Research Article doi: 10.12973/eu-jer.8.4.

1137

European Journal of Educational Research

Volume 8, Issue 4, 1137 - 1143.
ISSN: 2165-8714
http://www.eu-jer.com/

Development of E-Modules Based on Local Wisdom in Central Learning

Model at Kindergartens in Jambi City
Hendra Sofyan* Evita Anggereini Jamiatul Saadiah
Universitas Jambi, INDONESIA Universitas Jambi, INDONESIA Universitas Jambi, INDONESIA

Received: June 1, 2019 ▪ Revised: September 25, 2019 ▪ Accepted: October 4, 2019
Abstract: This study aims to produce e-modules based on valid and appropriate local wisdom in the Central Learning Model at
kindergartens in Jambi. The product of this research is realized in the form of an electronic module using 3D Pageflip Professional
software to determine the feasibility of e-modules as well as knowing the teacher's response to e-modules based on local wisdom in
Central Learning Model at kindergartens in Jambi city. The type of this research is developing research that refers to the ADDIE
model. After the e-learning module was created, the e-learning module was validated by the expert. Validation was carried out by
two material experts and an e-learning module expert until the e-learning module is declared feasible. After the e-learning module
has been validated and revised, a trial was then conducted by the respondent to see the perception results. The developed e-modules
are stated in the valid category based on the results of the validation of the e-module material and the e-module design which
obtains excellent criteria. The results of the questionnaire perception of 62 respondents (lecturers, teachers and students) on e-
modules showed an average rate of 83% which is included in the excellent category. These results indicate that the e-module
developed in this study is very feasible to use. E-Modules developed in this study are highly recommended for use by Lecturers,
Students, and Teachers in the major of Early Childhood Education.
Keywords: Development of e-modules, central learning model, local wisdom.
To cite this article: Sofyan, H., Anggereini, E., & Saadiah, J. (2019). Development of e-modules based on local wisdom in central
learning model at kindergartens in Jambi city. European Journal of Educational Research, 8(4), 1137-1143.
http://doi.org/10.12973/eu-jer.8.4.1137

Introduction
According to Sofyan (2014), early age is the most important and basic early period in the range of growth and
development of human life. This period is marked by various important periods which are fundamental in the next life
of children until the final period of their development. To support the growth of children, education is needed for early
childhood.
Early Childhood Education (PAUD or Pendidikan Anak Usia Dini) is intended to form optimal growth and development
of children so that they have the readiness to enter further education (Black et al., 2017). As stated in Law Indonesian
Republic Number 20 concerning the national education system article 1 that: early childhood education is a coaching
effort aimed at children from birth to the age of eight years, which is carried out through providing educational stimuli
to shape physical and spiritual growth and development so that children have a readiness to enter further education
(Undang-Undang, 2003). For this reason, learning for children of this age should be held professionally to help the
process of early childhood development.
According to Nurani and Sujiono (2010), education for children at an early age is learning through playing. Early
childhood education (PAUD) is directed to facilitate children's growth and development in a healthy and optimal
manner in accordance with the values, norms and expectations of the community (Latif, 2016). Implementation of the
learning process in kindergartens (TK or Taman Kanak-Kanak) throughout Indonesia using a variety of models, one of
which is the learning center models.
The learning center model is a play zone or area that is equipped with a set of play tools that serve as the
environmental footing needed to support child development (Luluk, 2014). In connection with this matter, Central

* Corresponding author:
Hendra Sofyan, Early Childhood Education Study Program, Faculty of Teacher Training and Educational Science, Jambi University, Indonesia.
 [email protected]

© 2019 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
1138  SOFYAN, ANGGEREINI & SAADIAH / Development of E-Modules Based on Local Wisdom
Learning Model should always be associated with the surrounding environment such as culture, regional excellence,
regional potential and others that are around or can be said to be related to local wisdom.
Local wisdom is a set of plans and arrangements regarding the objectives and learning materials compiled by the
education unit in accordance with the diversity, regional potential, regional characteristics, regional excellence,
regional needs, and the environment respectively as well as the ways used as guidelines for organizing learning
activities to achieve certain educational goals (Kurniawati, Wahyuni, & Putra, 2017; Patta, 2016).
But to implement learning activities in the learning center model that is associated with local wisdom, the teacher must
prepare all learning tools, especially the daily activity plan (RKH / RPPH). The learning module is specially created to
make it easier for teachers to prepare their learning tools. One way to facilitate educators in delivering learning
material is to use learning modules. By utilizing current technological advances, we can find modules in electronic form
(e-modules) that are specifically designed according to learning material and can be used easily by educators.
An electronic module can be interpreted as an electronic-based book which is written with the aim that students can
study independently without or with the guidance of the teacher. Modules as teaching and learning program activities
that can be learned by students with minimal assistance from the supervising teacher, including planning the objectives
to be clearly achieved, provision of subject matter, tools needed in learning, tools for conducting assessments as ways
to measure student success in completing lessons (Indonesia, Departemen Pendidikan, & Pusat, 2008).
Central approach is PAUD implementation approach which focuses on kids in its learning process the centre is game
and kids in the circle by using four kinds of scaffolding to support kids’ development, such as (1) scaffolding of game
environment; (2) scaffolding before the game; (3) scaffolding during the game; and (4) scaffolding after the game (Latif,
2016).
In developing central, according to Jackman, the curriculum of kids’ development can be developed and enlarged
through Language and literacy, literature, Math, science, social studies, art, sensory centres, music and movement,
puppets, and dramatic play (Jackman, Beaver, & Wyatt, 2014).
The learning emphasises on the support for interest development, potency, and strength of the kids. Playing is
considered as the work until kids are given opportunities to start from development until finishing the task and finish
the work “start and finish” such as beam centre, micro role-play centre, big role-play centre, faith and belief centre, Art
centre, preparation centre, and natural materials centre (Phelps, 2006).
Nowadays, local wisdom gets special attention from various stakeholders starting from the policy issued by the
province and subdistrict which is then implemented through the school such as The Authority of the provincial
government, according to PP 25 in 2000 about curriculum development aiming for digging the potency of certain
regions optimally. One of the effective ways is that making local wisdom to be a subject at school (Sagala, 2010), the
local subject can be developed later and will become the particular trait of local potency, local superiority, as mentioned
by the following expert. Local wisdom is curricular activity to obtain competence in line with local characteristics, local
potency, and prospects of local development included local superiority which its materials can be grouped into the
existed subject (Jamaris, 2013).
However, in fact, there are still many educators who have not recognized the module in the electronic version. From the
results of a survey conducted by researcher when searching for subjects/respondents in this study in the Jambi City
area, on average the teachers assume that electronic modules are still rarely found and are rarely used, especially those
related to local wisdom. From the results of interviews conducted the electronic module was considered to be
unfamiliar, and he had never met. Besides, learning related to local cultural wisdom has not yet been implemented
because the government plans to issue new regulations to implement learning related to local wisdom / local cultural
content of Jambi itself in the next new school year (2019/2020). The purpose of this study is to produce an e-module
based on valid local wisdom that is valid for Central Learning Model in kindergartens in the city of Jambi. This research
product is realized in the form of an electronic module using 3D Pageflip Professional software.

Research Method
Development Style
The research carried out is developing research. According to Gall, Borg, and Gall (1996), development research is a
process used to develop and validate an educational product. The research steps or development process consists of
reviewing the research findings of the product being developed, developing the product based on these findings, testing
the product according to the setting in which the product will be used, revising the results of the field test. The
development model used in developing this learning media is ADDIE (analysis, design, development, implementation,
and evaluation).
Based on the development model adapted from the ADDIE model (Branch, 2009), the five stages in this study are; in the
Analysis stage, the researcher conducts analysis and thoughts about e-module products by identifying curricula,
programs, themes, aspects of child development, and e-module products that are appropriate to the target learners. In
 European Journal of Educational Research 1139

the Design stage, researcher designs new product development tools (e-modules). After the e-learning module has been
created, the e-module will be validated by media experts and material experts. Validation is done to determine the
validity of the e-module. If a weakness is found, the product must be revised. Validation data obtained are quantitative
and qualitative data. After being validated by material experts and media experts, the e-module will then be applied in
real situations with real teaching. The questionnaire used was a closed questionnaire which was used to assess aspects
of the e-module as a whole by respondents.

Research Sample
E-modules, based on local wisdom that has been validated by the validator, were tested on the subject of the Group test
as users of the product that had been developed. The validators involved were two experts from Jambi University. An
expert team validation assessment comes from two validators of one material expert and one media expert. Each of the
experts provides an assessment of the material content and media forms in electronic modules. Besides, as many as 62
respondents were included in this study. The respondents consisted of 3 Lecturers if Early Childhood Education at
Jambi University, 25 Kindergarten Teachers in Jambi City, and 34 Students of Early Childhood Education at Jambi
University.

Instruments and Data Collection Techniques

In this development research, the data collection instrument used was an open ended questions. open ended questions
given to module design experts and material experts at the time of validation by experts. Data collection instruments
used for product trials were given to lecturers, teachers and students to see their perceptions in the form of open and
closed questionnaires.
In this study, there were three instruments used, namely instruments for media validators, material validators and
instruments for users (students, teachers and lecturers).The questionnaire was given based on four indicators to the
material validator, namely the suitability of the material with the syllabus, content and material aspects, learning
aspects and language aspects. The questionnaire was given to the media validator based on four indicators namely the
design of the cover and size of the module, the design of images and animation, video and audio according to the e-
module, font type and colour combination with the background. The questionnaire indicators provided for students,
teachers and lecturers are electronic module display, written clarity, ease of use, the interest of drawings, animations
and videos as well as the suitability of the material with the learning objectives.

Data Analysis Techniques

Analysis of this research data was in the form of a validation questionnaire and user response questionnaire, namely
as follows:
1) Analyzing the results of the validation from the initial validation of the product until the product can be stated to
be feasible (good) by the material expert and media design expert.
2) Calculating the average percentage of positive responses shown from the questionnaire. According to Yamasari
(2010) calculates the percentage score of each question, using the formula:

RS = x 100%
Description:
RS = Percentage of teacher responses,
f = number of scores for each sub-variable,
n = maximum number of scores
From the results of these calculations, the perception of validators, students, teachers and lecturers on the validity and
feasibility of local wisdom-based electronic module products tested can be concluded from the criteria (excellent, good,
poor, very poor) which has the highest percentage (Ramadhan, Mardapi, Prasetyo, & Utomo, 2019; Ramadhan, Mardapi,
Sahabuddin, & Sumiharsono, 2019). More specific criteria can be seen in the following Table 1.

Table 1. Guidelines for respondent response conventions

Percentage of obtained score (%) Effectiveness
X > 76 Excellent
50 < X ≤ 75 Good
25 < X ≤ 50 Poor
X≤ 25 Very Poor
1140  SOFYAN, ANGGEREINI & SAADIAH / Development of E-Modules Based on Local Wisdom
Results and Discussion
Research from the development of an electronic module based on local wisdom in this center learning model results
obtained in the form of (1) Electronic Module (e-module) based on local wisdom on the center learning model at
Kindergartens in Jambi City. (2) Evaluation of the validation of a team of experts from two validators, namely material
expert and media expert on the contents of the material in the electronic module. (3) Assessment of 62 respondents
consisting of Teachers, Lecturers and Students in the major of Early Childhood Education. The development of
electronic modules in the learning center model in kindergarten was developed with the ADDIE Model which consists
of 5 stages.

Analysis Stage
In the analysis process, it was concluded that in making the concept of a learning center model, teachers need guidance
in the making of the lesson plan. In making lesson plans, teachers have difficulty because many Central Learning Model
must adjust to the theme and that there is still a lack of learning based on local wisdom, especially in the city of Jambi.
Therefore, the researcher then provides the goal of this research is to make e-modules that contain instructions in
Central Learning Model.
Design Stage
In the design stage, researcher-made work plans and things that are needed. The draft product specifications made are;
 Products developed in the form of learning media that can be used as electronic-based learning resources;
 The product developed is called the local wisdom-based electronic module in kindergarten. The material
presented consisted of Module 1 Local Wisdom and Module 2 Center Learning Models, Summary, Formative Tests,
Reference Lists, Key Answers and Authors' Bio;
 Product display in the form of electronic modules is in the form of 3 Dimensions (3D)
 The product uses images, videos and music based on local wisdom;
 The resulting product can be used via laptops and androids, but for Android, it can be used when downloading
3D Reader first.
Before the process of making a product, the first thing to do is look for material that will be presented on an electronic
module. The stages are carried out to produce a product that can be used as a learning guide, namely: 1) Designing a
storyboard, that is the concept or delivery of ideas or initial sketch ideas from making electronic modules. 2) Designing
cover and background designs using Corel Draw software; 3) Packing material, images, covers, backgrounds into the
product using Microsoft PowerPoint software and directly adjust the size of the writing, the colour of the writing, the
layout and adjust the size of the pictures and videos. 4) Adding instrument information and background to the video
using the Kine Master software; 5) Converting product designs created using PowerPoint software to pdf format; 6)
Importing the product into 3D PageFlip Professional software. 7) Adding videos on the material pages that have been
provided; 8) Adding links to video and image charts on the table of contents. 9) Adding meaningful animation to the
page provided; 10) Saving the file in pfprj (publish) format.

Development Stage
At the development stage, the e-module was validated by one media design validator and one material validator. The
media stated in the category are eligible to be tested at the implementation stage because the material validation
obtained a value of 44 (80%), then this shows excellent criteria. A more specific analysis based on the indicators, can be
seen in the following Table 2.

Table 2. Results of material validation

Indicator of material validation Percentage (%) Category
The suitability of the material with the syllabus 85 excellent
Content and material aspects 80 excellent
Learning aspects 75 Good
Language aspects 80 excellent
Average 80 excellent

Likewise, with the validation of media design which scored 44 (81,25%), this shows excellent criteria. A more specific
analysis based on the indicators, can be seen in the following Table 3.
 European Journal of Educational Research 1141

Table 3. Results of media validation

Indicator of media validation Percentage (%) Category
The design of the cover and size of the module 75 Good
The design of images and animation 80 excellent
Video and audio according to the e-module 85 excellent
Font type and colour combination with the background 85 excellent
Average 81.25 excellent

Thus the results of e-module validation have been said to be feasible. In addition, the results of the review by experts
are replacing the cover by adding Jambi batik to the background, as well as adding other Jambi icons which are depicted
"Gentala Arasyi" (A bridge with a tower that became a city Icon Jambi) and the house of Jambi, at the bottom of the
place there are views on the school, depicting the early childhood education with the local wisdom of Jambi. More
specifics can be seen in Figure 1 follows.

Figure 1. Display of e-modules based on local wisdom in the Central Learning Model

Implementation and Evaluation Stage

The implementation stage and the evaluation stage were carried out simultaneously. Media that have been developed
then tried out to respondents consisting of Teachers and Lecturers and Students of Early Childhood Education at Jambi
University. In the evaluation stage, the media is assessed by formative and summative evaluation. A formative
evaluation was carried out at each stage for e-module improvement (qualitatively) while summative evaluation was
done to determine the perceptions of the respondents.
The results of 62 respondents who received the perception questionnaire and used the e-module consisting of 3
Lecturers of Early Childhood Education at Jambi University, 25 Kindergarten Teachers in Jambi City, and 34 Students of
Early Childhood Education at Jambi University, obtained the average response results which is 83%. More specific
results can be seen in the following Table 4.

Table 4. Results of respondents' responses to the e-module

Student Teacher Lecturer
Indicator of Instrument
Percentage (%) Category Percentage (%) Category Percentage (%) Category
Electronic module display 80 excellent 80 excellent 70 good
Written clarity 90 excellent 85 excellent 85 excellent
Ease of use 80 excellent 85 excellent 80 excellent
The interest of drawings,
85 excellent 90 excellent 80 excellent
animations and videos
The suitability of the
material with the learning 85 excellent 90 excellent 85 excellent
objectives
Average 84 excellent 86 excellent 80 excellent
1142  SOFYAN, ANGGEREINI & SAADIAH / Development of E-Modules Based on Local Wisdom
From the results of the above data in this study, the e-module based on local wisdom in Central Learning Model can be
said to be feasible. This can be seen from the results of validation and the results of respondents' perception
questionnaires, which showed an average score of 83% where this score is included in the excellent category.
According to research conducted by Jazariyah (2017) with the title Development of Family-Based Early Childhood
Education Module for Improving Parenting Skills in the Amanah Bunda Play Group, it is found that the product
developed is suitable for use as an independent learning media that can be used by parents. This is based on the
average score of the whole validator which in this case is the media expert, material expert, colleague and educator
where the score obtained is 4.53 and is in the "excellent" category.
Utilization of supporting learning materials such as comic media and local wisdom can improve the implementation of
the learning process and motivate students. Supporting teaching materials such as comics, modules or books can be
used as a means for teachers to optimize learning for students (Kurniawati et al., 2017). Waridah and Aman (2015)
explained that learning experiences in schools that are relevant to the lives of students would help students solve
problems encountered in daily life and can provide them with learning about how to socialize with the community. The
findings in this study are also in line with the results of Rufii (2015) which explain if learning using modules can
encourage student learning outcomes. Learning using e-modules as supporting teaching materials in the learning
process aims to facilitate teachers in carrying out teaching and learning activities.
The effectiveness of this product is also supported by the local wisdom approach used in composing e-modules. The
environment around the students contributes to the development of students ' developmental aspects, skills,
knowledge, behaviours (Prochner, 2015). Learning by incorporating local wisdom can maintain environmental
sensitivity with local communities, and this will last a long time. In addition to establishing awareness of knowledge
and action, the local context was developed through local history, geography, ecology. The inhabitants can be used as
thematic areas of learning (Smith & Williams, 1999).

Conclusion
The novelty of the results of this research takes the form of an electronic module based on local wisdom that contains
the center learning model. The developed e-modules are stated in the valid category and can be tested at the
implementation stage. These results are based on the validation of the e-module material and e-module design, which
obtains excellent criteria. Thus the e-modules that have been developed are said to be valid. The results of the
questionnaire perception of 62 respondents to the e-module showed an average rate of 83% which is in the excellent
category. These results indicate that the e-module developed in this study is very feasible to use. The E-Modules
developed in this study are highly recommended for use by PG-PAUD Lecturers, Students, and Teachers. Besides, this e-
module has been designed in accordance with the 2013 curriculum that is applicable in Indonesia. However, testing of
the products developed in this study is still limited, both the material and the sample used. It is hoped that in future
more extensive and extensive research can be carried out.
From these determinations, it is expected that PAUD Lecturers, PAUD Teachers and PAUD Students can find out,
understand, and implement Area learning models, Center learning and evolution-based group learning models through
environment and thematic approaches to improve the development of all facets of early childhood by utilizing books
references that have been produced by researchers. For the further researcher, make the electronic module design as
interesting as possible and make it fuller than what has been lived. In this inquiry, testing for experiment and class
action research (PTK) has not heretofore been conducted, it is safer than the next field can use type of experiment
research or class action research (PTK) to encounter out the users learning result of electronic module local wisdom
based on the area learning model in Jambi City Kindergarten.

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