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Vol. 3 No. 3, 2017; pp. 194-201
p-ISSN: 2442-3750; e-ISSN: 2527-6204
http://ejournal.umm.ac.id/index.php/jpbi
Received: 07/08/2017
Revised: 22/11/2017
JURNAL PENDIDIKAN BIOLOGI INDONESIA Accepted: 29/11/2017
[Indonesian Journal of Biology Education]
DEVELOPING OF ENVIRONMENTAL EDUCATION TEXTBOOK BASED ON
LOCAL POTENCIES
Silfia Ilma* and Fitri Wijarini
Department of Biology Education, University of Borneo Tarakan, Indonesia
*corresponding e-mail: ilmasilfia88@gmail.com
ABSTRACT
Environmental education subject aims to form students who have the character to maintain the environment.
One effort to achieve the objectives of the Environmental education subject is the local Environmental
Education Textbook Based on Local Potencies. This research was aimed to produce textbook of
environment-based education subject Environmental education based on local potencies. This research and
development using Borg & Gall model (1983). This study uses only five stages of the Borg & Gall model,
namely (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing,
and (5) main product revision, due to time constraints and cost. The results of the research and development
that has been done is a textbook of environmental education based on local potencies that is suitable for use
in semester 5 collage level.
Keywords: Environmental education, local potencies, textbook
© 2017 Department of Biology Education, FTTE, University of Muhammadiyah Malang, Indonesia
content of existing material has been referring to
INTRODUCTION the principle of environmental education. In
addition, the existing material description also
Learning in the broadest sense can be has not explained about the local potential of
interpreted as an activity psychophysical to full Tarakan city.
personal development. Then inside narrow Environmental Education is one of the
sense, learning is intended as a business mastery compulsory subjects that must be taken by
of science knowledge that is part of the activity students of Biology Education, University of
towards the formation the whole personality Borneo Tarakan. Environmental education is one
(Sardiman, 2011). In the learning process, of the clusters of biological science that belong
textbook is a very important learning material, to to applied science. One of the objectives of this
help students in understanding a concept course is as an effort to optimize the role of
(Husamah et al., 2015). society in overcoming environmental problems.
Textbook is a handbook for a course written Basically, environmental education is aimed at
and composed by related field experts and meet changing people's behaviour to be more
the rules of textbooks and published officially environmentally friendly so as to minimize the
and disseminated (Ministerial Decree of impact of human activities on the environment
National Education of Indonesia Number (Meilani, 2009).
36/D/O/2001). The teaching materials are The rise of illegal logging that makes
designed to meet the needs of students to fit the conversion of forests into agricultural land
characteristics of the students and based on the and housing is due to a lack of public
student activity plan. Currently environmental knowledge of the importance of forests.
education courses at the University of Borneo Environmental education subjects taught at the
Tarakan do not have adequate textbooks. The college level aims to form students who have the
content of the course material still refers to the character to maintain the environment. One of
lecture material from other universities. This the efforts to achieve the objectives of the course
causes the teaching material to be less contextual of environmental education one is the local
with the conditions of the environment, the environment-based education textbook, which is
media, and evaluation. Around, although the able to provide information about environmental
Citation: Ilma, S. & Wijarini, F. (2017). Developing of environmental education textbook based on
local potencies. Jurnal Pendidikan Biologi Indonesia, 3(3), 194-201.
https://doi.org/10.22219/jpbi.v3i3.4540 194
Ilma & Wijarini / Jurnal Pendidikan Biologi Indonesia / 3 (3) (2017) pp. 194-201
problems and can raise the local potencies field testing, (7) revisions of products, (8)
Tarakan City. operational field testing, (9) final product
Based on observations, most respondents revisions, and (10) dissemination and
(students) do not know the local potencies in the implementation. This study uses only five stages
Tarakan city. Based on interview result about of the Borg & Gall model, namely (1) need
85% of students do not know the local analysis, (2) planning, (3) develop preliminary
potential in Tarakan City. Though form of product, (4) preliminary field testing,
environmental education closely related to and (5) main product revision, due to time
wealth or local potencies. Environmental constraints and cost.
education subject plays a very vital role in Procedure of development of textbook of
building the character of a prospective educator course of environment-based education of local
in maintaining the environment, therefore as a environment to improve student comprehension
prospective teacher, biology education toward natural resource potency in Tarakan city
students should be able to master the concept which done is as follows:
of environmental education and apply in
daily activity. Need Analysis
Based on analysis, it is necessary to develop Need analysis is an early stage in the
a textbook environmental education that is able development procedure. Need analysis is
to raise the local potencies and display focused on (a) the curricula used, the number of
environmental problems in Tarakan City to credits required, (b) the existence of the course,
improve students understanding about the (c) the availability of the textbook, (d) literature
management and conservation of natural study on local potencies of Tarakan City that can
resources in Tarakan City. Therefore, this study be related to the subject of environmental
aims to produce a textbooks on environmental education, (e) analyzing environmental
education subject based on local potencies. problems occurring in Tarakan City that can be
attributed to lectures of environmental
METHOD education. The information obtained as follows,
a) The curricula used is a curricula compiled by
The type of research using research and the University of Borneo Tarakan refers to a
development. This research and development is competency-based curriculum. The number
conducted from January to September, 2017 at of credits of environmental education is 3
the University of Borneo Tarakan. credits.
b) The course of Environmental Education is a
Research procedures compulsory subject. The subjects of
This research produces the product of Environmental Education is a subjects in
textbooks on environmental education based on semester 5.
local potential. Local-based environmental c) Regarding the Textbook, based on the results
education textbooks are reference books of the of the observations of courses environmental
environmental education course containing the education not have adequate textbook. The
definition of environmental education, the scope textbook to be developed in this research and
and objectives of environmental education, development is a local potencies education
resource management, biodiversity, based educational textbook to increase
environmental issues, environmental ethics, understanding of the local potencies of
conservation, eco-friendly energy, Tarakan city.
bioremediation, Environmental impact d) The local potencies of Tarakan city that can
assessment concepts, and An environmental be developed and associated with the learning
audit that is integrated with local potential in of environmental education is very diverse
Tarakan City. The product development carried and supports the development of the course of
out in this study is based on a model developed environmental education.
by Borg & Gall (1983). The Borg & Gall e) Finding a list of environmental problems that
development model consists of ten stages: (1) exist in the Tarakan city that can be used as
need analysis, (2) planning, (3) develop the subject matter and discussion materials of
preliminary form of product, (4) preliminary students.
field testing, (5) main product revision, (6) main
195 Developing of environmental education textbook .....
Ilma & Wijarini / Jurnal Pendidikan Biologi Indonesia / 3 (3) (2017) pp. 194-201
Planning questionnaire. At this stage students are not only
At the planning stage is done by making the asked to provide an assessment only, but also
design of textbook environmental education provide advice on product development.
based on local potencies to improve
understanding of the students of the natural Main Products Revision
resources of Tarakan city. Planning of textbooks Revisions are made if there are improvements
is based on the problems that have been analyzed to the product being developed. The
in the research and information collecting stage. development flow done in this research is
Planning of textbook of environmental presented in the diagram shown in Figure 1.
education is designed by adjusting instructional
Stage 1: Need Analysis
objectives in syllabus of environmental
education course, while local potencies is
presented by displaying images and information
about natural resources in Tarakan city and Stage 2: Planning: Determining objectives,
raising environmental problems. determining work procedures, and product
The format of the developed textbook consists of feasibility tests
several parts, namely: a) preliminary, which
consists of title page, introduction, and table of Stage 3: Develop preliminary form of
contents. b) Introduction, which contains the product
background of environmental education
textbook writing, the textbook relation with the Stage 4: Preliminary field testing: initially
course material, and the scope of the textbook performed expert validation. Then the
material of environmental education. c) The preliminary field test with objects of 6-12
content, is about the presentation of the material students
consisting of several chapters where the material
description is relevant to the lesson plan Stage 5: Main product revision: Product revisions
environmental education, there is a column of
based on suggestions and analysis results from field
your knowledge (which is about the local tests
potencies in Tarakan city), and case studies on
environmental issues occurring in Tarakan City Figure 1. Local-Based Environmental education
d) Summary, and e) Exercise. Textbook Development Model.
Develop Preliminary Form of Product Product Trial
Develop preliminary form of product stage 1. Trial Design. Product trials as part of the
consists of two stages, consisting of the preliminary field test development phase.
preparation of the textbook fomat and the Data obtained from preliminary field test is
validation of the validation of the textbook of the data validation results and student responses
environmental education. The compilation of to textbooks produced.
validation sheets is used to determine the 2. Test Subject. The subjects of this study are
feasibility of textbooks that have been students who have taken the course of
developed. environmental education.
In the validation phase, it is done by 3. Data Type. The data obtained from this
involving experts to assess the feasibility of the research is data related to validation and
product according to each relevant expert. The responses from material experts and
validator is required to provide suggestions and practitioners as well as the students'
assessments of the products that have been responses to the developed local-based
developed by filling out the product assessment environmental education textbook.
questionnaires prepared by the researcher. The
validation process includes expert validation Data Collection Instruments
(material experts, and practitioners). The data collection in this study used the
instrument i.e. the validation sheet of the local
Preliminary Field Testing environment-based education teaching book and
Preliminary field testing were conducted student response questionnaire.
by distributing environmental education book
products to students and a student assessment
Developing of environmental education textbook ..... 196
Ilma & Wijarini / Jurnal Pendidikan Biologi Indonesia / 3 (3) (2017) pp. 194-201
Data analysis technique RESULT AND DISCUSSION
There are two data analysis techniques used
to process data from the results of expert review, The product of research and development
namely using qualitative descriptive analysis and resulted the textbook of Environmental
quantitative descriptive analysis. In detail Education based on local potencies. Initial drafts
described as follows. are first generated by validation by material
experts and practitioners, after which
Qualitative Descriptive Analysis improvements are made in accordance with the
Qualitative descriptive data analysis is used suggestions provided by the validator. Then a
to process data from the validation results of preliminary field trial was conducted.
material experts, in the form of comments and Preliminary field trials were conducted by
suggestions of improvements contained in the students who have taken the course of
validation instrument. Data analysis is used as a environmental education. The validation results
reference to improve or revise the product. from the material experts can be seen in Table 2.
Quantitative Descriptive Analysis Table 2. Result of Expert Material validation
Quantitative descriptive analysis is used to No. Aspect Percentages of
analyze the data obtained in the form of ratings (%)
percentage analysis. The percentage analysis 1 Material 82.69
technique is used to present data which is the 2 Language 100
frequency of the response of the test subjects to 3 Presentation 91.67
the product is analyzed by using the percentage 4 Full view 100
formula to know the criteria of the prevalence of Mean 93.59
the developed textbook. The data that has been Categories Very Good
collected in the validation questionnaire is (Source: primary data, 2017)
basically a qualitative data, because each
statement item is divided into categories not very Based on the validation results from the
good, not good, good and very good. The data is material experts (Table 2) obtained 93.59%
first converted into quantitative data according to percentage of the assessment entered in the
the Arikunto’s (2002) formulation: category very well. Then the validation results
from practitioners of environmental education
course can be seen in Table 3.
= ∑ x 100% (1)
∑ Table 3. Results of Practitioner Validation
Description: No. Aspect Percentages of
P = percentage ratings (%)
1 Material 89.42
∑
= The number of respondents in 1 item Effects of the 90.63
∑ 2
= ideal score in the item Textbook on learning
100% = constants 3 Language 90.62
4 Presentation 88
The result data of assessment on instructional 5 Full view 82.81
device developed analysed descriptive, Mean 88.29
determining the feasibility criteria and product Categories Very Good
revision in Table 1. (Source: primary data, 2017)
Table 1. Eligibility criteria and Product revision Based on the validation result from the
Level of practitioner (Table 3) obtained the percentage of
achievement Qualification Explanation assessment of 88.29 categories is very good.
(%) After validation by the material experts and
81-100 Very good Not practitioners, the next draft of the textbook is
61-80 Good revised/valid revised in accordance with the advice given.
41-60 Enough Not Then the textbook that has been through the
21-40 Less revised/valid revision phase 1, tested on the student try. This
0-20 Very less Revised/invalid field trial stage was conducted with the subject
Revised/invalid of 6 students who have taken the course of
Revised/invalid
(Source: Suwastono, 2011) environmental education. The student's response
197 Developing of environmental education textbook .....
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