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Developing Save Your Food Kit (Sayofu Kit) to Support Inquiry, Improve Student Learning Outcomes at SMP Plus Hidayatul Mubtadiin and Public Awareness on Food Additives

This content has been downloaded from IOPscience. Please scroll down to see the full text. 2017 J. Phys.: Conf. Ser. 812 012080 (http://iopscience.iop.org/1742-6596/812/1/012080) View the table of contents for this issue, or go to the journal homepage for more Download details: IP Address: 70.210.81.180 This content was downloaded on 11/04/2017 at 14:01 Please note that terms and conditions apply.

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MSCEIS IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012080

IOP Publishing doi:10.1088/1742-6596/812/1/012080

International Conference on Recent Trends in Physics 2016 (ICRTP2016) IOP Publishing Journal of Physics: Conference Series 755 (2016) 011001 doi:10.1088/1742-6596/755/1/011001

Developing Save Your Food Kit (Sayofu Kit) to Support Inquiry, Improve Student Learning Outcomes at SMP Plus Hidayatul Mubtadiin and Public Awareness on Food Additives J Astutik Indonesian School of Kuala Lumpur, Lorong Tun Ismail No. 1, Kuala Lumpur 50480, Malaysia E-mail: [email protected] Abstract. Food additives are materials that can not be separated from the lives of students and the community. Based on the preliminary questionnaire, it indicates the lack of kit supporting material additives in some schools and communities. The research objectives of this development are (1) to develop Kit experiment (SAYOFU KIT) and supplementary books to improve student learning outcomes in the classroom and public awareness on food additives (2) to describe the feasibility and potential effectiveness of SAYOFU KIT developed (3) to analyze the practice of SAYOFU KIT and benefits for students and the community. This development study uses 4-D models Thiagarajan, et al (1974). through some stages, they are: defining, designing, developing and disseminating which involes the students and community. The developed SAYOFU KIT includes additives sample kit, borax test kit, curcumin test kit, formaldehyde test kit, modification heater to the identification of dyes and dye test paper. The study is conducted at SMP Plus Hidayatul Mubtadiin, and TKIT Al Uswah. The products are validated by experts and education practitioners. Qualitative data processing uses descriptive method, whereas quantitative data by using the N-gain.The average yield of expert validation of SAYOFU KIT with supplementary books 76.50% teacher’s book and 76.30% student’s book are eligible. The average yield of 96.81% validation of educational practitioners criteria, piloting a small group of 83.15%, and 82.89% field trials are very decent.The average yield on the student questionnaire responses SAYOFU kit and supplementary book is 87.6% with the criteria very well worth it. N-Gain 0:56 cognitive achievement with the criteria enough. The results of the public poll showed 95% feel the benefits SAYOFU kits for testing food. Based from description indicates that SAYOFU Kit developed feasible, practical, useful to support inquiry learning and improve student learning outcomes as well as public awareness of food additives.

1. Introduction Material food additives can not be separated from everyday life is one of the materials science class VIII. Ideal learning science materials covers aspects of microscopic, macroscopic and symbolic [1]. If these aspects found, the science material will be easily learned and applied. Food additive teaching materials available today do not represent these three aspects much. Student activities on experiments in teaching materials are dominated by food composition analysis with many scientific terms so that these materials tend to be difficult to understand and apply because it reviews of symbolic aspect only.

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Methods of learning and teaching materials of food additives should be investigated and developed more. This material is not separated from the daily life of current students, future and the impact on life in the community. According to Piaget in Olson & Hergenhahn, the optimal education requires a challenging experience for learners so that optimal process of assimilation and accommodation [2]. "Appropriate learning method, learning resources and learning experiences greatly affect the students 'competence' [3]. Method of inquiry is expected to accommodate and improve learning outcomes with real and meaningful experience. The availability of teaching materials are also expected to improve the reasoning ability of students in learning. Teaching materials that support the process of inquiry are still limited. Activity is dominated by experimental analysis composition of food additives on food packaging. Curriculum resources VIII class 2013 contains experimental activities already [4]. However, experimental activities additives are only tested on dye textiles, while the issue of additives and other addictive are presented by information and analysis only. Grain material and concept maps are not much different from other books. Value divinity embedded in religious teaching students to associate with the material additives and addictive substances studied are still lacking. Questionnaire preliminary study to parents and teachers from several areas indicate that the material teaching materials additives are needed. Respondents noted that variations have not done an experiment in learning the material additives yet. This material is dominated by the activities of the analysis of the composition of additives on food packaging. Exhaustiveness average grade of only 50-75% only. After studying this material, it showed no change in the attitude of the students in choosing the food consumed. The preliminary study questionnaire on 50 junior high school students of class IX Plus Hidayatul Mubtadiin showed that 65.22% of students did not like this material because a lot of memorizing the type and function of the term - a foreign term. Students who forgot the name of the food and non-food additives that need to watch reaches 40 to 71%, so they have not been able to apply the knowledge about additives in food consumption. The majority of parents also find it difficult to determine the safety and how to test food additives and feel uneasy with the widespread use of non-food additives on the market. The existence of a kit to test food additives at this time is there but still need to be developed and disseminated in the learning material additives and in community life. The kits of non-food additives that are commercially available are relatively expensive and not so well known. Kit as a part of teaching materials will support the inquiry learning process. One characteristic of inquiry learning is to develop systematic thinking skills, logical, and critical [5]. They do demonstrate that the process of reasoning is needed in learning. So the inquiry teaching materials that support the process of reasoning is needed. Everyone should remember this sentence before eating or drinking "save your food, make sure before you consume it". The abbreviated sentence SAYOFU message is supported by experimental tools, named SAYOFU KIT. Suwarni states that the inquiry teaching materials effectively increase the cognitive, psychomotor, and affective student [6]. The results of the other development is the interactive teaching materials with guided inquiry approach in chemical materials of foodstuffs are also feasible to use [7]. Other studies based learning inquiry is already quite a lot and give positive results in improving the quality of learning of them stated [8]. Sulistina et al, Juntunen and Aksela also stated approach of inquiry can be applied to materials chemistry at all levels of school [9],[10]. Use of research in various fields of connecting the world outside the school can prepare for study of scientific inquiry better to improve the concept and process skills using inquiry method [11]. Design of project-based activities to the development of creativity and knowledge of the inquiry-based learning is very effective at secondary school [12]. Based on the above explanation, the development of teaching materials in the form of SAYOFU KIT and supplementary to additives material is made which can be used by eighth grade students and the community. The proceedings are designed in view of material and design of experiments varied. The

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objective research and development is to develop a proper and validated inquiry-based teaching material and determine the potential effectiveness in improving learning outcomes of student learning. Another goal is to increase public awareness of food additives and how to test using materials that are easy to obtain and inexpensive. 2. Model, analysis, design and implementation 2.1. Research and development model The development model used in this study refers to the development of the research and development of 4D models of Thiagarajan et al which includes the step define, design, develop and disseminate [13]. In the define phase to do a needs analysis. These stages are complete made through a 5-step analysis: analysis front-end (front-end analysis), analysis of student (learner analysis),analysis of the task (task analysis), analyzes the concept (concept analysis), and goal setting (Specifying Instructional Objectives). The front-end analysis aims in determining the problems encountered in learning based on the curriculum of 2013 and the facts on the ground so we need a material development material additives [14]. Analysis of students aims in determining the characteristics of the students to be adapted to the design of the development of teaching materials. Characteristics of students and the community analyzed will include background experience, the general attitude towards learning topics, as well as the media, formats and languages. Information about the characteristics of students and the public in accordance with the design development of teaching materials. The task analysis aims to identify the key skills that must be mastered and analyze it in order to be a skill that must be mastered. This analysis is done through a study of core competencies, basic competencies and learning indicators that are used to develop teaching materials additive material. Analysis of the concept aims to identify the main concepts in the material being taught additives which can not be separated from KI, KD and indicators of achievement of competencies. Formulation of learning objectives and task analysis is converting concepts into instructional objectives were developed from learning indicators. Design stage is implemented by arranging story board that refers KD and indicators arranged on the define phase. This stage includes the preparation of materials, media selection, the selection of teaching materials floating format, the initial design. Penentukan early design phases covering material according to the material that has been determined, and the determination of the type KIT trial. Type kit is determined to make variations of the experiment could be done simply. The final outcome kit named SAYOFU KIT which consists of a kit of samples of additives, test of borax (paper, liquid and sticks), formalin (paper and liquid), for example paper test kit to test borax, formalin test kit, curcumin test kit, heater modifications and test paper dye. Develop stage aims to produce a final draft of the revised based on input from the experts. The activities of this stage is the assessment of the experts and product trials. Prior to validation by the validator, the product must be validated by supervisor first, further validated by educational experts, subject matter experts, and practitioners. Validation expert (expert appraisal) aims to determine the feasibility or validity of the product before the final product is produced. The revised products are used to test the product in small groups and field trials. The end product will be used for field trials in the experimental class to determine the potential effectiveness of teaching materials to improve student learning outcomes as on. Products are also tested in people from various circles in Figure 1.

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(a)

(b)


(c)

Figure 1.. Testing SAY YOFU KIT. (a) Testing products by students, (b) by Communnity in SMP Plus Hidayatul Mubtadiin an nd (c) TKIT Al A Uswah. 2.2. Analyysis The type of data obtain ned in this reesearch and development d c consists of quuantitative annd qualitative data from the questionnaire q s using Likert scale and coolumn commeents and sugggestions. The qualitative daata is obtained from the advice and input i from education e exxperts, subjeect matter exxperts, education professionnals, students of class IX annd class VIII Junior High School Plus Hidayatul H Muubtadi'in Singgosari Malang. The T quantitatiive data is obbtained from a questionnaaire using Likkert scale witth a score off 1-5. Data obtaained from expert e validattion is used to determinne the feasibiility and vallidity of teacching materials. The data from m students, teeachers and thhe communitty is used to determine d the effectivenesss, the hing materialss applicabilityy. attractivenness and teach Data collection c insttrument usedd in this studyy is in the foorm of questionnaire checcklist and collumn suggestionns and comm ments. The typpe of questioonnaire used, namely the preliminary questionnaire q e (the needs of teachers t and students), exppert validatioon questionnaaire, questionnnaire testing small groups, and affective self-assessme s ent questionnaaire students. These prelim minary questioonnaire contaiins certain criiteria of instrucctional materrials neededd by teacherrs and studeents. Questioonnaire validdation of exxperts comprisinng two types of o assessmentt, namely thee Likert scale and the truthh of the conceept of the matterial by subjecct matter exp perts using a questionnairre using yess and no opttions. Througgh this validation questionnaaire can be ussed as teachinng material im mprovement SAYOFU S KIT T developed. Additivve material cognitive c mattters are madde according to the indicaators achievedd by competeence, namely KD 3.7 and 4.7 7 grade VIII junior high scchool. Matterss being used is i validated by experts witth the validity off 94.63% and d a very decennt criteria. Thhe trials weree conducted at about 44 stuudents of classs IX and continnued with an nalysis using IBM SPSS sttatistics 21. The T reliabilityy obtained was w 0.732 withh the high categgory. The am mount of cognnitive questioons are 30 quuestions that declared valiid by modestt and easy difficculty level. Analyticall techniques done is to calculate a score acquisitioon and conveerted in percentage form. The results of this quantitaative data aree used to get the conclusion of a pre-ddetermined crriteria. Data from preliminarry study quesstionnaire is processed p by the t calculation of percentaages for each item selectionn. As stated by Sudjana with h the formulaa [15]: The deetermination of this percenntage descripptive processeed by counting the t number of o respondentts divided by the total num mber of respoondents and multiplied m byy 100 percent, Sudjana [15] as a follows: ௙

ܲ ൌ ‫ͲͲͳݔ‬Ψ ே

p respondennts P = the peercentage of poll f = number of respond dents who answered item N = the tootal number off respondentss

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(11)



Criteria for eligibility qualifications percentage calculations with predetermined criteria [16]. The questionnaire results with the percentage of 81% - 100% criteria are very decent (not revised), 61% 80% criteria are eligible (not revised), 41% - 60% criteria are quite decent (not revised), 41% - 60% criteria are less worthy (revision), and 0% - 20% criteria are not worth (revised). Analysis of scientific reasoning ability and cognitive learning outcomes form of multiple choice questions are conducted to determine improved results pretest to posttest. The counting uses the formula N -gain. Analysis of scientific reasoning ability and cognitive learning outcomes form of multiple choice questions are conducted to determine improved results pretest to posttest. Perhitunganya using the formula N -gain as follows: ழௌ೛೚ೞ೟ வିழௌ೛ೝ೐ வ ܰ݃ܽ݅݊ ൌ (2) ିழௌ வ ௌ ೘೔೏೐ೌ೗

೛ೝ೐

Furthermore, the N gain obtained is interpretated based on predetermined criteria. A high Ngain criteria if > 0.70, middle criteria if 0.30 to 0.7, while the low criteria if the N-gain