Research Article doi: 10.12973/eu-jer.9.2.

639

European Journal of Educational Research

Volume 9, Issue 2, 639 - 653.
ISSN: 2165-8714
http://www.eu-jer.com/

South Kalimantan Local Wisdom-Based Biology Learning Model

Siti Ramdiah A. Abidinsyah Muhammad Royani
STKIP PGRI Banjarmasin, INDONESIA STKIP PGRI Banjarmasin, INDONESIA STKIP PGRI Banjarmasin, INDONESIA

H. Husamah* Ahmad Fauzi

Universitas Muhammadiyah Malang, INDONESIA Universitas Muhammadiyah Malang, INDONESIA

Received: December 5, 2019 ▪ Revised: January 26, 2020 ▪ Accepted: March 27, 2020
Abstract: The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdom-
based biology learning and its effect on student learning outcomes. The research method used is research and development. This
research was in a Develop stage of Thiagarajan’s Model. This development has produced learning models (lesson plans, student’s
worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The
local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan).
Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of
validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the
learning model, quasi-experimental design was applied by involving two classes at SMAN 7 Banjarmasin-Indonesia. Data were
collected using a variety of instruments, namely the validity assessment sheet, the student’s worksheet and lesson plan sheets,
student achievement test questions, and student response sheets. Data analysis was implemented to measure the effectiveness and
the effect of learning by calculating n-Gain and ANCOVA, respectively. The results, the learning tools met the "valid" criteria so that it
can be implemented. Learning also concluded having good practicality criteria. Moreover, it can be seen that the application of local
wisdom-based learning model and tools was quite effective in improving student learning outcomes, in contrast to learning in the
control class. Furthermore, ANCOVA test concluded that there were significant differences in learning outcomes between students in
the experimental and the control class.
Keywords: Biodiversity material, biology learning tools, South Kalimantan local wisdom.
To cite this article: Ramdiah, S., Abidinsyah, A., Royani, M., Husamah, H., & Fauzi, A. (2020). South Kalimantan local wisdom-based
biology learning model. European Journal of Educational Research, 9(2), 639-653. https://doi.org/10.12973/eu-jer.9.2.639

Introduction
There were questions about how do we need to study biology? It was very clear, because biology will connect us with
the world, the place where we live and show how it relates to all forms of life in this world. Ballard et al (2017), Darling-
Hammond et al (2019), Fleischner et al (2017), Serdyukov (2017), and Turrini et al (2018) all state that biology is also
a part of social and economic problems throughout the world. Biology learning is a tool to improve the strengthening of
attitudes, skills, knowledge, values and responsibilities as a citizen towards environment, society, nation that is based
on faithfulness and devotion to the Almighty God
Biology is concerned with finding out and understanding about nature systematically. Biology concerns not only the
mastery of knowledge collection in the form of facts, concepts, principles but also a process of discovery. Learning
biology in schools is expected to be a vehicle for students to learn themselves and the surrounding nature (Aida et al.,
2016; Karyadi et al., 2018; Usmeldi & Amini, 2019). Various biology learning activities supported by self-regulated
learning strategies have been proven to significantly influence self-directed learning readiness and attitudes towards
science experiments (Kayacan & Ektem, 2019).
Biology learning will be successful if the teacher is able to develop and use suitable learning tools (Fadilah et al., 2017;
Fatmawati, 2016; Mursali, 2015). The teacher as an important component in education has a great responsibility and is
very decisive in achieving students’ competence (Malm, 2009; Mendo-Lázaro et al., 2018). Every teacher in the

* Corresponding author:
H. Husamah, Biology Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, East Java, INDONESIA.
 [email protected]

© 2020 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
640  RAMDIAH ET AL. / Local Wisdom-Based Biology Learning Model
education unit is obliged to compile learning tools in a complete and systematic manner so that learning takes place
interactively, inspiratively and fun, which then can motivate students to participate actively and independently in
accordance with their talents, interests, and physical as well as psychological development (Budiman & Arif, 2018). The
selection of appropriate learning tools is significant for a teacher because it can be used as a guide for the learning
process to run systematically. The selection of learning tools is also used as a benchmark, enhancing teacher
professionalism and tools to facilitate teachers in succeeding the learning process (Chaerunnisa et al., 2017; Ismomon,
2016). In fact, the lack of learning device often becomes an obstacle that causes the learning process to not meet
expectations (Aufiana et al., 2015; Gleason et al., 2011).
The utilization of good tools will guide the implementation of quality learning in accordance with expectations and
standards that have been set. Appropriate use of the device can certainly improve good results (Darling-Hammond et
al., 2019; Serdyukov, 2017). Furthermore, the development of excellent learning device is expected to be able to
provide opportunities for students to explore knowledge that will be discussed in class, provide opportunities for a
more student-student, student-teacher interactions in group discussions (Le et al., 2018; Taylor & Parsons, 2011). In
addition, this learning boosts a positive contribution to students in terms of gaining understanding, increasing
interaction and participation, and developing their positive characters (Adawiyah & Hidayah, 2017).
Students are more interested in studying biology if the subject is presented in an integrated and holistic manner
(Mustami et al., 2017). The learning tools that are compiled should adjust to the characteristics of students, the nature
of biology learning, and the problems encountered in the learning process and in everyday life (Utami et al., 2018).
Learning tools are arranged by taking into account the needs of their users, that is, the needs based on geographical,
ethnographic, and regional wealth characteristics. Therefore, learning tools should be developed in accordance with
local customs or tradition (Hadi, 2017), including the interpretation of aspects of local wisdom, for example from the
Province of South Kalimantan-Indonesia.
Biology learning can be developed by relying on the uniqueness and abundance potentials of an area, including local
(traditional) culture and technology (Damayanti et al., 2013; Peat, 2012; Whiten et al., 2017). The development of a
learning tool that is integrated with local wisdom is expected to develop the potential of each region and increase the
creativity and character of students (Mannan et al., 2015). Emphasis on local wisdom as indigenous science in learning
biology is considered very necessary. Utilization of local wisdom content in learning, besides being able to save the
knowledge of local wisdom can also help students in learning biology with real life learning (Anwari et al., 2016; Hadi,
2017; Parmin et al., 2015). In addition, learning with local wisdom can improve students' relationships with
surrounding communities and can link local knowledge with modern knowledge (Leksono, 2016). This is certainly in
line with the concept that the expected outcome of learning biology is so that students have both scientific and
environmental literacy. This shows that the environmental context cannot be separated in biology learning (Ilhami et
al., 2018).
Efforts to develop biology learning tools based on local wisdom are still not widely researched in Indonesian school
context (Lestari et al., 2019). General research and development of learning tools have indeed been carried out by
previous researchers. In the Indonesian context, researchers have tried to focus on developing science and biology
learning tools. Some of them were the development of inquiry-based learning with the subject of digestive system in
biology (Handriyan, 2016), the development of learning tools specifying on student worksheets (Jamdin, 2014;
Mujahidin, 2017), development of an instrument to measure the higher-order thinking skill in physics (Ramadhan et al.,
2019) or also on textbooks and student worksheets (Setiawati et al., 2017). There was also a research on the
development of concept-based biology learning tools consisting of lesson plans, worksheets and mind map learning
media to foster interest in learning of junior high school students (Jon, 2017), or equipped with evaluation tools
(Marneli, 2017). Some researchers have focused on developing biology learning tools with a contextual approach and
with the guided inquiry method on angiosperm material (Norra, 2018), fungi material, and the excretion system (Aida
et al., 2016; Fadilah et al., 2017). Meanwhile, more specifically there are researchers who develop biology learning tools
using problem based learning models (Wardah, 2016) and produce e-modules based on valid and appropriate local
wisdom at kindergartens in general topics (Sofyan et al., 2019). Based on this, it can be concluded that their research
results have not touched the aspects of biology learning tools based on local wisdom.
It is still considered very rare to find previous studies that focused on high school biology learning tools based on local
wisdom, especially those related to the local wisdom of South Kalimantan Province. In fact, local potential and wisdoms
exist in South Kalimantan Province if not utilized will be neglected and vanish or even extinct (Rusmana et al., 2019).
One of the provinces in Indonesia that has its own uniqueness is South Kalimantan. South Kalimantan is a province
located in the south-eastern part of the island of Borneo, which has a lowland area on the west and east coast, and a
plateau formed by the Meratus Mountains in the center. Other geographical conditions of South Kalimantan are the
existence of many swamps and rivers, while the largest tribe in South Kalimantan is the Banjar tribe. Urang Banjar
(Banjarese) is the largest ethnic group that inhabits this province (Istiqomah & Setyobudihono, 2014). Local wisdom in
South Kalimantan implies a view of people's lives towards life values (Yulianto, 2019). Cultural properties that are
characteristic in South Kalimantan can be an inspiration in learning science (Fuad et al., 2018). This proposed study
 European Journal of Educational Research 641

will certainly make a concrete contribution to the strategy of building environmental awareness through the values of
local wisdom that originate concretely from the lives of river communities in South Kalimantan (Suratno et al., 2015).
Research that needs to be elaborated for example was Kahar and Fadhilah (2018), on environmental literacy, and
conservation attitudes. However, the focus was on local potential in West Kalimantan, which was differentiated
according to the fields of Natural Resource, Human Resource, Arts and Culture, Tourism and Culinary. Also the research
of Tomi et al (2018) on the development of a biology learning tool based on local wisdom of Kerinci-Jambi Province;
Hadi and Dazrullisa's research (2018) about the development of biological teaching materials based on local wisdom in
West Aceh; and Hasanah et al (2018) research on the development of biology learning tools based on the local
potential of West Lombok-West Nusa Tenggara. There is also a study of Saputra et al (2016) which is more specific on
the development of a Natural Science module based on local wisdom in the Puger-East Java coastal area on the subject
of the plant transportation system at Secondary level. While other research was more focused on aspects of the model
and/or learning strategy, for example the implementation of a Natural Science learning model based on local wisdom in
junior high school students (Pamungkas et al., 2017); and mini-research based on local wisdom on the ability to master
the material of conservation biology (Leksono, 2016).
Based on the various descriptions, it can be said that there has been no development research related to the biology
learning tools based on local wisdom in South Kalimantan as a support for biodiversity material for class X, SMA/MA
(senior high school) level. Researchers have developed the indispensable learning tools.

Research Goal
The goals of this study are to (1) analyze the validity of South Kalimantan local wisdom-based biology learning model
and tools; (2) analyze the practicality of the biology learning tools based on South Kalimantan local wisdom; (3) analyze
the effectiveness of the biology learning tools based on South Kalimantan local wisdom; and (4) analyze its effect on
students’ learning outcomes.
Methodology
Type of Research
This development research was the continuation of the previous study by Thiagarajan et al (1974) by implementing the
following stages: Define, Design, Develop, and Disseminate. This research is in the Develop stage, to develop learning
model based on South Kalimantan's local wisdom. Learning tools that have been developed consisted of lesson plans,
student’s worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student
response sheets. At this Develop stage, to find out the effectiveness of the learning model, the quasi-experimental
design was applied.
The local wisdom-based learning model was designed with seven stages using Banjar language as the regional language
of the people of South Kalimantan. It was utilized as a form of local wisdom to understand and preserve Banjar
language. The seven stages in question namely “Urientasi” (orientation), “Mambaca” (reading), “Tatakonan”
(questioning), “Panyalidikan” (investigating), “Rifliksi” (reflection), “Paninjauan” (re-checking), and “Pengkaran” (mind
mapping).
At the stage of "urientasi", the teacher opened the learning by presenting a problem related to nature both potential and
local wisdom in South Kalimantan. The next stage was "mambaca" where students read material provided by the
teacher. The reading material has been designed by the teacher by utilizing the phenomena of the potential and local
wisdom of South Kalimantan. In the stage, "tatakonan", students made questions after reading activities. Then, at the
"panyalidikan" stage, students had the opportunity to carry out investigations in the field and establish relationships
with the community to obtain various for problem solving. In the "rifliksi" stage, the teacher directed students to be
able to connect and link concepts from general to specific based on the results of the investigation. Then in the
"paninjauan" stage students actively reviewed the reading material or phenomena conveyed. The last stage was the
"pengkaran" which came from the word “kar” which means map. At this stage, after students completed the previous
stages, students mapped the concepts that had been found, both in the form of concept and thought maps. On the other
hand, the "panilaian" stage was an assessment activity by the teacher which was carried out from the “urientasi” stage
to “pengkaran”. In more detail, a diagram explaining all the learning activities in this model is presented in Appendix 1.

Sample and Data Collection

In this study, model and tools that have been developed were tested for the level of validity, practicality, effectiveness,
and its effect in learning. The level of validity was determined based on research from the validator. There were four
validators involved, namely teaching experts, curriculum instructors, Banjar linguists (local language), and Indonesian
linguists. Afterwards the practicality of the learning model was assessed based on student responses after participating
in the learning. To find out the effectiveness of the learning model and its effect on student learning outcomes, quasi-
experimental design was applied by involving two classes at SMAN 7 Banjarmasin (each class consists of 34 students,
so the total number of samples is 64 students). The sample selection is done by purposive sampling technique. Pretest-
642  RAMDIAH ET AL. / Local Wisdom-Based Biology Learning Model
posttest control group design was implemented, where the X-MIPA-5 class was positioned as the control group and X-
MIPA-3 as the experimental group. The control class follows the learning with lecture and question-answer method
learning, while the experimental class implemented local wisdom-based learning. The material chosen in implementing
local wisdom-based learning was biodiversity, while the local wisdom raised is the diversity of genes, species, to
ecosystems that describe various types of rice, fruits, plants, animals, and ecosystems typical of South Kalimantan.

Collecting and Analyzing of Data

Data were collected using a variety of instruments to measure learning validity, namely the validity assessment sheet of
the learning model, the lesson plan and student’s worksheet validity sheets, student achievement test questions, and
student response sheets. There were nine components used as bases for evaluating the validity of the learning model
by the validator, namely (1) philosophical foundation; (2) supporting theories; (3) empirical basis; (4) the description
of each syntax; (5) syntax; (6) social systems; (7) reaction principles; (8) support system; and (9) instructional and
accompaniment impacts. Then to measure practicality, the questionnaire responses of students while using the
learning tools based on local wisdom in South Kalimantan were used. The questionnaire was composed of eleven items
derived from three aspects, namely (1) convenience, (2) attractiveness, and (3) assistance. Furthermore, to measure
the effectiveness, the instrument was constructed in the form of student learning outcomes test sheet. The test consists
of 19 essay items with C2-C5 cognitive level. The validity of the test instrument was tested using Pearson-Product
Moment, while the reliability was tested using Cronbach's Alpha. As a result, all items were valid (n = 126, r>0.174, p
<0.05) and the test instrument was very reliable (Alpha = 0.886).
Data analysis in measuring the validity of learning developed referred to Arikunto (2010), as shown in Table 1.

Table 1. Criteria for the level of validity of local wisdom-based learning tools
Scoring Scales (%) Qualifications Notes
85.94 – 100 Valid No revision
67.19%- 85.93 Fair No revision
48.44 – 67.18 Less valid With revision
25 – 48.43 Invalid With revision

Meanwhile, the analysis of the data to measure the practicality of learning tools was done by calculating the percentage
of students who provided responses in accordance with the criteria referred to Khabibah's (2006) work, as shown in
Table 2.

Table. 2 Practicality criteria South Kalimantan local wisdom-based biology learning tools
Range of Percentage (%) Practicality Criteria
85 – 100 Very positive
70 – 85 Positive
50 - 70% Less positive
< 50 Not positive

Furthermore, data analysis was implemented to measure the effectiveness of learning by calculating n-Gain. The n-Gain
value for each student was calculated using the formula proposed by Hake (1998), as shown in Table 3.

Table 3. Interpretation categories of n-Gain effectiveness

Percentage (%) Interpretation categories
>76 Effective
56 – 75 Fair
40 – 55 Less effective
< 40 Ineffective

In addition, a one-way analysis of covariance (ANCOVA) test was also conducted to determine whether the application
of local wisdom-based learning had a significant effect on improving student’s learning outcomes.
 European Journal of Educational Research 643

Findings / Results
Define
At the Define stage, some analysis needs to be conducted where the information obtained will be the basis for the
formulation of objectives and learning form. Front-end analysis informed that high school biology learning in South
Kalimantan was dominated by teacher-centered where the teacher explains the subject matter directly to the students
dominantly. The teacher does not associate learning material with the environment around students and learning
sources obtained by students was limited from teacher explanations. In other words, the learning form did not develop
students' mindset to respond to natural events that occur around them.
Furthermore, the learner analysis informs that the cognitive development of students at the formal operational stage.
They have a low level of learning outcomes (only one of 134 students were able to get a score of 60 when asked to solve
test with high cognitive levels questions). Textual learning is the cause of low student learning outcomes. Responding
to these results, the results of the concept analysis inform the need for a model that is able to link learning with local
wisdom of South Kalimantan as a source of learning. Therefore, the instructional objective formulated in this study is to
facilitate students to empower the ability to answer high cognitive level questions through knowledge and in-depth
understanding of the potential and local wisdom of South Kalimantan.

Design
The results of the analysis at the Define stage are the basis of the analysis at the Design stage. Based on instructional
objectives that have been formulated, then constructivism learning involving local wisdom in South Kalimantan needs
to be developed. To evaluate the effectiveness of learning, high cognitive level learning outcomes tests also need to be
developed. In more detail, the results of the analysis in the Design stage are presented in Table 4.

Table 4. Results summary of each analysis in Design stage

No Analysis Results
1 Constructing criterion- 19 high cognitive level essays items on the biodiversity concept
referenced test
2 Media selection Local wisdom learning model that is equipped with Lesson Plans,
Student Worksheets, Learning Outcomes Test Sheets, Teacher Activity
Observation Sheets, Student Activity Observation Sheets, Student
Response Sheets
3 Format selection Constructivism, student-centered learning, local wisdom-based learning
4 Initial design The local wisdom-based learning model is designed with 7 stages using
Banjar language as the regional language of the people of South
Kalimantan. The seven stages in question are namely “Urientasi”,
“Mambaca”, “Tatakonan”, “Panyalidikan”, “Rifliksi”, “Paninjauan”, and
“Pengkaran”.

Develop
After the product design was formulated, the product was developed. Products in the form of learning models and their
tools were then validated by the validator. A summary of the results of the model and learning tools' validation is
presented in Table 5.

Table 5. Results summary of model and learning tools’ validation

General Evaluation
No Validation Components Qualification
(%)
1 Learning Model 98,21 Valid
2 Lesson Plan 93.00 Valid
3 Student Worksheet 88.22 Valid
4 Learning Outcomes Test Sheet 86.40 Valid
5 Teacher Activity Observation Sheet 93.50 Valid
6 Student Activity Observation Sheet 93.00 Valid
7 Student Response Sheet 88.62 Valid
644  RAMDIAH ET AL. / Local Wisdom-Based Biology Learning Model
Based on Table 5, Learning Outcomes Test Sheet has the lowest percentage (86.40%), while the learning model has the
highest percentage (98.21%). However, all learning components that have been developed met the "valid" criteria so
that they do not need to be revised and can be exemplified in the classroom. Upon measuring the level of validity of the
models and learning tools, the practicality of learning tool was also measured. The highest percentage is in the aspect of
attractiveness (95.07%), while the lowest is in the aspect of easiness (87.27%). Nevertheless, these three aspects still
belong to the "very positive" response category. Therefore, learning that has been developed was able to make it easier
for students to study biology, draw their attention to learning, and help them understand the concepts being studied. A
summary of practicality test results obtained from students' responses after participating in local wisdom-based
learning is presented in Table 6.

Table 6. Summary of practicality test results based on student responses

No Aspects Percentages (%) Notes
1 Easiness 87.27 Very positive
2 Attractiveness 95.07 Very positive
3 Helpfulness 88.02 Very positive

Furthermore, the effectiveness of learning the effect of its learning was measured through the application of quasi-
experiment involving two classes. The summary of the N-Gain results of the two classes is presented in Table 7, while
the summary of the ANCOVA test results is presented in Table 8. Based on Table 7, it can be seen that the application of
local wisdom-based learning was fairly effective in improving student learning outcomes, in contrast to learning in the
control class (not effective). This finding was reinforced by the results of the ANCOVA test (Table 8) which concluded
that there were significant differences in learning outcomes between students in the experimental class and students in
the control class [F (303.06) = p < 0.05]. Because the average learning outcomes of the experimental class are better
than the control class, students in the experimental class can be stated to have significantly higher learning outcomes
than students in the control class.

Table 7. Summary of N-Gain calculation results between control and experiment classes
Classes Mean ± SD Results
Experiment 70.18 ± 9.845 Fairly effective
Control 36.36 ± 11.296 Not effective

Table 8. Summary of ANCOVA results on the effect of learning model on learning outcomes

Source Type III Sum of Squares df Mean Square F Sig.

Corrected Model 21933.372a 2 10966.686 151.72 0.000
Intercept 92278.202 1 92278.202 1276.64 0.000
Pretest 4065.096 1 4065.096 56.24 0.000
Groups 21906.127 1 21906.127 303.06 0.000
Error 9468.983 131 72.282
Total 565917.590 134
Corrected Total 31402.355 133
a. R Squared = .698 (Adjusted R Squared = .694)

Disseminate
After learning developed was declared valid, practical, effective, and has significant effects, this development product
needs to be disseminated. Dissemination is carried out since the product has been successfully developed and tested
until it is known in the South Kalimantan region. The target, within 2 years the teachers in various high schools in the
region are familiar with this learning. Various steps were taken to disseminate the product. In more detail, a summary
of activities at the Disseminate stage is presented in Table 9.
 European Journal of Educational Research 645

Table 9. Results summary of each analysis in Disseminate stage

No Analysis Results
1 User analysis High school teacher
2 Determination of deployment Presentation, research, community service
strategies and themes
3 Time Two years after the learning form was declared valid, practical,
effective, and have significant effect
4 Dissemination media Subject Teachers' Forum, internal seminars, several book and
booklet products, student thesis studies, community service
themes involving biology teachers in Banjarmasin

Discussion
In this study, learning models and learning tools based on local wisdom have been developed. The validation results
revealed that all components related to learning have been declared valid by the validators (Table 5). Validation is not
only limited to the learning model developed, but validation was also carried out on lesson plans to assessment
instruments. Validating the lesson plan is important because the quality of the lesson plan will determine the quality of
the learning model implemented by the teacher or other researchers outside this study. Because, lesson plans are an
important component in learning (Derri et al., 2014).
Lesson plans contain learning objectives and learning plan that arranged systematically. The learning plan is then
carried out while the learning process and students expected will achieve the competencies that have been declared in
the learning objectives. Achievement of these competencies will be reflected in learning evaluation activities (Jideani &
Jideani, 2012; Khalil & Elkhider, 2016). Applying appropriate learning activities (Al-Mubaid et al., 2016; Ramirez &
Ganaden, 2008) to designing appropriate learning evaluation processes (McNeill et al., 2012) will optimize efforts to
empower student competencies. Therefore, students’ worksheets that direct student activities during learning and
assessment instruments as learning evaluation tools are also validated in this research.
Furthermore, based on Table 6, this study revealed that the local wisdom-based learning that has been applied is
learning that is easy, interesting, and helps students in learning. This kind of response is important because biology is a
learning that is often considered difficult (Cimer, 2012). Biology learning material is also considered boring
(Hadiprayitno et al., 2019). But, after participating in local wisdom-based learning, students have a very positive
response. Positive student responses are an important condition in optimizing the learning process. Such positive
responses will be able to boost student motivation. Good learning motivation is a major factor in student success
(Asfani et al., 2016).
Besides being valid and practical, the results of the analysis also revealed that learning is effective (Table 7). The result
was in line with several previous studies. Several previous studies reported that by raising local wisdom, teachers were
able to improve the mastery of elementary school student knowledge (Uge et al., 2019), junior high school student
learning outcomes (Tanjung et al., 2018), and understanding of science concepts of high school students (Hairida,
2017). The optimal student learning outcomes can be caused by learning theories that underlie this learning model.
Constructivism theory acts as a philosophical foundation in the local wisdom learning model of South Kalimantan. In
accordance with this theory, students are seen as individuals who build most knowledge based on the initial
understanding they have mastered (Bada, 2015; Singh & Yaduvanshi, 2015). During the learning, students were
directed to carry out constructive learning activities such as observing phenomena, collecting data, formulating
hypotheses through critical questions, and collaborating with others (Bachtold, 2013; Dogra, 2010). In its
implementation, local wisdom around students was utilized in the process of learning biology. Learning activities were
designed to be student-centered. It was to reflect cooperative processes, and empowered students to think at a higher
level (higher-order thinking skills/HOTS) to maintain student retention of biological concepts and their relationship
with local wisdom.
The application of constructivism learning was reflected in the first stage in learning. At the stage of "urientasi",
students made the formulation of the problem from the raised issue. In connection with these learning activities,
students can obtain optimal results if science learning departs from problems in the surrounding environment
(Mustaffa & Ismail, 2015; Yaqinuddin, 2013). This stage of "urientasi" is also supported by a statement which views that
science is always dynamic and always evolving (Rörsch, 2014), so that learning requires direct and factual experience
in its learning process.
Upon the completion of "urientasi" stage, learning process proceeds to the stage of "mambaca" followed by "tatakonan".
Through these two activities, active student participation is expected to be formed during the learning process.
“Mambaca” aims at activating students' working memory and increasing their insight. “mambaca” or reading activity
will also develop cognitive processes through students' thinking abilities (Pena & Canon, 2008). On the other hand,
646  RAMDIAH ET AL. / Local Wisdom-Based Biology Learning Model
"tatakonan" activity aims to broaden students' curiosity and develop higher-order thinking skills through asking
themselves about biological concepts related to the potential and local wisdom of South Kalimantan. The activity of
compiling questions is said to be able to increase mastery of the material in students’ learning sphere (Zubaidah et al.,
2019).
The learning phase continued to "panyalidikan", "rifliksi" then "paninjauan". These three stages help students to
construct their cognitive skills. The implication is that students will have deep comprehension of the potential and local
wisdom of South Kalimantan. Local potential with a variety of local wisdom of the community is an environment that is
very close to students. Through the support of concepts conveyed by the teacher, then students constructed new
knowledge. At this stage, the constructive process ran, where students connected concepts they already knew with new
information to form a new established knowledge (Bachtold, 2013; Bada, 2015). This process led students to have
meaningful construction of concepts (Darling-Hammond et al., 2019).
In the final stage, "pengkaran", students were given the opportunity to freely develop what they have learned through
mapping activities. In connection with these activities, students were likely to be able to actualize themselves to the
maximum level if in the learning process was free from pressure and coercion. Mapping in this stage can be in the form
of concept mapping and mind mapping, where students freely expressed their thoughts in systematic or abstract way,
but still described their understanding of concepts that have been found in problem solving. With this condition,
students' self-potential in the cognitive, affective, and psychomotor domains can be developed. In addition, various
learning activities that include concept mapping activities are also reported to have a positive impact on improving
student competence (Andariana et al., 2019; Zubaidah et al., 2019; Zvacek et al., 2013).
Beside effective, based on Table 8, this research found that the learning also has a significant effect on student learning
outcomes. This result is in line with some previous study that also studying the effect of local wisdom-based learning on
students’ competencies. Those previous research was implementing local wisdom-based learning in some location,
such as in South Sulawesi (Uge et al., 2019), Yogyakarta (Putri & Aznam, 2019), and West Sumatra (Oktavia et al.,
2018). This significant effect due to the local wisdom-based learning could facilitate students learn biology contextually.
Through contextual learning, learning becomes more meaningful (Hudson & Whisler, 2007). Therefore, not
surprisingly, students become easier to understand, remember, and apply what they have learned.
The positive influence of local wisdom-based learning on outcomes is also caused by its benefits in increasing student
scientific literacy. As stated in the research method, the implementation of learning models was carried out in science
classes with biodiversity material. Earlier reports have informed that learning based on local wisdom can increase
scientific literacy, both students in secondary school level (Setiawan et al., 2017) and university level (Saefullah et al.,
2017). Increased scientific literacy is also reported to improve student academic achievement (Gucluer & Kesercioglu,
2012).
In addition to the various positive impacts that have been expressed, the learning model that has been developed and
researched in this study also still has potential that needs to be explored as learning that is able to voice local wisdom is
reported to be able to improve critical thinking skills (Oktavia et al., 2018; Putri & Aznam, 2019; Wahyuni, 2015),
problem solving (Kristanto et al., 2019; Putri & Aznam, 2019), and scientific communication skills (Dewi et al., 2017).
This learning is also able to generate a positive impact on the entrepreneurial spirit of students (Hairida, 2017). In
addition, positive character can also be built through this learning (Khusniati et al., 2017; Rasna & Tantra, 2017; Subali
et al., 2015). In fact, learning based on local wisdom is considered as one form of potential learning that is able to
facilitate students in mastering the 21st-Century skills (Jumriani & Prasetyo, 2017). Therefore, research that examines
the influence of South Kalimantan's local wisdom-based learning model on a variety of thinking skills and other 21 st-
Century competencies needs to be conducted subsequently.

Conclusion
In this study, the South Kalimantan local wisdom-based learning tools were tested for their validity, practicality,
effectiveness, and its effect on student learning outcomes. Based on the assessment of learning experts, curriculum
instructors, as well as Banjar and Indonesian Language experts, learning models were declared valid. Based on student
responses, the learning model also has practical criteria in the "very positive" category. Quasi-experimental results also
state that the learning model was effective where the application of this learning has a significant impact on student
learning outcomes Therefore, the application of this learning model is highly recommended to be applied in biology
learning in South Kalimantan, given its application, the positive character of students and their love for local wisdom
can improve.
Suggestions
Further research aimed at exploring the benefits of learning is also recommended to be carried out, in particular its
impact on 21st-Century students' competencies.
 European Journal of Educational Research 647

Limitations
The limitation of this research is the dissemination was not conducted. In addition, in testing the learning model, the
parameters used to determine the effectiveness of the learning were only cognitive learning outcomes. However, the
inclusion of two classes during testing the model of the learning model is the strength to this study.

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Appendix
Appendix 1. A flow diagram of South Kalimantan local wisdom-based learning model