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Advances in Social Sciences Research Journal – Vol. 9, No. 2
Publication Date: February 25, 2022
DOI:10.14738/assrj.92.11286. Budiastra, A. A. K., Casmat, M., Kadarisman, Puspitasari, S. & Erlina, N. (2022). Validity of Geopark Integrated Natural Science
Learning Resources to Enrich Students' Local Wisdom in Elementary School. Advances in Social Sciences Research Journal, 9(2).
133-145.
Services for Science and Education – United Kingdom
Validity of Geopark Integrated Natural Science Learning
Resources to Enrich Students' Local Wisdom in Elementary
School
A. A. Ketut Budiastra
Universitas Terbuka, Indonesia
Memet Casmat
Universitas Terbuka, Indonesia
Kadarisman
Universitas Terbuka, Indonesia
Susy Puspitasari
Universitas Terbuka, Indonesia
Nia Erlina
Universitas Pendidikan Ganesha, Indonesia
ABSTRACT
Quality education is needed to form quality human resources. Learning resources
are one of the supporting factors for a quality learning process. In general, this
study aims to examine the validity of geopark integrated science video learning
resources to enrich students' local wisdom in elementary schools. The subjects of
this study amounted to three validators. The design of this research is research and
development. Validity testing is done by using the Product Moment Correlation
formula. Testing the instrument's reliability was carried out using the Cronbach
Alpha formula because the data was in the form of interval data. This study shows
that the learning resources in videos meet the validity of the content and constructs.
Pearson Correlation (r) on each validator shows > rt = .432 with valid criteria.
Cronbach's Alpha value on content > .60, then the decision making in the reliability
test on content by 3 validators was concluded to be reliable. Learning resources in
the form of videos meet the reliability requirements based on the assessment of
three validators. The validator's recommendations on learning resources in the
form of videos strengthen the content of learning resources. This research has a
contribution as a geopark integrated science learning resource for elementary
school students.
Key words: learning resources, learning videos, natural science, geopark, local wisdom
INTRODUCTION
Education plays an important role in developing the potential of human resources. Quality
education is needed to form quality human resources. A quality learning process is an indicator
of quality education. Many factors can affect a learning process, one of which is learning
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resources. Learning resources have a vital position and role in the learning process. Complete,
relevant, and up-to-date learning resources can encourage the realization of quality learning
(Abdurahimovna, 2020). Learning resources are all aspects that can be used as a vehicle for
students to carry out the process of behaviour change. Learning resources for students are one
of the components of learning that can increase their learning productivity (Qiang et al., 2020).
Learning resources can be in the form of places or the surrounding natural environment,
objects, people, books, and events and facts that occur. The environment is a learning resource
that has much influence on the ongoing learning process. The environment is part of humans,
especially for students to live and interact (Afifulloh, 2019).
Applications in the highly developed field of information and communication technology have
facilitated the integration of various learning materials into videos that can be presented in
learning activities. Previous forms of video, such as film and television, have been commonly
used to enhance and support learning for decades. However, in recent years the use of more
sophisticated video as a learning resource has grown rapidly in the education sector. This
expansion is supported by the ease of video production (e.g. voice-over PowerPoint) with
accessible ready-to-use tools, widely available recording studios, and easy access to streaming
media platforms such as YouTube. Furthermore, video is the main method of delivering
learning material content in online learning (Proquet et al., 2018). Video is an audio-visual
medium that displays images and sound. Compared to image media, video media as a learning
resource further enhances student learning outcomes. So that the existence of learning video
media makes students more motivated in learning which ultimately increases student learning
outcomes (Budiastra et al., 2020), the use of video as a learning resource can increase the
efficiency of space, time, and the message conveyed. In addition, videos can also display
microscopic, macroscopic, dangerous objects or objects that students cannot find directly.
Natural science education is an effort or process of teaching students to understand the nature
of science, including products, processes, and developing scientific attitudes and being aware
of the values that exist in society for the development of attitudes and actions in the form of
positive science applications. The objectives of science/science education include knowledge
and understanding, exploration and discovery, imagination and creativity, attitude and science,
and application. The science learning model in delivering science material has special
characteristics. A special characteristic in science material is studying real natural phenomena,
either in reality or events and cause-effect relationships (Hwang et al., 2013). Science learning
in schools should emphasize mastery of basic scientific work skills or science process skills so
that learning is more meaningful (Budiastra et al., 2021). The learning process should be
valuable, meaningful and make students believe in what they have learned and apply it in real
life. Meaningful learning should be applied in the educational process to find the relationship
between the concept of knowledge obtained from the learning process and the environment
around students (Martin & Bolliger, 2018).
Geopark is a management concept for sustainable area development that harmonizes
geological, biological and cultural diversity through conservation principles and existing Spatial
Plans. In addition to geological wealth, this area is also rich in biodiversity conservation and
protection. Geoparks are a means of development where conservation of existing protected
areas can be strengthened, and at the same time, opportunities for socio-economic
development of local communities can be further enhanced simultaneously (Phaiboonnugulkij
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Budiastra, A. A. K., Casmat, M., Kadarisman, Puspitasari, S. & Erlina, N. (2022). Validity of Geopark Integrated Natural Science Learning Resources
to Enrich Students' Local Wisdom in Elementary School. Advances in Social Sciences Research Journal, 9(2). 133-145.
URL: http://dx.doi.org/10.14738/assrj.92.11286
et al., 2021). The 2015 launch of UNESCO Global Geoparks defined the definition of a new
format of land development that focuses its two main actions on Geotourism and Education on
environmental issues. These are two key aspects for conserving the geological and
geomorphological assets of the areas where they are found and promoting the socio-economic
development of their inhabitants sustainably with nature (Alvarez, 2020). Concerning formal
education, geoparks can be utilized for various activities and develop educational resources for
students and teachers (field trips, geology study groups, educational programs and resources
adapted to different school levels, and learning tools). Geoparks can provide non-formal
education for adults, and some also provide special training aimed at local communities (Catana
& Brilha, 2020).
Local wisdom is the fruit or result of certain communities/ethnicities through their experiences
and not necessarily experienced by other communities. Local wisdom is very strongly attached
to certain communities/ethnicities because the value of local wisdom is tested, and through a
long process, even its age is almost equal to the existence of a certain community or ethnicity
(Wibowo & Gunawan, 2015). Local wisdom is a local cultural value that can regulate the order
of people's lives wisely or wisely. Local wisdom forms a community with characteristics unique
to an area so that it can be distinguished from people from other regions. Local wisdom in
Indonesia has developed from about 633 ethnic groups that are heterogeneous with high
diversity forming a multicultural society. Along with the times, local wisdom is often eroded by
the era of globalism. The importance of integrating local wisdom values into learning has been
suggested in Permendikbud No. 81A of 2013. Each region requires education following regional
characteristics and daily life experiences to be more effective and contextual. Studies on the
value of local wisdom in science learning have also been widely studied. Teachers can take
advantage of the local potential in science learning in schools by adopting the framework of
sociocultural studies in education, the process of integration with enculturation, assimilation
and acculturation. The benefit obtained is that it is easy for students to construct modern
science concepts while maintaining local wisdom. Besides being positive for cultural values,
local wisdom has the potential to improve student's literacy skills.
In general, this study aims to examine the validity of geopark integrated science video learning
resources to enrich students' local wisdom in elementary schools. More specifically, this study
aims as follows: (1) to describe the validity of the content of learning resources in the form of
videos; (2) describe the construct validity of learning resources in the form of videos; (3)
describe the reliability of learning resources based on the assessment of three validators; (4)
describe the validator's recommendations about learning resources in the form of videos; and
(5) describe the geopark integrated science video visualization for elementary students.
PERSPECTIVE
Learning Resources
In a simple sense, learning resources are teachers and learning materials/teaching materials,
either reading books or the like. In the design that the teacher usually prepares, there is one
teaching component designed in the form of learning or teaching resources that are generally
filled with reference books (compulsory reading books or recommended). Understanding
learning resources is not that simple. All resources that can be used to benefit teaching
processes/activities, either directly or indirectly, outside of the students themselves (the
environment) that complete themselves during teaching are referred to as learning resources
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(Saputro, 2021). Classification of learning resources is as follows (Afifulloh, 2019; Irwin et al.,
2012; Melchiorre et al., 2012; Mitchell, 2021): (1) Places or the natural environment around
which a person can learn or process behaviour change then the place can be categorized as a
place of learning which means learning resources, such as libraries, markets, museums, rivers,
mountains, landfills, fish ponds, and so on; (2) Objects, namely all objects that allow changes in
behaviour for students, then these objects can be categorized as learning resources. For
example, sites, temples, other relics; (3) People or anyone with certain expertise where
students can learn something, then the person concerned can be categorized as a learning
resource. For example, teachers, geologists, police, and other experts; (4) Books, namely all
kinds of books that can be read independently by students. For example, textbooks, textbooks,
dictionaries, encyclopedias, fiction, and so on; (5) Events and facts that are happening, for
example, riots, disaster events, and other events that the teacher can use as a source of learning
events or facts.
Tutorial Video
Video is a medium that contains audio and visual elements, so it is called audiovisual media
(Han et al., 2020). Learning videos are used to stimulate students' thoughts, feelings, and
willingness to learn through displaying audiovisual ideas or ideas, messages and information.
Learning videos are used to help students achieve learning objectives. Learning videos are live
image recordings to deliver learning materials to obtain learning objectives (Ario & Asra, 2019).
Learning videos that can increase learning motivation for students need to pay attention to the
characteristics and criteria. Characteristics of learning videos (Wibawa & Schulte, 2015;
Daryono et al., 2021; Nisbet et al., 2017); namely: (1) Clarity of Massage (clarity message) With
video media, students can understand learning messages more meaningfully, and information
can be received as a whole so that information will automatically be stored in long-term
memory and is retention; (2) Stand Alone (stand-alone). The videos developed do not depend
on other teaching materials or must not be used with other teaching materials; (3) User
Friendly (friendly/familiar with the wearer). Video media uses simple language, is easy to
understand, and uses common language. Information display that appears helpful and friendly
to the user, including the ease of the user in responding and accessing as desired; (4)
Representation of Content The material must be truly representative, for example, simulation
or demonstration material. Both social and scientific subject matter can be made into video
media; (5) Visualization with media The material is packaged in a multimedia manner which
includes text, animation, sound, and video according to the demands of the material. The
materials used are applicable, processed, difficult to reach, dangerous if directly put into
practice, have a high level of accuracy; (6) Using high-quality resolution Display in the form of
video media graphics made with digital engineering technology with high resolution but
support for every speech computer system; and (7) Can be used classically or individually.
Learning videos can be used by students individually, not only in school settings but also at
home. It can also be used classically with a maximum number of 50 students. It can be guided
by the teacher or listen to the narrative description from the narrator who has been provided
in the program.
Natural Science
Learning science or learning Natural Sciences is one part of learning that focuses on explaining
phenomena in the universe. Science learning is learning about natural science products and
how these scientific products can be produced through the scientific method by paying