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Advances in Social Sciences Research Journal – Vol. 10, No. 5
Publication Date: May 25, 2023
DOI:10.14738/assrj.105.14711.
Budiastra, A. A. K., Asror, M., Erlina, N., & Wicaksono, I. (2023) The Effectiveness of Geopark-Based Science Learning to Increase
Students' Concern for The Local Environment and Culture the Belitung Island. Advances in Social Sciences Research Journal,
10(5).182-197.
Services for Science and Education – United Kingdom
The Effectiveness of Geopark-Based Science Learning to Increase
Students' Concern for The Local Environment and Culture the
Belitung Island
A. A. Ketut Budiastra
Universitas Terbuka, Indonesia
Mustaghfiri Asror
SD Negeri 3 Dendang East Belitung, Babel, Indonesia
Nia Erlina
Science Education, Ganesha University of Education,
Indonesia
Iwan Wicaksono
Science Education, University of Jember, Indonesia
ABSTRACT
Research to know the effectiveness of science learning at the Geopark-based
elementary school (SD) stage on Belitung Island which includes geological diversity
(Geodiversity), biodiversity (Biodiversity), and cultural diversity (Cultural
diversity). The type of research applied is experimental research with a one-group
pretest-posttest design. The sample selected was elementary school students in
grades IV, V, and VI with each class using a large scale. The instruments used were
pretest and posttest to determine student learning outcomes in geopark-based
science learning both before and after the learning process. In this study,
questionnaires were also used to collect qualitative descriptive data. The research
results for grade IV geological diversity on granite teaching materials show that
Geopark-based science learning is effectively applied in the high category and for
Lake Kaolin teaching materials show that Geopark-based science learning is
effectively applied in the medium category. The results of the research for
Biodiversity for class V Mangrove Forest teaching materials show that Geopark- based science learning is effectively implemented in the high category and for
Kabong Tree or Enau teaching materials it is shown that Geopark-based science
learning is effectively applied in the medium category. The results of the study for
cultural diversity (Cultural diversity) for class VI on Marastaun Culture teaching
materials show that Geopark-based science learning is effectively applied with
medium category and for Nirok Nanggok Culture teaching materials shows
Geopark-based science learning is effectively applied with high category. The
research recommendations show that development in the form of Geopark-based
science teaching materials needs to be followed up for learning in the Geopark area
which is a source of the nation's natural wealth.
Keywords: Effectiveness, Science Learning, Geopark Belitung, N-Gain
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Budiastra, A. A. K., Asror, M., Erlina, N., & Wicaksono, I. (2023) The Effectiveness of Geopark-Based Science Learning to Increase Students' Concern
for The Local Environment and Culture the Belitung Island. Advances in Social Sciences Research Journal, 10(5).182-197.
URL: http://dx.doi.org/10.14738/assrj.105.14711
INTRODUCTION
Culture becomes a habit attached to a person's personality. Culture can reflect attitudes,
personality, and character, both individually and in a group or local area. Personality based on
a local area is better known by the term local wisdom which can reflect the characteristics of
the area (Faiz & Soleh, 2021; Lubis et al., 2022; Wastuti et al., 2021). Therefore, through local
wisdom in an area, the characteristics of individuals or groups, or communities that inhabit the
area can be known based on culture, morals, norms, customs, and others in the form of
intangible cultural heritage from ancestors. An area will be known not only because of the local
wisdom it has but also because of the potential or resources owned by an area, both natural
wealth and sites or heritage and other resources. The importance of community support in
developing the potential and local wisdom by maintaining the local culture of various
communities (Hidayati et al., 2020; Rahmawati & Putranta, 2020; Suprapto et al., 2021;
Vrasandyka & Azeharie, 2021).
Efforts to increase and develop the potential (resources) and local wisdom in an area can be
taught to students at the elementary school level in the subjects studied in learning because it
needs to be introduced to students comprehensively. Integrated learning is aimed at
elementary school students to cultivate the character of students who care about local wisdom
and resources of the area where they live and foster a love of the environment, both social,
cultural, natural, and other environments. This learning makes the school component of
students, teachers, school workers, and so forth able to maintain local wisdom and potential
(resources) in a particular area (Maja & Ayano, 2021; Rosala & Budiman, 2020; Zafar et al.,
2019). Learning is developed in the form of learning based on the integration of subject matter
with culture, local wisdom, and the potential of the local area. Learning that is appropriate for
these interests and needs is to introduce geopark in learning, namely by integrating parks with
the appropriate subject matter (Budiastra et al., 2022; Skibiński et al., 2021; Stoffelen, 2020).
Geopark is a concept of regional development by combining three natural diversity, namely
geological diversity (geodiversity), biodiversity (biodiversity), and cultural diversity (cultural
diversity) sustainably, to develop a populist economy based on the conservation of these three
diversities. Geopark is a concept that can integrate resources with geology, to protect and
welfare of the community (Fadhly & Hadiyansyah, 2020; Kistiyah & Andari, 2020). With the
integration of the Geopark drafting concept, the integration of appropriate learning is
integrated science learning at the elementary school level (Catana & Brilha, 2020). Geopark
material mapping can be integrated into integrated science learning at the elementary school
level because science material can explain geological diversity based on natural phenomena
that can form geological diversity in a certain place or area (Budiastra et al., 2019; Budi̇astra et
al., 2020; Erlina, 2021). Primary school-level science materials can explain biodiversity
materials based on grouping or classifying biologics or plants that are characteristic of a
particular area (Krajcik et al., 2023; Prananda et al., 2020). In addition, science materials can
also explain customs, culture, and norms in a certain area related to meaningful science
learning. On the other hand, geopark material makes meaningful science learning, because by
integrating geopark with science in everyday life, that material can be easily understood, as
cultural material will care about the environment by linking local culture or tradition, natural
resources, and biodiversity found in certain areas (Budiastra et al., 2021). One example of this
application is the Nirok Nanggok tradition in the Belitung Islands area, by linking this tradition
to science learning, one can be explained material about environmental concerns to prevent
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 5, May-2023
Services for Science and Education – United Kingdom
environmental pollution, namely carrying out the Nirok Nanggok tradition or catching fish in
the waters without the use of chemicals with the aim of not polluting the environment. In
addition, there is a Kaolin Lake as a heritage or geological diversity and Mangrove Forests as a
heritage or biodiversity owned by the Belitung Islands area that needs to be maintained.
Maintaining sustainability by showing the diversity that can be applied to integrated science
learning by linking environmental care material so that no exploitation or pollution can damage
the environment (Hussein et al., 2019; Zukhri et al., 2021).
With an explanation of the integration of the concept of geopark with integrated science
learning, at the same time able to develop meaningful learning in the world of primary school
education. With the suitability of integrated science materials with the concept of the geopark,
a learning system that can adjust the learning system or curriculum that has been applied,
namely geopark-based science learning can adjust the primary school level curriculum. The
application of learning at the elementary school level is thematic learning. Thematic learning is
learning by involving several lessons and tied in certain themes (Jelita & Putra, 2021; Triyanto
et al., 2022) and involving the activeness of students in learning (Herrera-Franco et al., 2021;
Huang et al., 2019; Phaiboonnugulkij et al., 2021). With elementary school-level learning
conditions that apply thematic learning, geopark-based science learning can make learning that
is not only meaningful for science materials but can make geopark-based science learning
meaningful for other learning (Cho et al., 2021; Fassoulas et al., 2022; Fernández Álvarez, 2020;
Permatasari et al., 2019). Geopark-based science learning by adjusting the elementary school
curriculum, namely thematic learning, can make learning that involves student activity so that
the appropriate learning model is the discovery learning model (Hernández-de-Menéndez et
al., 2019; Nurhayati, 2020). Therefore, science learning in geopark-based elementary schools
can be applied with a discovery learning model that makes good learning in developing local
culture and wisdom in the Belitung region.
METHOD
This research is a descriptive statistical quantitative study with a Quasi-experimental research
design. Quasi-experiment used in this study is Quasi-Experiment: One-Group Pretest-Posttest
Design which is a quasi-experiment where a group is measured and observed before and after
the treatment is given as shown in the following figure (Bernardus et al., 2019; Ma et al., 2019;
Wahab et al., 2021; William & Hita, 2019).
Figure 1. One-Group Pretest-Posttest research design
Based on the research design, the steps of this research are determined as follows:
1. Select and define subjects for the experimental group.
2. Conducting pre-tests without using the discovery learning model.
3. Conducting Treatment or treatment of elementary school students in grades IV, V, and
VI in the form of implementing teaching and learning activities using the discovery
learning model (Kongkaew et al., 2020; Sharma et al., 2020; Ventura et al., 2021; Zając- Lamparska et al., 2019).
The One-Group Pretest-Posttest Design
O X O
Pretest Treatment Posttest