rationally, during its

occurance, landslide disaster causes such a great loss, both properties and fatalities.

The result presents that, 117 respondents or 58.3 of the surveyed population dominate the community

activities for disaster risk management and unfortunately, they belong to the low criteria. The rests

are 73 respondents or 36,7% for medium criteria and only 10 respondents (5% of the surveyed) for

high criteria. This means that the community activities for landslide disaster risk management is

lacking and needs improving. In this case, the society are not prepared in dealing with an impulsive

landslide disaster, especially during rainy season. Factually, the community activities have already

been performed, for example (a) community efforts to evacuate landslide victims to a shelter; (b)

community attempt to record the number of casualties and material loss due to the disaster; (c)

community effort in requesting aids from other parties during the landslide disaster; dan (e)




2019

128

community effort to participate in reporting a landslide disaster to the authority. Nevertheless, these

actions are done only by a small part of the community living in the disastrous area. In contrast, most

of the people in the disaster area are still passive or have not yet carried out activities to manage

landslide disaster risk, consequently landslide disaster risk management has not optimized.

Post-landslide risk management covers: activity to development recovery, rehabilitation

(assistance/material support for disaster victims, recording and recollecting data on reinvantation),

and reconstruction . According to this research, community activities for post-landslide disaster risk

management are mostly in low criteria (73,3 %), others go to medium criteria (21,7%) and the rest

5% is high criteria. It shows that community activites related to landslide disaster risk management

is still unsatisfactory and require improvement. People are unprepared managing disaster risk, while

landslide possibly occurs at anytime. It is actually reported that the community have acted out some

activities, such as (a) development recovery for landslide victims, (b) community effort in gaining

government assistance for post-disaster recovery, (c) community activity for reconstruction

(restructuring) of disaster’s victims. These, however, are only completed by a small part of the

community. The passiveness of most of the community to manage post-landslide disaster risk has

made the management disaster-risk less optimal. The role of education related to landslide disaster

risk management certainly cannot be separated from the condition of community education. The

education level of respondents in the research area is still dominated by moderate criteria, that is

35.5% of the surveyed respondents high school (SMA) and vocational school (SMK, MA) graduates.

Eventhough the dominance of education is in moderate criteria, it should be noted that the percentage

of renpondents with low and very low education is still quite large, namely 25.5% of respondents are

junior high school graduates or in low criteria, and 24,5% are elementary school graduates or belong

to very low criteria. Total amounts of low and very low criteria for education are 50%. Meaning,

although education has been dominated by moderate criteria, lack of landslides risk management

happen due to the low and very low education level. Thus, it is necessarily important to enhance the

level of education for improving management in disaster risk. Regarding the role of education in

landslide disaster risk management, it is still dominated by moderate criteria (38.50% of the

respondents studied), 28.50% of the respondents suveyed are included in the low criteria. Analysing

further, the low and very low criteria have the total percentage of 53.5%. It means that the role of

education in landslide disaster risk management is still in the low criteria.

Factually, it is reported that (a) there has been a effort from the community to discover causative

factors of landslide, leading to great losses, (b) there have been efforts by the community to locate

the landslide-prone area, (c) there have been community efforts to landslides countermeasure, (d)

there have been efforts from the community to participate in the dissemination of disaster education,

(e) there have been efforts by the community to take part in simulations facing landslide. However,

the xisting efforts are only carried out by a small number of people in the disaster area. Whereas most

of people are still not active in the management of landslide disaster risk.

The result of the interview explained that although some communities have a significantly high level

of education and the role of education is in the criteria of being moderate, the level of community

concern for disaster is still low. Some people are not aware to participate in managing disaster risk,

and some others simply hand over the task of disaster risk management to the kelurahan apparatus,

RT heads and RW heads.

CONCLUSION

Based on the result of the reasearch and discussion it can be concluded that (a) the average value of

community activities in Semarang City for landslide disaster risk management is included in the

medium criteria with a value of 9,39. Landslide disaster risk management itself includes pre-disaster,

during disaster, and post-disaster managements. Landslide pre-disaster risk management has an




2019

129

average value of 4.87 which means entering into low criteria. Risk management during a landslide

disaster, has a moderate average value (3.26), and landslide post-disaster risk management has an

average value in medium criteria (1.24); (b) the role of education in disaster risk management for

landslide in Semarang City is still in the low criteria. Most of the society are passive and unaware of

disaster risk management. Although some people have a high level of education, and the role of

education is in moderate criteria, nonetheless, the level of public awareness to disaster is still low. If

the education level of the community is better, it is hoped that the role of education in landslide

disaster risk management is also increasing. The role of education in landslide disaster risk

management in the city of Semarang is indeed, still in low criteria. The community needs to work

along with government and private sectors landslide disaster risk management. By having a good

management, it is expected that disaster risks, such as loss of properties and lives, can be minimized.

REFERENCES

BPBD, 2014. Annual Disaster Data of Semarang City (Semarang City: Disaster Tackling Agency of

Region)

Flanagan, R., & Norman, G. 1993. Risk management and construction. Wiley-Blackwell. Gadjah

Mada, 16 – 17 September 1994, Yogyakarta. 228 halaman.

Muta'ali, L. 2014. Perencanaan pengembangan wilayah berbasis pengurangan risik bencana. Badan

Penerbit Fakultas Geografi (BPFG), Universitas Gadjah Mada

Purnomo, N. H. 2012. Risiko Bencana Longsorlahan Pada Lahan Pertanian di Wilayah Kompleks

Gunungapi Strato Kuarter Arjuno Jawa Timur (Doctoral dissertation, Universitas Gadjah

Mada).

Sadisun. 2006. Peran dan fungsi standar operasional procedure dalam mitigasi dan penanganan

bencana alam, pusat mitigasi bencana geologi terapan fakultas ilmu kebumian dan teknologi

ITB. Bandung.

UU RI No 24 year 2007 about Disaster Tackling (Indonesia: Constitutions 1945)




2019

130

Minangkabau values and culture in responding to the

enhancement of character education competitiveness of the

Indonesian community in the 21st century

Haiyyu Darman Moenir*, Abdul Halim

Universitas Andalas, Padang-Indonesia


Abstract Character education is a pattern of education with the aim of forming individual

characters in order to train one's abilities towards a better life. The 21st century requires

people to have a strong character through character education. Of the many aspects that

support character education, there are at least two important aspects that will be studied in

this paper. These two aspects include communication and negotiation patterns. Minangkabau

is a community entity in Indonesia that has a strong character in the field of communication

and negotiation. This can be seen from the many reliable Indonesian diplomats born from

Minang and these diplomats have excellent communication and negotiation skills to help

Indonesia achieve national interests in the international order. Among these figures is H.

Agus Salim, Moh. Hatta and Sultan Sjahrir. The paper focuses on seeing the relevance

between Minangkabau values and culture which is the background of these Indonesian

national leaders and the character education patterns that shape these figures. This paper uses

qualitative methods with a type of descriptive-analysis research to see the relevance of

Minangkabau values and culture towards character education which results in individuals

with very strong characters to face competition in the 21st Century. The data used in this

paper will further explain the forms of Minangkabau values and culture which are then

represented in character education that forms communication and negotiation patterns.

INTRODUCTION

Minangkabau is an ethnic culture of a Malay family that grew and grew because of the monarchy

system.1 As a cultural entity, Minangkabau is located on the western part of Sumatra island which is

today known as the province of West Sumatra. West Sumatra has an area of approximately 42,297.3

KM2 with a population of 5,131,882 people spread across nineteen municipal districts. The word

Minangkabau was first discovered in the historical record in the list of northern Malay pengauasa

written by the Majapahit kingdom. Minangkabau is a unique tribe, ranging from customs, arts,

traditional houses, to food.

The Minangkabau community is a democratic and egalitarian society, so all problems that support

the whole society must be deliberately agreed upon. The egalitarian and decromatic systems succeed

in giving birth to great individuals from Minangkabau who have a large role in the region, country

and even the world. In pre and post colonial times, Minangkabau was able to produce reliable

diplomats that could be used as an extension of Indonesia to achieve Indonesia's national interests.

The diplomats included Mohammad Hatta, Haji Agus Salim and Sutan Syahrir who had very strong

Minang cultural roots. The Minang Cultural Environment gave birth to the tradition of petatah-

petitah generally not only worth the art of rhetoric, but also the practice of thinking and accumulating

unique local knowledge. In addition, in today's context the Minangkabau cultural environment has





2019

131

also formed a strong Indonesian diaspora character which is characterized by a high number of

Indonesian diaspora from Minangkabau who are abroad. Therefore, Minangkabau is not only a

mouth and a tongue that becomes very valuable, it not only functions merely as a sense of taste for

the cuisine that makes the development of various Minang foods unique but also broader, namely as

an institution of thought

The formation of characters from Minang people who have been successful cannot be separated from

character education that is formed from the environment of values and Minangkabau culture. This

character education is very much needed in facing the competition in the 21st century. The ability to

adapt and communicate is very important to form individuals who are ready to compete in this

modern era.. The Minangkabau cultural environment adheres to a distinctive adat system,

characterized by a family system through matrilineal lines. By definition, Matrilineal is a lineage

based on the maternal lineage. The matrilineal system then requires teenage boys to take

responsibility for their own lives through debriefings conducted by traditional leaders in the learning

and worship room called "Surau". In simple terms Surau can be defined as a house of worship for

Muslims which is smaller than the mosque. Surau is found in many villages in Minangkabau. Aside

from being a facility for places of worship, Surau is also used as a learning space for various things

related to the philosophy of life based on Minangkabau values for teenagers. In addition to Surau,

the house is also the starting place where character education is taught to Minangkabau individuals

which became the starting point before Minangkabau youths learn to surau. Rumah gadang as a place

for traditional houses which is the ownership of a people or tribe also becomes a cultural environment

that supports the formation of strong characters from Minangkabau individuals.

Establishment in the face of life based on Minangkabau philosophy is what later became the

forerunner of the ability of individuals to face life in the future. The Merantau pattern is a hereditary

pattern formed in the Minangkabau cultural environment that requires a teenager to leave home and

determine his way of life in a new place for the purpose of improving their lives. In this migratory

pattern, stability is needed in thinking and acting so that the individuals can be successful in overseas.

The Minangkabau environment constructs a pattern of readiness for an individual Minang to be ready

to face the seafaring conditions with the formation of character that is formed through character

education that is realized in the form of informal education in homes, Rumah Gadang and Surau.

DISCUSSION

The environment of Minangkabau culture with matrilineal kinship patterns requires adolescent boys

to get informal education in surau which aims to form strong personal characters so they can succeed

and become individuals who are successful in living their lives in the future. The pattern of migrants

is also a necessity in Minangkabau society to be able to improve their destiny and live a more decent

life. Before starting to migrate, Minang individuals are usually prepared in advance with education

related to the philosophy of life that can be applied to live a life of life. This character-based informal

education pattern is formed from the social space in the small scope of the House, Rumah Gadang

and Surau.

Home becomes an initial cultural environment that is known by each individual in shaping his

character. The Minangkabau family will not be separated from the customary values and language

that became the forerunner of the formation of the character of a Minangkabau individual. In addition

to houses, Rumah Gadang or traditional houses of the Minangkabau community also become a

learning environment related to adat and the formation of Minangkabau individual characters. Rumah

Gadang is a house owned by a tribe in Minangkabau which is led by Ninik Mamak, in which it is a

place for deliberation and consensus to make choices on conditions and events. Deliberation and




2019

132

consensus is a character learning that is owned by Minangkabau individuals so that they are

egalitarian in determining decisions related to the issues being raised.

In addition to these two environments, there is the most influential environment in the formation of

Minangkabau individual characters. The environment is a surau environment. According to the Big

Indonesian Dictionary, Surau means a place of worship for Muslims, or Surau can be equated with a

mosque. There are several opinions that say that the origin of the name of Surau comes from the

Surawa word which is pronounced with the accent of Minang being surau which means the place of

hermitage because the term Surau existed before the entry of Islam. Since the entry of Islam into

Minangkabau is estimated to be the 13th century, slowly the Minangkabau people began to accept

Islamic teachings because they were considered physically and mentally suitable. Since then, Surau

has changed the function of the sanctuary to become a place of worship (prayer) for Muslims. In

addition, the function of the Surau itself began to become very important because most of the

activities carried out by the Minang youth were in the Surau. In the past this Surau was very attached

to the Minangkabau tradition so that at that time if a Minangkabau young man had never lived or

gone to the village of the youngest man was not a Minang person. In accordance with the traditional

saying basandi syarak syarak basandi kitabullah.

As a man, Minang is expected to hold prayers 5 times a day in Surau according to what has been

taught by religion. So basically Minang men deliberately from the small are fostered with aqidah,

adat, psychological which is expected to be able to personally know customs, have self-esteem, be

able to control emotions so calmly take decisions not awkward to be leaders based on religion. As

well as the function of surau, it is very important to develop the mentality of leaders in every young

Minang. The Minang youth will spend most of his life to be visited by a guest. For that there are a

number of ages at which young people stay and leave the surau. There are 5 ages ranges:

1. Age 0-10 years old Minang youth still live with parents

2. The age of 10 young Minang has been considered akil baliqh and is ready to live in surau. At the

age of 10, the Minang youth began living in Surau, carrying out activities such as prayer, studying

religion and custom and other things and sleeping at Surau. Every now and then go home just to

eat

3. Age 10-20 years old Minang begin to be forged with the provision of religious knowledge,

customs, sports or relating to the Minang Kabau adat governance system etc.

4. 20 years old Minang youth are ready to be released to go abroad

5. Age of 50 years old Minang youths return to their place of origin and remain in Surau to

give knowledge to Minang's boys there

Surau used to be an important facility and infrastructure for the Minangkabau community, because

it was surau as a learning center received by Minang men from the age of 10-20 years. Minang men

will learn many things such as customs, religion, sports, arts and others that make Minang men

become multiprofessional, namely experts in all fields. And even in science, science is in harmony

with religion so that Minang's men are rich in morality and intellectuals, so it is Surau who plays an

important role in printing excellent diplomats, quality and prestigious figures both nationally and

internationally. Minang figures also play an important role in the process of fighting for the NKRI.

So that Minangkabau is famous for the brain industry that produces intellectual figures, moral and

reliable.

In line with character education, Surau is a means to teach character education for Minang youth to

have a strong and reliable character not only for themselves but also for the benefit of the people. In

the next discussion, this article will discuss the cultural values taught through surau, which is a

representation of Minang youth character education.




2019

133

The value of Minangkabau culture will not be separated from the philosophical foundation of

Minangkabau adat, namely Adaik Basandi Syarak-Syarak basandi Kitabullah. In simple terms the

philosophical value can be interpreted as a custom that stands on Shari'a and Shari'a which is based

on Al-Quran, which then forms the nuances of religion that are very typical of the philosophy of life

of the Minangakabau community. From these philosophical values, there are at least three findings

in this article that show character education that is formed from the environment of Minangkabau

culture that is owned by Minangkabau youth which is derived from philosophical values into the

form of petitahahs that form character education. The petitah that contains elements of character

education includes Kato nan Ampek, takambang nature becomes a teacher and adaptation patterns

that are taught through the philosophy in which the earth is stepped up there and upheld. he

Minangkabau community must be bound by rules that uphold courtesy towards whom the opponent

speaks. These rules are known as the langgam kato (word style) which is divided into four styles and

is better known as kato nan ampek. The kato style can be defined as a language or manners in

speaking. According to A.A Navis, quoted from the journal by Syamsul Bahri, the Euphemism of

Minangkabau, the Pariaman dialect divides into four Langgam kato :

1. Kato Mandaki, which is a language used by people whose social status is lower than the

opponent's speaking, for example those used by younger people to older people, students to

teachers and subordinates to superiors. The use of neater grammar, the expression is clear and the

use of the first, second and third person substitute words is special. The word Ambo for the first

person, the vocation for the older person: mamak, inyiak, uda, lord, etek, amai or uni and he for

the third person

2. Manurun Kato, which is a language used by people whose social status is higher than the

opponent's speaking, for example mamak to his niece, teacher to students and superiors to

subordinates. The use of grammar is neat but with shorter sentences, the first, second and third

person substitute words are also special. Deputy or crew. For the first person, crew or time for the

second person male, crew-you or wak-you for the second woman. Wak-ang or nyo crew for the

third person. The word crew or wak, which means we are always used as a statement that everyone

is the same as us or between us too.

3. Kato Malereang, meaning the language used by people who are in the same position, who respect

each other such as between people who have kinship relationships due to marriage such as

brother-in-law, father, father-in-law and son-in-law or between people whose positions are

respected like leaders, scholars and teachers. The use of grammar is neat but uses more figures of

speech or satire. The word substitute for the first, second and third person is also special. For

example wak-ambo or wak-mbo for the first person. He is for the third person

4. Kato Mandata, which is the language used among people whose social status is high and their

relationships are close. The use of grammar is a market language that commonly uses the last

syllable or the words are incomplete and the sentences are short. The word substitute for the first,

second, third person is also special. Aden or den for first person, ang for second person male, you

for second person woman and inyo for third person

Kato Nan Ampek has the values contained in it. There are three values contained in kato nan ampek.

First, Langgam kato with the application of the effective method dissipates the self-esteem of the

person and measures one's intellectuality. According to Brown and Levinson quoted from the journal

by Riky Reutisna, Agustina, Ngusman, entitled politeness in the language of Minang Kabau in the

act of speech ordered at the Kenagarian tambang District VI, Jurai, pesisir selatan district said that

the strategy of speaking refers to the face concept. self image of a person that is a rational person.

The concept of face is also divided into positive and negative. Also in the same journal quoted

statements from Amir and Ngusman who said that the face concept refers to image or self-esteem.




2019

134

And self-esteem must be maintained with the politeness of language. The new sentence is said to be

true if we know who the speaker is, who is the listener and how the situation is being faced

The second value is the value of politeness in the Minangkabau language euphemism. According to

KBBI this euphemism is a more refined expression as a substitute for an expression that is perceived

as abusive, which is considered harmful or unpleasant. So with the refinement of language in

speaking will reduce disputes and divisions that can occur due to unimportant problems. The third

value contained in Kato Nan Ampek is a hidden communication ability. The key to good organization

is how one can communicate well, deliver properly and listen to what is conveyed correctly without

hurting the feelings of others. So that organizational interests are achieved because the goals or

expectations that have been conveyed in the forum can be pronounced correctly using hidden

communication capabilities.

Another pattern of character education taught is takambang nature to become a teacher. Alam

takambang is a teacher who forms the character of Minang youth who can learn from the environment

or environment around them who can become teachers or claimants in carrying out life. All things

that exist around Minangkabau individuals must be the media and teachers in carrying out life so that

Minangkabau individuals can become individuals who understand the conditions and conditions that

are around them. These petitahs teach Minangkabau individuals to be able to think freely and

determine which ones are good and which are bad related to the conditions around them. Another

customary value taught in the Minangkabau cultural environment is that the Dima Bumi petitah

keeper is based there, Langki is upheld. This saying has a synchronous meaning with the ability to

adapt wherever it is. Adjust to the new environment, culture and relationships without leaving the

old customs. In the diplomacy of the value of the content of the petatah it is very useful for young

diplomats who will go to represent the country and bring national interests to foreign countries that

are very different from the countries of origin, be they religion, culture or mindset. And diplomats

who are state envoys should recognize the new area / region. Trying to adapt, adjust to new things

without forgetting the true identity. Stay firm on the principles and objectives to be achieved. This

value is also relevant to be implemented for migrants or Indonesian diaspora who migrate to a new

environment or area in order to adapt to the conditions around them and adapt to the new

environment. Adaptation related to the new environment is also required to be able to maintain the

traditional values and Minangkabau culture brought from where they came from without losing their

original values. Through the values and culture of Minangkabau described above, character

education is very much felt in forming competent and competitive individuals. In the challenges

faced by the 21st century, individual characteristics are the most important thing in the face of intense

competition. It is this ability which has long been built in the Minang community through character

education based on Minangkabau cultural values. It is expected that with the actualization and

implementation of Minangkabau cultural values in the education of the character of the Minang

youth, it can increase the competitive level in the 21st century.

CONCLUSION

The environment of Minangkabau culture has been proven to form strong individuals with strong

characters. This can be seen from the many Minangkabau people who have succeeded in various

regions and countries. Concrete evidence of the success of the formation of these individual

characters is the birth of reliable diplomats from Minangkabau in the pre and post-independence

periods. In addition, there are many migrants and Indonesian diaspora from Minangkabau who later

succeeded in various sectors of life. This needs to be studied more closely related to the success they

achieve by looking at the context of the cultural environment that is able to shape these individuals.

the cultural environment that forms these individuals cannot be separated from the education of

parents and traditional leaders (Ninik Mamak) in Minangkabau. The cultural environment that shapes

these individual characters includes Houses, Gadang Houses and Surau. Of the three cultural




2019

135

environments, the philosophical foundation of Adaik basandi syarak-syarak basandi Kitabullah

cannot be separated from the character education that forms these individuals. These philosophical

values were then revealed in the form of petitahs which were then relevant to character education

including kato nan ampek, takambang nature became a teacher and when the earth was stepped on

there was a place upheld. The three petitah characters are then relevant in shaping Minangkabau

individual characters. The problems faced today, customary values and Minangkabau culture began

to be abandoned by Minangkabau people because of the current of globalization and modernization.

Reviving Minangkabau values and culture is the key to forming a strong character of Minangkabau

individuals who can compete in the 21st century.

REFERENCE

Abdullah, Taufik. 1966. Adat and Islam: An examination of conflict in Minangkabau. Indonesia 2(1)

Abdullah, Taufik. 1971. Schools and politics: The Kaum Muda movement in West Sumatra (1927–

1933). Ithaca, NY: Cornell Modern Indonesia Project, Cornell University,.

Abdullah, Taufik. 1972. Modernisation in the Minangkabau World: West Sumatra in the early

decades of the twentieth century. In Culture and politics in Indonesia, ed. Claire Holt, 179–

243. Ithaca: Cornell University Press,

Abdullah, Taufik. 1972. Some Note on Kaba Cinduamato (ed) Cornell Modern in Indonesia Report,

Abdullah, Taufik. 1985 Islam, history, and social change in Minangkabau. In Change and continuity

in Minangkabau: Local, regional and historical perspectives on West Sumatra, ed. Lynn

Thomas, and Frans Von Benda-Beckmann, 141–155. Athens, OH: Ohio University Centre for

International Studies.

al-Rasuli, Syeikh Sulaiman, Pertalian Adat dan Syara’, Alih Tulis Hamdan Izmy. Padang: IAIN-IB

Press.

Bahri , Syamsul.Eufemisme Bahasa Minang Kabau dialek pariaman. Universitas Negri Medan

Biezeveld, Renske. 2007. The many roles of Adat in West Sumatra. In The revival of tradition in

Indonesian politics: The deployment of Adat from colonialism to Indigenism, ed. Jamie S.

Davidson, and David Henley. London: Routledge,

Batuah, Ahmad Datuak, and Ahmad Datuak Madjoindo. 1956. Tambo Minangkabau. Jakarta: Balai

Pustaka,

Christyawaty, Eny dan Neggih Susilowati, 2010. Jejak Budaya Musyawarah, Bentuk Demokrasi

Masyarakat Minangkabau, Balai Arkeologi Medan.

Emilia, Ranny. 2013. Praktek Diplomasi. Padang: Baduose media.

Gazalba, Sidi. 1960. Konflik Antara Adat Agama dan Pengaruh Barat, Seminar Islam di

Minangkabau, Padang,.

Hakimy, Idrus. Dt. Rajo Panghulu, 1994. Pokok-Pokok Pengetahuan Adat Alam Minangkabau,

Bandung : Remaja Rosyda Karya,

Hamka, 1976. Sejarah Umat Islam IV, Jakarta : Bulan Bintang,

Hasrifendi, Lindo karsyah, 2003. Utopia Nagari Minangkabau. IAIN-IB Press Padang.

Jeremy, Black. 2010. A History of Diplomacy [electronic resource]. London : Reaktion Books, , n.d.

Available at http://lib.aucegypt.edu/record=b1942902

http://lib.aucegypt.edu/record=b1942902




2019

136

Munir, M. 2013. Hidup di rantau dengan damai: nilai-nilai kehidupan orang Minangkabau dalam

menyesuaikan diri dengan lingkungkan budaya baru. Prosiding The 5th International

Conference on Indonesian Studies: “Ethnicity and Globalization.

M. Zein Hassan. 1980. Diplomasi Revolusi Indonesia di Luar Negeri; Perjoangan

Pemuda/Mahasiswa Indonesia di Timur Tengah. Jakarta: Bulan Bintang,

Naim, Mochtar, Konflik dan Penyesuaian antara Adat dan Syara’ di Minangkabau, makalah

disampaikan pada Seminar Reaktualisasi ABS-SBK, ICMI Orwil Sumatera Barat, di

Bukittinggi, tanggal 22-23 Januari 2000.

Nasruddin, M. Anshoriy Ch & Tjakrawerdaya, Djunaidi. 2008. Rekam Jejak Dokter Pejuang dan

Pelopor Kebangkitan Nasional. Yogyakarta: PT LKiS Pelangi Aksara,

Navis, A.A. 1984 Alam Terkembang Jadi Guru: Adat dan Kebudayaan Minangkabau. Jakarta:

Grafiti Pers.

Panitia Buku Peringatan. 2007. 100 tahun Haji Agus Salim. Jakarta: Pustaka Sinar Harapan,

Rahman, Suranta Abd. 2007. Diplomasi RI di Mesir dan negara-negara Arab 1947: WACANA.

Ramayulis, et al. 2009. Pemahaman Ninik Mamak Pemangku Adat Minangkabau Terhada Nilai-

Nilai ABS-SBK” Padang : IAIN Imam Bonjol Press,.

Ramayulis, 2010. Sejarah Pendidikan dan Kebudayaan Islam, Padang : Zaki Press,

Reustia S, Rifky, Agustina dan Ngusman, 2012. Kesatuan berbahasa minang kabau dalam tindak

untuk menyuruh di kenagarian tambang kecematan IV jurai kabupaten pesisir selatan.

Universitas Negri Padang.

Setyawan , Dharma. 2014. Haji Agus Salim The Grand Old Man. indepth publishing,

Sjafnir, Dt. Kando Marajo, 2006. Sirih Pinang Adat Minangkabau, Pengetahuan Adat Minangkabai

Tematis, Padang: Sentra Budaya dan Pemrov Sumbar,

Stark, Alexander. 2013. The Matrilineal System of the Minangkabau and its Persistence Throughout

History: A Structural Perspective, The Faculty of Arts and Social Sciences (FASS), Universiti

Brunei Darussalam, Southeast Asia: A Multidisciplinary Journal, Vol 13, , pp 1–13

Syarifudin, Amir, 1984. Pelaksanaan Hukum Kewarisan Islam dalam Lingkungan Adat

Minangkabau, Jakarta : Gunung Agung,

Wahid Syafruddin, 2014. Komunikasi Pada Lembaga Pendidikan Non Formal. Universitas Negri

Padang.

Wilfried Bolewski, 2008. Diplomatic Processes and Cultural Variations - The Relevance of Culture

in Diplomacy, , Available at https://www.ciaonet.org/attachments/14370/uploads

YY Dt.Rajo Bagindo, 2010. Hakekat Kembali ke Surau Basis Nagari (Belajar dari Pengalaman

Sejarah Sosial Pendidikan Surau di Luak Limo Puluh Koto (Makalah), Sarilamak: Pemkab 50

Kota,

https://www.ciaonet.org/attachments/14370/uploads




2019

137

Model educational management value system through

learning (e-learning) at Postgraduate School Uninus

Bandung, West Java

Ade Tutty R Rosa

Sekolah Pasca Sarjana (Sps ) Universitas Islam Nusantara (Uninus) Bandung,

Indonesia

E-mail: [email protected]

Abstract. Management and Development of the Industrial Age 4.0 encourages the world of

education to produce a generation that is ready to compete, resulting in the emergence of

creators of various web-based applications, Edmodo is one of the web-based e-learning

applications widely used in educational institutions. One way to prepare through the use of

the base technology web is the application of e-learning. Uninus SPs is one of the educational

institutions using Edmodo. Various facilities at Edmodo greatly support e-learning activities

so that interactive communication between students and lecturers will occur. Various features

and facilities in the Edmodo application are easy to understand and use. The problem now is

that all facilities at Edmodo have not been used optimally. Other facilities such as value

management and quizzes on Edmodo are rarely used. The research aims to find solutions to

problems and apply e-learning so that the use of Edmodo as an E-learning application can be

run more optimally. The method used is classroom action research and research and

development. Implementation is carried out in the course (MOP & K) of the Postgraduate

School Management (S2) Students with an average response of 67% and an average score of

79.2

INTRODUCTION

Along with the rapidly developing technology, the world is now entering the era of Industry 4.0

which is driving the development of the digital economy, artificial intelligence, big data, robotic, and

others, known as disruptive innovation (Gerdner, 2006). This encourages all fields and aspects to

develop and compete towards that era, both in services and production.

E-learning is now an important component of education. Using examples from around the world, E-

Learning authors provide an in-depth examination of past and future e-learning approaches, and

explore the implications of implementing e-learning in practice. Its topics include the evolution of

education; enrich learning experiences; extended learning; empower learning; developing learning

theory; emancipatory learning; and the creation of opportunities (Ülker, 2016), likewise the concept

of learning is increasingly important for individuals, businesses and communities in the information

age. On the other hand, the development of information and communication technology began to

take effect in the field of learning activities. With this technology, the time and space barriers to

learning activities largely disappear and this technology makes it easier to carry out these activities

more effectively (4)3

The world of education is one of the service industries that plays a role in creating potential human

resources that are ready to compete in the Industrial Age 4.0 (Rizkiyah, 2005; Tavangarian et al,

2004) Therefore the world of education is expected to begin to be able to apply and utilize new

technologies in the process and sustainability. One technology that is widely used in the world of




2019

138

education is a web-based technology where internet and multimedia are used as the main media or

supporters in learning (Hannay & Newvine, 2006)

One application of web based technology is the use of web-based e-learning. E-learning is an

electronic learning system that includes a variety of media that can provide and display text, audio,

images, animation and video streaming, and includes applications of technology and processes such

as audio or video tape, satellite TV, CD-ROM, and learning based computers using either intranet,

extranet, or website-based (Blank, 2015). So that it can be concluded that e-learning has several

advantages compared to conventional education systems.

According to Sukardi (2012) that e-learning increases the efficiency of time, cost, distance, and

others in part. But besides that NCIE (2015) stated that e-learning has a lack of user side relating to

motivation and time. Responding to possible weaknesses or shortcomings that arise from e-learning,

internet usage can be one of the solutions in its application. Gerdner (2006) states that e-learning

technology with an internet network connection allows learning to be carried out more meaningfully,

can choose time, material substance and more opportunities to learn better by repeating subject matter

and motivating learning activities to be more interactive between education and students . So that the

use of web-based E-Learning is suspected to be an alternative solution in the application learning

media in the face of the era of Industry 4.0

METHOD

The method used in this research is classroom action research, where the subject is given a series of

treatments to overcome motivational problems. Class Action Research refers to the Kemmis Model,

which was developed by Stephen Kemmis and Robin Mc Taggart, which consists of four

components, namely planning, action, observation and reflection. In addition, the researc hand

development method is used, which is a method that used to produce products and test the

effectiveness, functionality of these products, to test the success of the application of e-learning.

The location of the study at the UNINUS Bandung post-graduate school located at Jalan Soekarno

Hatta No 530 in Bandung City. The time of the study was conducted in the odd semester of the

2018/2019 academic year with a total of 24 people. The subjects that apply the E-Learning process

are courses in Organizational Management, Student and Leadership, under the guidance of the

Author and Dr. Ricky Yoseptri, M.MPd. The study was conducted at a meeting after UTS, namely

the 9th to 14th meeting.

The research subjects were all level 2 students. The stages of the research were planning (determining

research instruments and instruments), actions (implementing e-learning learning), observation

(observing lecturer and student activities), and finally reflection (reviewing the results of learning

(Arie, 2014)

The tools used in the study include using the Edmodo media as a web-based e-learning, which can

accommodate from the start of material in the form of text, presentations, learning videos to the

arrangement of assignments along with their assessment. Edmodo is a safe learning platform for

teachers / lecturers, students / students and multimedia-based schools / colleges (Carman, 2005)

Full or radical elearning is feared that can lead to resistance for those who disagree. Then

modification is needed as a synthesis between the two learning media that appear opposite. One of

the most suitable models as it has been implemented at universities in Australia and America is the

implementation of blended learning (Handani et al, 2016)




2019

139

In addition, the use of video conferences using instant meetings is also used occasionally in the

learning process. Then as a result of learning, the assessment of product results from independent

practices is made in the design of products during the learning process.

Data collection techniques use test methods, and observation methods. The data analysis technique

uses quantitative descriptive techniques, namely by analyzing data with descriptive statistics then

describing it in the form of tables and graphs. After that, make an assessment by comparing the score

results of the assessment with the criteria score based on the normal curve (Handani et al, 2016).

4Standard assessment and achievement of learning using the applicable value standards in Uninus

Postgraduate Schools Bandung Where, A ≥ 85; 80 ≤ AB <85; 75 ≤ B <80; 70 ≤ BC <75; 65 ≤ C <70;

60 ≤ D <65; E <60.


At the beginning of learning all kinds of learning instruments start from the syllabus, RPS, until

learning media are prepared first. In addition, assessment instruments as a standard of assessment are

also prepared. Then at the beginning of the lecture, students are given treatment in the form of

motivation and lecture rules where assessment and online assignments given within a certain time

limit are automatically set on the web.

Figure 1: Task Value Results.

In addition, learning content is equipped in addition to learning videos and material texts,

students are also given the opportunity to discuss in the discussion column, or when the video

conference takes place. Each meeting produces 1 assignment assessment. Figure 1 is an example of

using E-Learning using Edmodo.

Figure 2. Example of an E-Learning display using Edmodo

The first assessment was conducted by looking at the level of student response calculated from the

number of student responses through the discussion column. Then based on the assignment value at




2019

140

each meeting. These results are stored automatically in historycloud so that they can be opened at

any time as long as the baseedmodo web is used.

Figure 3. Average Student Response Level After using E-Learning

Each learning material is continuous, where each material produces a series of specifications from

the engine elements to be produced. The results of the collection of design specifications such as

dimensional specifications, material specifications, and technical specifications are finally used as a

reference for making the product as the final assessment of the lecture.

Figure 4. Example of one part of powerpoint (PW) taken from the PW file in the MOP & K

Based on the results of student responses, it can be seen that the student response rate is in the range

of 12.5 responses, around 51.8%. Before using E-Learning student response rates usually range from

20-30%. So that it can be seen that there is an increase in the use of e-learning. The response with a

display like the chart below is around 76-77 indicating that conditions improve compared to before.




2019

141

Figure 5. Average Student UAS Value

In addition to the increase in the response of students, the average assignment value of students also

reached a good number, namely at the number 76.5 or B. About 77% of students exceeded the value

limit and 33% of students had values below the average. This shows that most students can adapt to

e-learning well. But based on the results of product manufacturing practices 82% of students can

achieve and meet the target, where the products produced work well according to the design and

planning from the beginning of the lecture.

CONCLUSION

Based on the results of the research described previously, it can be concluded that the e-learning web

base increases the response rate of students with an average score of 75%. It can be said that the

application of e-learning web base has succeeded in improving the quality of learning and motivation

for students.

REFERENCE

John Gerdner, B. Holmes. 2006 e-Learning: Concepts and practice Book . University of Stirling

Doğancan Ülker, Yücel Yilmaz. 2016. Jounal Of System Integration “ Learning Management

Systems And Comparison Of Open Source Learning” Faculty Of Business Administration Marmara University, Istanbul, Turkey

Handani, S.W., Suyanto, M., Sofyan, A.F. 2016. Application of Gamification Concepts on E-

Learning for 3D Dimension Animation Learning. Journal of Telematics Vol. 9 No.1

Rizkiyah, Apriliya. 2015. Application of Blended Learning to Improve Student Learning Outcomes

in Building Science

Tavangarian, D., Leypold, M.R., Nolting, K., Roser, M., Voigt, D. 2004. Is Elearning he Solution

for Individual Learning? Jounal E-Learn. EJEL

Hannay, M. and Newvine, T. 2006. Perceptions of Distance Learning: A Comparison of Online and

Traditional Learning. MERLOT J. Online Learn. Teach.

Blank, Sandy. 2015. E-Learning Design to Increase Motivation for Teacher and Student Learning.

SENAPATI Proceedings. Bali.

Sukardi. 2012. Educational research methodology. Jakarta: BumiAksara

NCIE (National Consortium for Implementing Elearning), 2015. Implementasi, Standar Mutu,

Penjaminan Mutu Elearning di Perguruan Tinggi, Pelatihan Penjaminan Mutu Elearning.

Universitas Janabadra, Yogyakarta.

https://www.researchgate.net/institution/University_of_Stirling




2019

142

Team Penyusun buku panduan elearning, Jakarta, SEAMOLE. 2014. 1.

Arie S.M. Lumenta. 2014 , Implementasi Sistem eLearning di Universitas Samratulangi, .de

Cartesian ejournal. unsrat.ac.id, Vol. 4, September. 2015.

Carman, J.M. 2005. Blended learning design: five key ingredients. accessed on November 18, 2018,

from http://www.agilantlearning.com/pdf/Blended%20Learning% 20Design.pdf

http://www.agilantlearning/




2019

143

Socialization of Javanese ethics value as a lifestyle in

Junior High School students in North Semarang

Elly Kismini, Tri Marhaeni Pudji Astuti, Maman Rachman, and Muhammad

Jazuli

1 Doctoral Program, Departement of Social Science Education PPS Semarang State

University, Jl.Kelud Utara III, Semarang 50237 Indonesia )


Abstract. In the current development of globalization and modernization, the nation's

cultural values must be preserved, one of which is Javanese ethical values, which are the

principles of Javanese people's life which are manifested in harmony and respect. This -

value value needs to be disseminated to the younger generation, especially students of

SMP that the noble values of national culture remain stable. This paper is based on

research conducted at SMPN 25 Semarang and Semarang Tanah Mas Theresiana Junior

High School year 2018. The purpose of this paper is to provide an overview of the forms

of socialization Java ethical values as a lifestyle in junior high school students in North

Semarang conducted by the school as formal education institution. The method used in

this research is qualitative method. Data collection techniques used in the study:

observation (observation), interview and documentation. In testing the validity of the data

using triangulation techniques. Data analysis uses qualitative data analysis interactively

with stages: data collection, data reduction, data presentation, conclusions or verification.

The results of the study were that socialization was carried out in the forms of: (1)

installation of posters and slogans , (2) exemplary models of teachers, (3) order and

sanctions, (4) reprimands, (5) supervision, (6) collaboration with student’s parents, (7)

invite leaders / experts and socialization.Although socialization has taken place in various

ways, violations of Javanese ethical values are still carried out by a small number of

middle school students in North Semarang .

INTRODUCTION

Javanese society has a culture that is of high value and needs to be preserved and inherited, where its

inheritance is carried out from generation to generation. Cultural preservation is not possible in the

form of preservation of cultural products in the museum to be seen by future generations, cultural

preservation must be in the form of preservation of the way of life of the community, so that future

generations can live and live the values in a culture

Javanese people in carrying out life are expected to pay attention to the applicable ethics, namely

Javanese ethics. There are two principles that are considered by the Javanese before acting or

responding to something, namely the principle of harmony and the principle of respect. Pillars aim

to maintain harmony. Rukun means being in a state of harmony, calm and calm without disputes and

conflicts. The principle of respect states that humans in speaking and carrying themselves always

show respect for others according to their degree and position (Suseno, 2001: 39).

In the concept of Ki Hadjar Dewantara, educational institutions are social institutions that determine

the progress and civilization of the nation. As a formal school institution has a function related to the

conservation of regional cultural values, there are at least two functions: (1) the school is used as one

of the community institutions to maintain the traditional values of the community from a particular

local community, (2) the school has the task of maintaining national cultural values by uniting diverse




2019

144

values for national interests (Idi, 2013: 76). School as an institution that functions as a means of

maintaining social order and social control in reality does not always succeed, as evidenced by many

deviations made by students such as cheating in the classroom, cases of student abuse against teachers

in various regions, cases of unfolding recording of perverted scenes by Middle school students in a

city indicate that there have been ethical violations among school students.

One level of formal education that plays a role in preserving Javanese ethical values is the level of

junior high school education, this is caused because the age of middle school students is generally

classified as teenagers. In junior high school students, ethical values should be instilled more strongly

through the process of socialization in various ways and involving various elements in the school in

order to ward off external influences on students.

Middle school students as a social group, of course, have a specific lifestyle when compared to other

social groups, especially the location of schools located in areas that have heterogeneous

characteristics of society both in terms of social, economic, cultural and religious as in North

Semarang.

Javanese ethical values need to be applied as a lifestyle. As argued by Audifax (in Adlin 2013: 103)

that: lifestyles need forms of local knowledge because they often get special identities through certain

contexts of an established way of life. This is why when opportunities are available for the emergence

of models of local knowledge that can be used as reference references for lifestyle. Javanese ethical

principles are very important to be embedded in society which will be useful to counteract the bad

influences of modernization and globalization which are increasingly eroding the cultural values of

the nation, especially in middle school students, because this group is the next generation that will

give color to life the nation of Indonesia in the future.

Several studies on Javanese ethics have been carried out by previous researchers and have been

published, including Baker (2013). Tiatulviste (2014). Pedersen (2013) and Kabini (2015) Other

studies on Javanese ethics include: Widodo (2017), Huda (2017), Feriandi (2017), While research

on lifestyle among students: Cleopatra (2015). Rachmad (2013)

Based on the analysis above and based on the author's knowledge there has been no article that

discusses the socialization of Javanese ethical values as a lifestyle among middle school students in

North Semarang. Therefore the authors aim to reveal this.

METHODS

The type of research used in this study is qualitative research. While the approach used in this study

is a descriptive approach because it aims to provide a description or description by using words about

Javanese ethical socialization that cannot be measured and searched in the form of numbers. The

focus of this study is: socializing eika Java in the lifestyle of middle school students in North

Semarang. The researcher uses two data, namely: primary data and secondary data. Primary data

obtained from subjects and research informants. The research subjects were students in Semarang

State Middle School totaling 842 and 34 students at Theresiana Tanah Mas Semarang Middle School.

Determination of research subjects was carried out based on the focus of the research in which SMP

Negeri 25 was the only Public Middle School in North Semarang where the majority of students

came from Javanese ethnicity. Whereas SMP Theresiana Tanah Mas is a private school with the

majority of ethnic Chinese and Javanese ethnic minorities. While the informants were Middle School

25 N Principal, Principal of Theresiana Tanah Mas Middle School, Deputy Middle School Principal

25 N, Middle School Social Sciences / PKN Teacher 25, Middle School N 25 BK Teacher, Javanese

Language Teacher / Middle School Theresiana Tanah Mas BK, Junior N Security Guard 25, while




2019

145

secondary data is obtained from various reading sources and various other sources relevant to the

topic of research, scientific work, internet journal articles and the results of previous studies that

relate to the focus of research studied, namely: Javanese ethics and lifestyle among middle school

students. Data collection techniques in the form of observation, interviews and documentation. In

testing the validity of the data this research uses triangulation techniques. In this study using a

qualitative analysis description technique, in which the researcher describes the conditions or

phenomena obtained and then analyzed in the form of words to obtain conclusions. According to

Miles and Haberman (in Sugiyono, 2015: 337) that activities in the analysis of qualitative data are

carried out interactively and take place continuously until complete. This analysis technique is

carried out by stages (1) data collection, (2) data reduction, (3) data presentation, (4) conclusions or

verification.


Socialization is carried out by educating individuals about the culture that must be owned and

followed, so that they become good members in the community and in various special groups.

Javanese ethics contains the principle of respect and harmony. The principle of respect consists of a

sense of isin (shame), wedi (fear) and shy (reluctant). and the principle of harmony (harmony) which

means there is no feeling of conflict. The methods used in the socialization of Javanese ethical values

as a lifestyle for junior high school students in North Semarang include: (1) installation of posters /

slogans, (2) exemplary behavior from teachers, (3) discipline and sanctions, (4) reprimand , (5)

supervision, (6) cooperation with parents of students, (7) invite leaders / experts and visit the

community.

The Installation Of Posters Or Slogans Contains Javanese Ethical Values

Public junior high school 25 conducts socialization by installing posters containing slogans including

5S slogan cultivation (smile, greetings, greetings, courtesy). The 5S slogan contains the principle of

respect and harmony that should be done by someone when in a group of other slogans such as 8

goals of UKS, safe guarding of school means that people must have a sense of wedi (fear) and isin

(shame) if they cannot avoid 8 goals UKS and cannot carry out safer slogans for safe schools.

Likewise students must be shy if they cannot maintain the environment and must be afraid if they do

not pray for those who are Muslim because they have violated religious rules.

Likewise, the Javanese ethical values contained in the respect and harmony principles socialized at

Theresiana Taanah Mas Semarang Middle School in the form of posters and slogans containing

Javanese ethics values are said to be cultured 3S (smiles, greetings, greetings), cultivating a culture

of shame. Embarrassed because: (1) coming late, coming home quickly, (2) embarrassed because

they are not in uniform according to the rules, (3) violating the rules / making mistakes, (4) working

without achievement, (5) not achieving, (6) not realizing cleanliness environment, (8) speaking

disrespectfully. The slogan follows the writing of gumantung self lathi (someone is valued depending

on his tongue / speech). These slogans are posted in front of the classroom so students always read

and hope to practice them in their daily lives at school.

Suseno (2001: 63 - 65) says that fear of feeling insensitive is one of the strongest motivations for

Javanese people to reconcile their behavior with the norms of society. Whereas Wedi means fear,

both as a reaction to physical threats and as a fear of the consequences of unpleasant actions. While

Gunarsa says that fear is a fundamental mechanism for maintaining / protecting oneself, is a response

from oneself to a stimulus in the form of a dangerous threat.

Exemplary From The Teacher




2019

146

The forms of example in State Middle School 25 include: inviting construction workers to eat

together with teachers during the Eid al-Adha commemoration, this shows an example in harmony

in Javanese ethics, that the person has the same position, so they must respect each other. Likewise,

there is a home visit if students do not come to school for 3 days without news. Looking at the teacher

or student who is sick, takziah to the family home of the student if there are parents who died. This

is an example in the principle of harmony in Javanese ethics. While the example in the principle of

respect is that the teacher does not smoke, the teacher does not use the Handphone while teaching.

This is a form of exemplary attitude (embarrassment) if taking actions that are not in accordance with

the norms in the school.

Examples of the socialization of Javanese ethical values in Theresiana Tanah Mas Middle School

include: According to Ali Imron, that: teachers do not hesitate to reach out first when shaking hands,

this is done to give an example to students that anyone must be friendly and respect other people

caused by shaking hands, even though there is no custom in this school students must kiss the

teacher's hand, just by shaking hands. Another example is that the teacher does not smoke in the

classroom, the teachers sometimes eat with students in the school canteen. This shows the calmness

of harmony and shame if it violates rules such as smoking bans.

Regulations, Rules And Sanctions

SMP Negeri 25 makes the rules and rules of the students given to students and is known by parents

when enrolling in this school. In article 6 the rules and regulations of the students contain violations,

sanctions and actions. Members are divided into three categories, namely mild, moderate and severe.

Sanctions are imposed according to the level of violation, from reprimand to violations in the mild

category to the act of calling parents to sign a statement of revocation of students from SMP Negeri

25 Semarang. In addition to the written rules of regulation, Semarang State Middle School also

applies unwritten sanctions for violations in light categories such as: running away around the school

field, praying alone in the field for those who are caught off the midnight prayer, opening shoes for

those who do not wear shoes according to the rules, lined up in groups for those who commit

violations, standing in the field for those who do not wear sports clothes when sports lessons.

Whereas SMP Theresiana Tanah Mas, rules and sanctions were delivered verbally not in written

form. Students who commit violations are usually given a reprimand. If students repeatedly make

the same mistakes, parents are invited to communicate by the school, usually by the BK teacher. Like

what happens to a student who often arrives late to school, because it has been repeated many times,

the BK teacher calls the parents of the student and is asked the reason for the frequent arrival, the

parents' house moves to a place far from the school in the Ngaliyan area often stuck in traffic on the

road. Because the school already knows the problem, then it is understandable. Rules and order are

made so that social order occurs, as well as at school. It is a violation of the principle of respect in

Javanese ethics contained in the attitude of the wedi and isin and reluctant to violate existing rules

and regulations.

Reprimand Against Violations

Reprimand is a simple sanction against actions that are not in accordance with existing rules. In SMP

Negeri 25, reprimands were made on students who wore uniforms not provisions, for female students

who wore excessive make-up, students turned their backs when talking to the teacher, students who

used Javanese spoke rudely when talking to teachers, students who did not say thank you love for

the kindness / help of others, students wear boss clothes by removing them.

While in Theresiana Tanah Tanah Middle School, reprimands were made on male students who did

not wear belts, students who used rough sentences when communicating with friends or teachers. As




2019

147

students sometimes use the swear word for expressions of joking with friends. The teacher usually

gives a direct warning not to use it again.

In Javanese ethics one must have a sense of intimidation. if reprimanded for committing a violation,

even though the violation is of a mild nature, therefore people must try not to violate in order to avoid

embarrassment.

Behavioral Supervision

In SMP Negeri 25 often the teachers, mainly BK teachers, security guards, principals, vice principals

went around after the end of the lesson, because several times students were found dating, fighting

in class after class. When performing the dhuhur prayer in congregation, the picket teacher always

goes around observing the classes, sometimes found by male students who do not attend prayers in

congregation or sometimes there are students who smoke in the toilet. Security guards often go

around outside the school fence, especially if there are indications that students pull off (skip) by

jumping the school fence.

While in Theresiana Tanah Mas Middle School the supervision of students' behavior in this school

tends to be easier, because there are few students, supported by the condition of the classroom

building which all faces one direction, namely eastward. So it is easier to monitor student behavior.

Supervision of students when they are resting, both in the classroom and outside the classroom is

enough to be done from one place will be monitored entirely. Whereas if there are students who will

skip (pull out) have difficulty, because they have to pass through a vast sports field and be seen from

the classroom and must go through the gate guarded by security guards.

Middle school students are an age group that is classified as a teenager and is still in the search for

identity. In this age group, someone often violates values, including the values contained in Javanese

ethics, namely the principle of respect and harmony. In order for the principle of respect, namely

wedi (afraid), isin (shy) and sungkan (hesitate) and rukun (harmony), it is still obeyed, so that

supervision of the behavior of students is always held.

Collaboration With Parents Of Students

In the process of socializing respect and harmony towards students, it is necessary there is

cooperation between the school and parents of students, so that conditions occur that are in line in

shaping the behavior of the children. As stated by the Middle School Principal 25: inviting parents

to the students every semester, as held on September 14 the school invites parents classes 7, 8 and 9.

This activity contains a socialization of the curriculum, work program and continued with the

formation of the Parents Association, with the homeroom as an admin making the WA group

(WhatsApp). According to the Principal, this needs to be done so that there is good cooperation,

especially in shaping the character of students. Don't we here tight (tight) but the ladies at home

actually make it loose. Here implement discipline, later at home loose, so there must be cooperation

in school with at home. Parents are also asked to monitor their children at home so that they behave

well, don't smoke, drink liquor and drugs

Whereas in Theresiana Tanah Mas Middle School, if there are problematic students, parents are

called to discuss causes and solutions are sought. In this school also makes the WA group

(WhatsApp) parents of students with homeroom admin. However, in this school the WA group is

mostly mothers of students because mothers who pay more attention to education are mothers, while

fathers are mostly busy working.

Bring In Experts Or Come To The Community




2019

148

Bringing experts in their field is needed by students to complete the student's knowledge that is

obtained from the teacher in the school. The activity carried out by SMP Negeri 25, including inviting

Islamic religious leaders in this case a Kyai to provide enlightenment to students in the religious

field. In addition, it also invited the police to explain according to their duties as caretakers of security

and public order, law enforcement and service to the community. And the martial arts extra-curricular

activities by bringing in trainers from the TNI.

An effective form of socialization of Javanese ethical values includes visiting the people who still

apply Javanese ethical values in their daily lives, including Javanese people in the countryside. This

was done by SMP Theresiana Tanah Mas by inviting all students to do learning outside the classroom

by visiting the people of Plawangan village around Mount Merapi. Students live in the village

community for three days and are required to use Javanese.

Middle school students who are generally 12-15 years old. In the phase of development this age

personality is in the preparatory phase of action (game stage). Someone who is in this phase has the

characteristic of imitation which has begun to diminish and is replaced by the role directly played by

himself with full awareness. In this phase the opponents interact more and more and the relationship

becomes more complex. Likewise what happens to students of SMP in North Semarang In the theory

of symbolic interactionism, socialization is a dynamic process that allows humans to develop the

ability to think, to develop their own human way of life. Socialization is not merely a one-way

process, where actors receive information, but it is a dynamic process, in which actors compile and

adjust that information in their own needs (Ritzer, 2010: 290-291). In the process of socializing

Javanese ethical values that contain the principle of respect consists of sense of intimacy (shame),

wedi (fear) and reluctance (reluctance) and the principle of harmony in various ways by the school

showing the effort of the school in forming character students who are in accordance with the cultural

values of the Javanese community.

Lifestyle is always related to efforts to make oneself exist in certain ways and different from other

groups. Lifestyle is patterns of action that distinguish between one person and another (Chaney,

1996: 40). Whereas Suryanto (2013: 138) argues that Lifestyle is an active adaptation of individuals

to social conditions in order to meet the need to unite and socialize with others. Lifestyle includes a

set of habits, views and patterns of response to life, as well as equipment for life. How to dress, how

to work, consumption patterns, how individuals fill their daily lives are the building blocks of

lifestyle. Lifestyle is influenced by one's involvement in social groups, from the frequent interaction

and response to various stimuli there (Adlin in Suryanto, 2013: 138).

CONCLUSION

In order to establish characters, junior high school students in the North Semarang region have

received socialization which contains Javanese ethical values in schools in various ways, but various

violations of rules and regulations both in the light, medium and severe categories reflect violations

of the principle of respect and get along well in Javanese ethics. Some students no longer have a

sense of fear, shame and shy and the principle of harmony if they commit a violation, even though it

is done only by a small number of students. This is because students coming to school have brought

habits carried out at home and their social environment in the form of violations as a lifestyle towards

the principle of respect and harmony. So what is needed by the school in implementing Javanese

ethical values in the form of respect and harmony is cooperation with parents of students and the

local community to jointly energize in guiding these students, so that the socialization carried out by

the school in various ways can produce good result.




2019

149

REFERENCES

Aldin, Alfatfiri. 2006. Resistensi Gaya Hidup Teori dan Realitas. Bandung : Jalasutra

Baker, Claire E.2013. Parenting and Cultural Socialization as Predictors of African American Children’s

Science and Social Studies Achievemen . Jurnal of African American Studies.#Springer Science +

Business Media New York 2013.10.1007/s 12111-013-9257-2

Chaney, David. 1996. Lifestyle Sebuah Pengantar Konprehensif. Bandung : Jalasutra

Cleopatra, Maria. 2015. Pengaruh Gaya Hidup dan Motivasi Belajar Terhadap Prestasi Belajar Matematika.

Jurnal Formatif . Vol. 5. No. 2. Hal. 168-181.

Feriandi, Yoga Ardian. 2017. Revitalisasi Moral Kewarganegaraan dalam Ungkapan Jawa Sebagai Sumber

Pembentukan Civic Culture dan Politic Culture. Jurnal Civics. Vol. 14. No. 2. Hal. 176- 182.

Gunarsa , Singgih D.2001. Psikologi Perekembangan aAnak dan Remaja. Jakarta: BPK Gunung Mulia

Huda, Nurul. 2017. Konstruksi Relaksi Akhlak dan Moral Jawa Dalam Pendidikan Dasar: Studi Filosofis di

MI Unggulan Sabilillah dan SDN Jubellor Lamongan. Jurnal Penamas. Vol. 30. No.1. Hal. 85-124.

Idi, Abdullah., Safarina. 2013. Sosiologi Pendidikan Individu, Masyarakat dan Pendidikan. Jakarta: PT

Rajagrafindo Persada

Kabin, Sanga. 2015. Fananaua: Ethics education in an indigenous Solomon Islands clan. International Journal

of Critical indigenous Studies. Volume 8, Number 1, 2015

Pedersen, Susann., Alice Gronhoj dan Tino Bech Larsen 2013.“Family Member’s roles in Healthy-eating

Socialization based on a healthy-eating Intervention”.Young Consumers Vol 13 No. 3 .2013, #Emerald

Group Publishing Limited, ISSN 1747-3616.

Rachmad, Muhammad dkk. 2013. Perilaku Merokok Sebagai Gaya Hidup Pada Remaja Sekolah Menengah

Pertama Kemas, Jurnal Kesehatan Masyarakat Nasional Vol 7. No 11, Juni 2013 Bagian Promosi

Kesehatan dan Ilmu Perilaku Fakultas Kesehatan Masyarakat Universitas Hasanuddin

Ritzer, George, 1992. Sosiologi Ilmu Pengetahuan Berparadigma Ganda. Jakarta: Grafindo Persada Raya

Setyanto, Adolfo Eko, dkk. 2015. Faktor- Faktor yang Mempengaruhi Memudarnya Etika Komunikasi

Masyarakat Jawa di Kota Surakarta. Jurnal Komunikasi Massa. Vol. 8. No.2. Hal. 121- 134.

Sugiyono.2010. Metode Penelitian Pendidikan : Pendekatan Kualitatif, Kuantitatif dan R&D. Bandung:

Alfabeta

Suryanto, Bagong. 2013. Sosiologi Ekonomi Kapitalisme dan Konsumsi di Era Masyarakat Post-Modern.

Jakarta: Kencana Prenada Media Group

Suseno, Franz Magnis. 2001. Etika Jawa Sebuah Analisa Falsah Tentang Kebijakansanaan Hidup Jawa.

Jakarta: PT Gramedia Pustaka Utama

Tiatulviste., Luulemizera., Boeldegee Mar Tertuttrygvason..2014. Regulatory comments as tools of family

socialization: A comparison of Estonian, Swedish and Finlands Language in Society. 2014 Cambridge

University Press 0047-4045/14

Widodo, Arif, Sa’adun Akbar, dan Sujito. 2017. Analisis Nilai- Nilai Falsafah Jawa Dalam Buku Pitutur Luhur

Budaya Jawa Karya Gunawan Sumodiningrat Sebagai Sumber Belajar Pada Pembelajaran IPS. Jurnal

Penelitian dan Pendidikan IPS. Vol. 11. No. 2. Hal. 152- 179.




2019

150

Cultivation of Agarwood (Aquilaria sp.): A Conservation

Effort of Expensive Rare Plant

Fidia Fibriana*1, Andin Vita Amalia1, Nur Kusuma Dewi2, Enni Suwarsi

Rahayu2

1Department of Integrated Science, Universitas Negeri Semarang, Indonesia 2Department of Biology, Universitas Negeri Semarang, Indonesia

*Corresponding author: [email protected]

Abstract. Agarwood is the blackish-colored wood and contains resins produced by species

of genus/genus Aquilaria and Gyrinops, especially A. malaccensis and G. versteegii. The

species is included in Appendix II because the population of agarwood-producing plants is

vulnerable with a sharp decrease in its yield. In this research, the resin-producing agarwood

plants were cultivated in the environment of Universitas Negeri Semarang to produce

superior quality agarwood wood. The Completely randomized design was employed to treat

the soil for agarwood planting using compost ranged from 0 kg to 1.5 kg each hole. The result

showed that the highest fertilizer composition to optimally boost the growth of agarwood

plants is 1-1.5 kg. This research was a form of conservation effort the scarce natural resources

of the agarwood plant. By this research, rare agarwood plants were cultivated locally in the

area of Universitas Negeri Semarang as an effort to save the Indonesian native agarwood

germplasm that can be made as export commodities in the future.

INTRODUCTION

Agarwood is the blackish wood and contains a distinctive resin produced by several tree species from

the genera Aquilaria and Gyrinops, especially A. malaccensis and G. versteegii. The resin produced

by agarwood has a unique aroma that is frequently applied in the perfume industry. Agarwood has

been leading as the main trading commodity from the Archipelago to India, Persia, the Arabian

Peninsula, and East Africa since the beginning of the modern era around 2000 years ago.

The resin is widely traded with a very high selling price, especially for agarwood from the family

plant Thymeleaceae with Aquilaria spp, which is called a banyan agarwood in Indonesia. The

producing plants determine agarwood quality, and there is a lot of resin content in wood tissue. The

higher the resin content in wood tissue, the selling price of agarwood will be more expensive, and

vice versa (Rawana and Prijono, 2009).

In general, the trading of agarwood in Indonesia is classified into three major classes, namely gubal,

kemedangan, and abu. Gubal has a characteristic of black or brownish black and can be obtained

from parts of the agarwood-producing tree which has a strongly scented resin. Kemedangan is

agarwood with a fragrant aroma and a physical appearance brownish to gray with crude fiber, and

softwood. The last class is abu, which is the lowest quality level of agarwood which is produced

from the wood powder produced by grating or the remaining wood as the final results of agarwood

cutting (Siran, 2010).

Agarwood species A. malaccensis and G. verstegii are plants which are restricted for the trading

purpose by the CITES Convention in the United States. The species is included in Appendix II

because the population of agarwood-producing plants is shrinking in number (Compton and Ishihara,

2010; Turjaman et al. 2010). The lack of knowledge of the agarwood entrepreneurs in recognizing




2019

151

the resin content in agarwood plants leads them to cut the tree inappropriately. They cut down dozens

of trees randomly, and they also cut down the trees that produce a small amount of resin. Therefore,

agarwood trading must hold permission from CITES and in certain quota (TRAFFIC 2007). This

rule is applied to ensure that natural agarwood tree species remains to survive (Akiko and Ishihara,

2010). Both genera of Aquilaria and Gyrinops agarwood need to be preserved by cultivating it inside

and outside the forest area.

By this background, Universitas Negeri Semarang (UNNES), Indonesia as the conservation

university has an effort to save rare natural resources of agarwood plants. Thus, with the

implementation of this study, rare agarwood plants could be conserved and cultivated to save the

wealth of native Indonesian agarwood germplasm. On the other hand, the efforts to produce superior

agarwood with high export quality can be realized.

The purpose of this research was to cultivate resin-producing agarwood plants in the Universitas

Negeri Semarang area to produce superior quality agarwood to support its sustainability for future

utilization.

METHOD

1.1. Research Location

The research was conducted in the Faculty of Mathematics and Natural Sciences area and

Educational Tourism Garden Universitas Negeri Semarang for six months.

1.2. Research sample

The sample in this research was 50 agarwood-producing plants (Aquilaria malaccensis) species

obtained from a supplier of superior agarwood seedlings.

1.3. Research design

The first stage of this research was an exploratory study, began with the mapping of the campus area

and the Educational Tourism Garden. The mapping had the purpose of seeing the potential space of

the land area, which is still empty for planting agarwood plants. The sites were then prepared and

processed to support the growth of agarwood plants by adding compost and rice straw. In parallel,

Aquilaria malaccensis seeds were prepared for planting. Agarwood seeds were then inoculated into

the prepared soil and treated intensively. Finally, the plant growth parameters were then measured

and recorded.

1.4. Seed Selection

The initial preparation before cultivating agarwood plants was the selection of high-quality seeds.

Seeds must be healthy without any threat of pests. At least, it has 1 cm trunk diameter and a minimum

height of 20 to 30 cm. Also, the roots of these seeds have not penetrated the polybag. Agarwood

seedlings obtained were then placed at the nursery location for two weeks to find out the percentage

of survived agarwood plants before planting. During the two weeks, the plant maintenance was

carried out by periodically watering and eradicating troublesome weeds.

1.5. Land preparation

Agarwood plants have genetic characteristics that are not resistant to direct sunlight with light

intensity between 50-60% (Sumarna, 2005). The land in the research site was mapped with the ideal

distance between two trees at 3 × 3 meters.




2019

152

The survived and healthy agarwood seedlings are pre-selected to obtain relatively uniform plants for

research purpose of measuring the growth parameters. Next, the first step before planting was making

planting holes two weeks before planting. The ideal size of the planting hole is 30 cm × 30 cm × 30

cm. Planting of agarwood plants was carried out by the addition of compost and rice straw. The

experimental design that was applied in this study is a completely randomized design with six

treatments and ten replications (Table 1).

Table 1. Research design with completely randomized design

Treatment code Treatment

K Control (without compost), only rice straw

A 0.5 kg of compost and rice straw

B 0.75 kg of compost and rice straw

C 1 kg of compost and rice straw

D 1.25 kg of compost and rice straw

E 1.5 kg of compost and rice straw

1.6. Measurement of growth and development parameters

Preliminary data on growth and development parameters were measured right at the time after

planting. Agarwood plant height, measured from the base of the stem (ground level) to the top

growing point (shoots). Plant height measurements were carried out every month using a measuring

bar, but those that were statistically analyzed were the last measurement data (1 month after planting).

The measurement of the agarwood plants diameters was conducted at the base of the stem (fixed)

using the calipers. Measurement of plant diameter was carried out every month using a caliper.

Calculation of the number of branches and leaves was done every week.

1.7. Data analysis

The data analysis employed the analysis of variance (ANOVA) by SPSS Program. If the results

obtained have a significant effect, then it was further tested with BNT at 95% confidence level.


Agarwood is one of the forest plants with high economic value because of its expensive fragrant

resin. The high-quality agarwood resin is mainly obtained from Aquilaria, Gyrinops, and Gonystylus.

At present, the hunting of this wood in nature continues to increase where collectors do not only cut

the dead trees but also cut down the living trees. Thus, this condition is further threatening the

population and sustainability of agarwood production. In Indonesia, agarwood is very prospective to

be developed, because it has biological potential in the form of a variety of agarwood-producing

plant species, the extent of forest land suitable for the development of agarwood, and induction

technology is available (Suharti 2010).

This research is one form of agarwood conservation efforts in the Universitas Negeri Semarang area.

In this research, agarwood seeds were planted in the Faculty of Mathematics and Natural Sciences

area and Educational Tourism Garden. The area was divided into 4 parts, namely A, B, C, and D.

Part A is the location of planting near Building D3, while part B is vacant land near the student

activity center building, part C included empty land behind the Chemistry Laboratory Building, and

part D is an empty land along the belt outside the faculty and garden until Building D7. Compost

fertilizer treatment had a significant effect on all parameters of agarwood plant growth, as shown in

Table 2.




2019

153

Table 2. The relative growth rate (RGR) of agarwood per day for four weeks (28 days) of

observation, consisting of the relative growth rate of plant height (RGRh), number of leaves (RGRl),

and trunk diameter (RGRt).

Treatment RGRh RGRl RGRt

K Control (without compost), only rice

straw

0.173a 0.163a 0.485a

A 0.5 kg of compost and rice straw 0.361ab 0.456bc 0.465a

B 0.75 kg of compost and rice straw 0.355ab 0.566bcd 0.557ab

C 1 kg of compost and rice straw 0.464ab 0.602cd 0.574ab

D 1.25 kg of compost and rice straw 0.528b 0.817de 0.6ab

E 1.5 kg of compost and rice straw 0.425b 1.062e 0.644b

BNT 5% 0.314 0.276 0.160 The number followed by the same letter in the same column is not significantly different from the 5% BNT

test.

The highest relative plant growth rate (RGRh) was indicated by the treatment of 1.25 kg of compost

(0.528%/day). It was significantly different from the plant RGRh without the treatment of compost

with the lowest RGRh (0.173%/day). The percentage of another treatment of RGRh was between the

two values and not significantly different. Plant response was relatively the same as RGRh, as

indicated by the percentage growth rate of the relative number of leaves (RGRl) shows the same

tendency. The treatment of giving 1.5 kg of compost had the highest RGRl (1.062%/day) and

different levels with the treatment without compost, which gave the lowest growth rate (0.163%/day).

Rate growth of stem diameter (RGRt) almost showed no difference between compost treatment,

except between RGRt at 1.5 kg of compost and RGRt plants treated 0.5 kg of compost (0.644%/day

vs. 0.485%/day). At the end of the observation, it was observed that the agarwood plant treated with

1.5 kg; 1.25 kg; and 1 kg of compost had more leaves (Table 3).

Table 3. Agronomic parameters of the growth of agarwood plants aged four weeks (28 days).

Treatment Height

(cm)

Leaves Trunk

Diameter

(cm)

K Control (without compost), only rice straw 50.2 4.2a 4.4

A 0.5 kg of compost and rice straw 66.1 14.3b 6.6

B 0.75 kg of compost and rice straw 65.0 14.7b 6.6

C 1 kg of compost and rice straw 65.5 15.7c 6.8

D 1.25 kg of compost and rice straw 66.9 17.3d 7.3

E 1.5 kg of compost and rice straw 66.3 18.0e 6.9

BNT 5% ns 0.59 ns The number followed by the same letter in the same column is not significantly different from the 5% BNT

test.

From all observations, it can be seen that the good growth of agarwood seedlings can occur if treated

with compost and the intensity of sunlight at least up to 50% with lower temperature. CITES (2003)

asserts that the agarwood plant is an understorey plant. In this study, agarwood plants were planted

around the area of vacant land in the FMIPA environment, which had good shade. Riptiasih (2007)

treated young agarwood in the layered net shade with variations in the number of layers. Nutrients

and plant sensitivity to light are one of the essential factors in its growth. Some species are susceptible

to high light intensity, unable to grow except under the shade. Adaptability to plants that are usually

shaded to shade-free conditions is not common. Shade plants that are transferred directly to full-light

conditions will experience barriers to photosynthesis continued by the falling of older leaves occurs




2019

154

in just a few days. Species that generally grow in shade conditions generally show low levels of

photosynthesis in full light conditions, as well as full photosynthesis levels at lower radiation levels

than sun plants (Salisburry and Ross, 1996). In this experiment, it was seen that plants experienced

the worst conditions without compost treatment. The growth of agarwood with the treatment without

compost looked very depressed since the beginning of the treatment. The leaves of this plant dry

gradually from the edges of the leaves, then fall. After a portion of the leaves fall, new shoots will

appear. However, these shoots failed to continue growing.

Compost is one type of organic fertilizer made from the process of decomposing the remains of plants

and animals with the help of living organisms. The main raw materials for making compost are

organic material and decomposers. The decomposing organisms used can be microorganisms or

macroorganisms. Composting technology is the process of decomposition of organic material that

occurs in nature as happens in hummus. The composting managed by the human can be done in a

shorter time. Compost fertilizer can be made easily and the technology is simple. Making compost

can be done by everyone on a large scale on a scale of agriculture or small scale, which is just the

needs of the yard. In addition to its role in providing nutrients for plants, compost can also improve

the physical, chemical, and biological structure of the soil. Compost plays a role in increasing the

ability of the soil to store water as a reserve in times of drought. Besides, compost can also make the

soil loose and suitable as a medium for growing plant roots. Compost can be used as an adhesive on

sand type soil becomes solid. Plants can easily absorb cations in the soil. Biologically, compost is a

suitable medium for soil organisms to breed so that the activity of microorganisms and soil animals

will enrich the soil with essential nutrients for plants. The rice straw supports the growth of agarwood

seeds by absorbing the water from the soil. In addition, it can store the water as a stock for the plant.

Therefore, in a dry season, the use of rice straw will be beneficial. By these features, compost and

rice straw could help agarwood plants to grow properly.

CONCLUSION

This research proved that the agarwood plants need nutrients from compost for its growth, especially

its growth at the seedling level. Compost fertilizer with an amount of 1-1.5 kg provided better growth

of agarwood plants. Also, the shade conditions of agarwood plants affect the growth of these plants;

the agarwood plants can grow normally under the shade plants. By the agarwood planting program,

the conservation effort of agarwood germplasm can be achieved.

ACKNOWLEDGEMENT

This research was supported by DIPA FMIPA Universitas Negeri Semarang 2016 under the scheme

of Education and Conservation Researches Number 15.30.6/UN37/PPK.4.4/2016, 30 June 2016.

REFERENCES

Compton, J., & Ishihara, A. (2004). The use and trade of agarwood in Japan. A TRAFFIC report to

the CITES Secretariat, 6, 1-21.

CITES, 2003. Review of Significant Trade Aquilaria malaccensis (November 2003). CITES

Document No. PC14 Doc. 9.2.2, Annex 2

Rawana & Prijono, A. (2009). Etnobotani pohon agarwood (Aquilaria sp.) Sebagai sumber bahan

obat alami". Seminar Nasional Bahan obat alam di Universitas Sanata Darma Yogyakarta

2009

Riptiasih. (2007). Pengaruh beberapa tingkat naungan terhadap pertumbuhan tanaman agarwood

muda. Skripsi S1 (Pembimbing T Mulyaningsih dan N Farida). Fakultas Pertanian Universitas

Mataram.

http://www.alamtropika.com/media.php?module=detailartikel&lang=id&id=28

http://www.alamtropika.com/media.php?module=detailartikel&lang=id&id=28




2019

155

Salisbury, F B & Ross, C.W. (1996). Plant Physiology. Wadshworth Publishing Company. Belmount

California.

Siran, S. A. (2010). Perkembangan pemanfaatan agarwood. Pengembangan Teknologi Produksi

Agarwood Berbasis Pemberdayaan Masyarakat. Bogor, Indonesia, 1-29.

Suharti, S. (2009). Prospek pengusahaan agarwood melalui pola pengelolaan hutan berbasis

masyarakat (PHBM). Pusat Litbang dan Konservasi Alam. Bogor.

Sumarna, Y. (2005). Strategi Budidaya dan Pengembangan Produksi Agarwood. in: Peluang dan

Tantangan Pengembangan Agarwood di Indonesia. Biotrop

TRAFFIC Southeast Asia (Eds). (2007). Proceedings of the Experts Group Meeting on Agarwood:

Capacity-building Workshop for Improving Implementation and Enforcement of the CITES

listing of Aquilaria malaccensis and other Agarwood-producing species. Kuala Lumpur. 14-

17 November 2006.

Turjaman, M., I.R. Sitepu, R.S.B. Irianto, S. Sentosa, Aryamto, A. Yani, Najmulah and E. Santoso.

(2010). Penggunaan Fungi Mikoriza Arbuskula Pada Empat Jenis A. beccariana. Dalam :

Pengembangan Teknologi Produksi Agarwood Berbasis Pemberdayaan Masyarakat. Pusat

Penelitian dan Pengembangan Hutan dan Konservasi Alam. Bogor. 139-150.




2019

156

The analysis of lecturer performance index on student

academic service satisfaction to reinforce the integrated

sciences education department

Novi Ratna Dewi1, Parmin1, Andin Vita Amalia1, Erna Noor Savitri1, Irma

Nadia1

Department of Integrated Sciences Education, Faculty of Mathematics and Natural

Sciences, Universitas Negeri Semarang

Email : [email protected]

Abstract. Institutional reinforcement might be achieved through an assessment of lecturer

performance on student academic services. Lecturers must have cognitive, affective,

psychomotor and social abilities while students own their desired expectations in the

education process such as service, facilities, lecturer quality, and leadership. This research

intended to analyze the lecturer performance index on student academic service satisfaction

to reinforce the Department of Integrated Sciences Education. Questionnaires, which were

employed to measure the student academic service satisfaction level, contained indicators

related to academic services experienced by the students during their study period in the

Integrated Sciences Education program. The scores of each indicator ranged from 1-5, and

the results revealed that there was an increase in the average rating of Lecturer and Employee

Performance Index or commonly referred to as IKDP (Index Kinerja Dosen dan Pegawai),

academic year of 2017/2018. The Integrated Science Education Department’s IKDP average

value was 4.18 or increased by 0.56 from the previous year of 3.62. This result indirectly

strengthens the Integrated Science Education Department.

INTRODUCTION

The implementation of academic quality assurance is closely related to institutional strengthening

which may be improved through the assessment of lecturers' performance on student academic

services. To obtain the data of student satisfaction in academic services, it requires physical evidence

from the Lecturer Performance Index. The data of this research will also be used as materials to

improve the quality assurance of the Integrated Sciences Department and complete accreditation

forms especially for Standard 4 and 5. In addition, the students’ feedback data can be used as a self-

evaluation tool for each lecturer for his/her performance during teaching as a means to increase

capacity and professionalism in implementing the University Tridarma especially in the fields of

teaching and education.

Lecturer competency is the individual ability related to their profession as a teaching staff which

includes cognitive, affective, psychomotor., and social skills. Performance is the result or output of

a process (Nurlaila 2010). According to the behavioral approach in management, performance is the

quantity or quality of something produced or services provided by someone who does the work

(Luthans F 2005). Performance is the result or overall success rate of a person over a specified period

compared to various possibilities, such as standard work results, and set targets or criteria (Rivai V

and Basri 2005).




2019

157

Students are called as customers since they pay for education services to study. This is, of course,

accompanied by desirable expectations for the education process such as service, facilities, lecturer

quality, and leadership. A service is considered satisfactory depending on its quality. It is a dynamic

condition related to services, processes, and environments that meet or exceed customers’

expectations. Assessment of service or service quality can be measured by two variables, namely

perceived service and expected service. Satisfaction is observable from the compatibility between

expectations and what is obtained from a service (Tjiptono F 2000).

Satisfaction is a person's perception of something that has fulfilled his expectations. Student

satisfaction with learning can be seen from 5 dimensions of satisfaction, namely: tangibility,

reliability, responsiveness, assurance, and empathy. The first dimension of service quality is

tangibility, which is a physical dimension. A service could neither be smelled out nor touched; thus,

physical evidence becomes essential as a measure of service. It is the ability to provide campus

physical facilities and adequate lecture equipment regarding; for example, the availability of

infrastructure. Students will assess the quality of learning from all available facilities. The second

dimension of satisfaction is reliability, a dimension measuring the reliability of college in providing

services. There are two aspects of this dimension, namely (1) the ability of lecturers to provide

learning methods as promised and (2) how accurate the lecturers prepare learnings. Third,

responsiveness is a dynamic dimension of service quality. It is the willingness and responsiveness of

the lecturers to help and provide learning according to the needs of students. This dimension appears

in situations where lecturers are available for consultation purposes. The expectations of students for

the accuracy of service will always change from time to time. The fourth that determines customer

satisfaction is assurance, namely the quality assurance dimension related to the behavior of teaching

staff or lecturers in instilling trust and confidence in students. Assurance includes competency,

knowledge, skills, and politeness. This dimension’s examples are shown in lecturers’ attitude when

delivering lectures following their respective fields of expertise. Therefore, lecturers must try to add

insight by reading, attending seminars, taking part in training, or conducting research. There are four

aspects of the assurance dimension; they are hospitality, competence, credibility, and security. The

last dimension is empathy, the attitude of lecturers in providing wholehearted services such as

personal attention and understanding that each student has different abilities and needs. This attitude

can be demonstrated by knowing lecturer’s roles that are not only an educator but also a counselor

and supervisor. This dimension relates to Maslow's theory of human needs development which are

not only physical, security, and social needs, but also ego and self-actualization. These two last needs

are mostly related to the dimension of empathy.

Student satisfaction and service quality of the learning process have a strong connection. The better

the service quality, the higher the reimbursement. Student satisfaction is an essential aspect of TQM

(Total Quality Management); therefore, a university must identify the needs of students carefully and

try to satisfy them by considering students as the primary customers that must be served (Margono

G 2005). In sum, the above definition concludes that student satisfaction means pleasure, relish, and

relief of university students about their needs during their studies.

The indicators of student satisfaction are determined by calmness and confidence, modesty, neatness

and politeness in appearance, compliance and consistency in class decisions/conditions,

opportunities given by lecturers to interact both personally and classically during learning activities,

mastery of materials, systematic delivery of materials by lecturers, evaluations conducted by

lecturers, the use of varied teaching methods, and feedback given by lecturers to students (Rahmawati

D 2013).

Institutional reinforcement might be realized through an increase in the department’s internal quality

assurance. The term “capacity development” is a broad approach to improving the capacity of partner

countries. Capacity building efforts cannot be separated from the context of institutional




2019

158

strengthening. Moreover, it is a series of strategies aimed at increasing efficiency, effectiveness, and

responsiveness of performance. That is, it serves as the ability of an organization or company to

create value obtained from various types of resources owned by the Institute (Komar O 2017).

The purpose of capacity building is, generally, to realize the sustainability of a system. Specifically,

the system’s performance is assessed from: (1) time efficiency and resources needed to achieve an

outcome; (2) effectiveness in the form of business appropriateness carried out for the desired results;

(3) responsiveness, which is how to synchronize the needs and abilities of these intentions; (4)

learning, seen from the performance of individuals, groups, organizations, and systems. The benefits

of Capacity Building activities in human resource development are to: (1) reduce and eliminate poor

performance; (2) increase productivity; (3) increase the flexibility of the workforce; (4) improve

employees’ commitment; (5) reduce turn over and absence.

Measuring service quality is an important element in providing better, more efficient and more

effective service as well as institutional reinforcement. Service quality begins with consumers’ needs

and ends on the consumers' perceptions of the service quality provided. Assessment of service quality

in the academic field is considered essential in increasing the capacity of lecturers. Statistical analysis

is used to find several factors underlying the interrelationships between variables (Nilakusmawati D

P E and Srinadi I G A M. 2008). Therefore, an institution capacity reinforcement is necessary to

analyze the level of student satisfaction toward academic services through an investigation of lecturer

performance index.

METHOD

This research took place in the Integrated Sciences Department of Universitas Negeri Semarang. The

data of student satisfaction were collected through questionnaires containing indicators related to

academic services received by the students while studying at the Integrated Sciences Education

Program. The questionnaire was distributed to all students and lecturers in the study program

following the subjects taught. The questionnaire was adopted from the UNNES Quality Assurance

Agency, FM-02-BPM-05, and a modified student satisfaction form.

The student satisfaction on lecturer performance was assessed through the questionnaires by scoring

1-5 on each item. The score interpretation can be seen in Table 1.

Table 1. Lecturer Performance Score Interpretation

Score Interpretation

0,1 - 1,00 Very low

1,1 - 2,00 Low

2,1 - 3,00 Fair

3,1 - 4,00 High

4,1- 5,00 Very high


Lecturers are always required to improve the quality of academic services, i.e., in educating and

developing science, technology, and art to enhance the quality of national education. The Lecturer and

Employee Performance Index or commonly referred to as IKDP (Indeks Kinerja Dosen dan Pegawai)

is an index or score obtained by the lecturers after carrying out some institutional tasks based on the

University Tri Dharma. The existence of IKDP intends to:

1. Increase the professionalism rate of lecturers in performing the duties of the University

Tridharma;




2019

159

2. Improve the process and outcome of the lecturers’ duty implementations;

3. Create a quality work culture;

4. Guarantee the development of professional management and lecturer careers;

5. Speed up the realization of the National Education Goals.

The IKDP is expected to maximize and assess lecturer performance in each semester. This is also

needed to foster and develop lecturers' careers as well as practical interests related to the data required

at the time of study program accreditation. In this study, an analysis of the IKDP scores in the

academic year of 2016/2017 was compared to the 2017/2018 school year. Values were obtained from

the questionnaires handed out to the students.

Every job has a performance criterion or dimension showing the most critical elements in the

occupation. Assessment of lecturer performance can be done in various ways. Moreover, this study

is to measure lecturer performance based on the students’ perceptions having ten indicators related

to teaching activities. The proposed performance evaluation parameters own the following criteria:

measureable

achievable

acceptable

transparence

The final performance values were calculated from the average achievement of all available

indicators. In this study, the performance of lecturers was assessed based on the management

perspective in terms of implementation and evaluation of teaching and learning. The selection of

indicators refers to the standards issued by the National Accreditation Board of Higher Education

and adjusted by the Quality Assurance Agency of Universitas Negeri Semarang. There are ten

aspects/indicators to be assessed, namely:

1. Suitability of college schedules, aiming to measure the level of lecturer attendance on the

planned meeting activities.

2. Accuracy of lecture duration, inteding to calculate the level of the lecturers’ on time

attendance (within a period of 15 minutes after the schedule starts).

3. Fulfillment of 16 meetings, is employed to rate the number of attendance reported through the

system provided (http://www.mulang.unnes.ac.id) for all meetings that have been held.

4. Conformity to the lecture contract, contemplating to assess the suitability between the

contents of the lecture contract, the learning materials, and the number of meetings that have

been held.

5. Mastery of lecture materials, aiming to evaluate the lecture content mastery level possessed

by the lecturer.

6. Material delivery skill, is used to measure the level of ability of lecturers in delivering materials

to the students.

7. Ability to respond to students’ questions, contemplating to assess communication between

students and lecturers in learning activities.

8. Ability to revive the classroom atmosphere, is employed to determine the ability of lecturers

to arouse students' interests and motivations in class.

9. Ability to integrate conservation values, intending to survey the level of lecturers' ability in

integrating conservation values in the learnings.

10. Evaluation skill, is used to measure the suitability of the materials with the evaluation tools.

Lecturer performance is a real behavior presented by each lecturer as work performance following

his/her role in providing academic services to students. Lecturer performance assessment is an

essential process in Universitas Negeri Semarang campus environment to evaluate the performance




2019

160

of lecturers. Before assessing the filled questionnaires, a workshop was held to socialize the lecturer

performance appraisal so that all lecturers of integrated sciences education are familiar with the

indicators/aspects that will be assessed. It was also conveyed during the socialization that the

assessment was conducted as a reflection for the lecturers to always give their best in completing

their duties as an educator and as quality control of the Study Program. The results obtained by each

lecturer can finally be unveiled through departmental meetings so that the lecturers would know and

conduct evaluations and improvements if there are any things considered unsatisfied. Improving

lecturer performance will indirectly affect the progression of study program services.

The purpose of the lecturer evaluation is to: (1) improve the quality of teaching; (2) serve as lecturer

self-development; (3) increase student satisfaction towards lecturing; (4) reinforce lecturer job

satisfaction; (5) achieve the objectives of the study program / faculty / university; and (6) escalate

community assessment on faculties / university. Lecturer evaluation is an intrinsic analytical process

in a good lecturing. In other words, it is a unity in excellent teaching and learning activities as it helps

students to achieve high-quality learning. The quality of teaching and academic standards need

always to be evaluated and improved (Sestri E 2013). The following is a comparison of the last two

year of IKDP scores in which the average values were obtained from 10 lecturers of the Integrated

Sciences Department, Faculty of Mathematics and Natural Sciences.

Table 2. The Comparison of IKDP Average Scores within Two Academic Years

Indicator Academic Year

2016/2017 2017/2018

1 Suitability of college schedules 3,65 4,22

2 Accuracy of lecture duration 3,60 4,15

3 Fulfillment of 16 meetings 3,62 4,13

4 Conformity to the lecture contract 3,64 4,19

5 Mastery of lecture materials 3,69 4,24

6 Material delivery skill 3,63 4,20

7 Ability to respond to students’ questions 3,64 4,21

8 Ability to revive the classroom atmosphere 3,58 4,14

9 Ability to integrate conservation values 3,60 4,19

10 Evaluation skill 3,57 4,14

Average 3,62 4,18

The values obtained are described in the graph as follows:

Figure 1. The Comparison of IKDP Average Scores

3.2

3.4

3.6

3.8

4

4.2

4.4

1 2 3 4 5 6 7 8 9 10

Th

e A

ver

ag

e o

f IK

DP

Sco

re

Indicators

2016/2017

2017/2018




2019

161

Based on figure 4.1, there was an increase in the average IKDP values obtained by the Integrated

Science Department of Universitas Negeri Semarang. This means that the improvement in the

lecturer performance in the past two years has generally gone well. The average value showed that

most lecturers have fulfilled their professional competencies, where they have acted disciplinary

(indicators 1 to 4), mastered learning materials while choosing the right learning method (indicators

5 to 8), instilled conservation values/characters in accordance with the vision of Universitas Negeri

Semarang namely to become a conservation-oriented and internationally reputable university

(indicator 9), and have been able to carry out evaluation of learning well and objectively (indicator

10). When compared to the average value obtained, there was an increase of 0.56 (table 4.1). This

value indicated that the integrated sciences department lecturers had performed well. One attempt in

improving the lecturer performance is a workshop carried out by the Integrated Sciences Department

which was held in 4 meetings. Workshop I intended to socialize lecturer performance measurement.

In the socialization, the indicators to be assessed and the assessment process were discussed so that

the lecturers know what aspects will be evaluated. Workshop II discussed evaluation I which was

carried out after performing the assessment. The workshop talked about the results of the

questionnaire. In this activity, the lecturers reflected on the acquisition of the value. The lecturers

made a breakthrough in the improvements that will be made for further learning. Workshop III was

conducted after the lecturers have made a learning improvement plan. In this workshop, resource

persons were invited to discuss how to make good lecture devices and how to provide excellent

academic services. Workshop IV was the finalization stage where at the lecturers were asked to

synchronize the standards that had been delivered at the workshop III with the improvement plans

that had been made during the workshop II. After the activity, the assessment was carried out again

for the academic year of 2017/2018. After the evaluation, an increase of each assessment indicator

can be seen in Figure 4.1. This is expected to be continuously done so that it will indirectly improve

the quality of learning and services of the S1 (Undergraduate Degree) Integrated Sciences Education

Program.

CONCLUSSION

This study concluded that there was an increase in lecturers' performance on the student satisfaction

in the academic year of 2017/2018; thus, it will indirectly strengthen the institution of the Integrated

Sciences Department.

REFERENCES

Nurlaila 2010 Manajemen Sumber Daya Manusia I (Penerbit LepKhair)

Luthans F 2005 Organizational Behavior (New York: McGraw-hill)

Rivai V and Basri 2005 Peformance Appraisal: Sistem yang tepat untuk Menilai Kinerja Karyawan

dan Meningkatkan Daya Saing Perusahan (Jakarta: PT. RajaGrafindo Persada)

Tjiptono F 2000 Perspektif Manajemen & Pemasaran Kontemporer (Yogyakarta: Andi)

Margono G 2005 Jurnal PTM 5 9

Rahmawati D 2013 Jurnal Economia 9 52

Komar O 2017 Jurnal Empowerment 6 1

Nilakusmawati D P E and Srinadi I G A M 2008 Cakrawala Pendidikan 3 217

Sestri E 2013 Jurnal liquidity 2 100




2019

162

PROCEEDING - UHAMKA

Documents

Transcript of PROCEEDING - UHAMKA