DEVELOPMENT OF BIOTECHNOLOGY LEARNING TOOLS BY UTILIZING THE LOCAL POTENTIAL OF CAMPEDAK SKIN TO IMPROVE THE SCIENCE PROCESSING SKILLS OF CLASS XII STUDENTS AT MA SABILARRASYAD SAMARINDA

This research aimed to produce Biotechnology learning tools by utilizing the local potential of cempedak peel to improve the science process skills of class XII students and determine its validity and effectiveness. This is development research that refers to Borg & Gall’s model modified by Sugiono. The trial subjects were students of class XII at Islamic Senior High Boarding School (Madrasah Aliyah) Sabilarrasyad Samarinda. Each of the product, control and field trial subjects consists of 20 students in each class. The research results were in the form of learning tools which include: a syllabus, lesson plan (RPP), student worksheet (LKPD), and assessment instruments. The results of this research showed that the learning tools that have been developed obtained validity with an average percentage of expert assessment of about 96.2% which fulfilled the very valid criteria, and has been proven to be effectively used in learning activities. Based on the T-test results, it can be seen that school learning tools are not similar (there is a significant difference) with the class taught by the researcher using the learning tools that have been developed. Further, it can also be seen from the improvement of students' learning by about 96% and in students' science process skills by 44%.


INTRODUCTION
Curriculum at all levels and types of education is developed with the principle of diversification according to educational units, regional potential and students (Department of National Education, 2003).Thus, the development of the learning process in Senior High Schools needs to refer to regional potential and be adapted to the characteristics of students.Several studies suggest using regional potential in the current learning process.
Because using the potential of this area, apart from being able to support programs to achieve learning mastery, it can also increase awareness of the surrounding environment (Marlina et al., 2015).By learning based on regional potential, resources in the area can indirectly be raised and can also encourage conservation and rehabilitation programs for the flora and fauna that are endemic to the area (Mardiansyah, Makrina Tindangen, 2015).
According to Wibowo (2019), East Kalimantan Province is one of the second largest provinces following Papua.He also noted that East Kalimantan has abundant natural resource potential, but most of this potential has not been optimally utilized.One of the biological riches in Indonesia, especially in East Kalimantan Province, is the cempedak tree.The cempedak tree, which has the Latin name Artocarpus integer (plantamor.com),can survive for a long time and always produces good quality fruit and lots of it (Saputri et al., 2019).
Cempedak is a favorite fruit, because apart from its delicious taste and distinctive aroma, cempedak is also rich in the fruit's anti-oxidant content of 126±19.1 mg/100 g.Cempedak fruit contains fat, protein, carbohydrates, phosphorus, calcium, iron, vitamin C, vitamin A, water and the energy value contained is quite large.
(Dahlan, 2020) Food preparations made from cempedak fruit are also popular with the public.For example, it is made into nuggets (Nahriana, 2020), made into jam (Dahlan, 2020), used as a vegetable ingredient and made into cakes.This is supported by the large number of cempedak cultivations in East Kalimantan.There are quite a lot of cempedak plants.Based on data from the Central Statistics Agency (BPS), SPH-BST Horticultural Agriculture Statistics for 2018, cempedak fruit production reached 389 quintals.This can also be seen in the many processed food products made from cempedak fruit peel waste.In fact, when people consume cempedak fruit, they prefer the skin rather than the flesh and seeds of cempedak fruit.One of the very well-known preparations in Kalimantan is mandai (Rahmawati et al., 2021).
Based on the results of observations and interviews conducted with teachers who are competent in Biology science lessons in several schools, namely SMA Kristen WR Soepratman, SMA IT Al Hidayah, MA Sabilarrasyad Samarinda, SMK Negeri 2 Bengalon, SMA IT Granada, MTs Sabilarrasyad, SMPN 7 Bontang, SMP N 2 Intu Lingau West Kutai, MTs Muhammadiyah 1, SMK Negeri 1 Bongan.The result is that learning activities in class and learning tools show that 60% of teachers have included elements of regional potential in learning.
After conducting interviews, the potential element of the area was biodiversity.Indeed, there are 50% who use regional potential elements in biotechnology materials, but none of these regional potential elements come from East Kalimantan.
Including previous equipment at MA Sabilarrasyad, they had never used the local potential of East Kalimantan in biotechnology material.This is due to the lack of references to the potential of the East Kalimantan region in textbooks.Textbooks in circulation provide examples of conventional biotechnology making that does not originate from Kalimantan, such as making yoghurt, making nata de coco, making tape, etc.In fact, as we know, Kalimantan has abundant biodiversity, but due to time constraints, costs and other factors, only a few of them are learning resources and are not even utilized optimally for learning.So many students don't know the things around them.For example, Biotechnology products that can be used in learning.Therefore, it is deemed necessary to develop biology learning tools based on the potential of the East Kalimantan region.
Mandai from cempedak skin is a local food of the people of East and South Kalimantan which is quite popular.This traditional fermented product can be found almost all the time.
The traditional Mandai fermentation of cempedak bark has been documented in various studies (Rahmadi et al., 2017).Mandai is related to the fermentation process which uses microorganisms to produce something useful for humans.Making mandai can be one of the lessons designed by teachers in the form of a learning tool, because making mandai uses biotechnology principles.Things that can be learned from Mandai include: manufacturing materials, manufacturing process, and health benefits.
The 21st century currently requires students to have high-level thinking skills.There is a lot of literature that explains various skills that students must have, namely highlevel thinking abilities.These skills include critical thinking, problem solving, creative thinking and decision making science process skills (Rhashvinder et al., 2017).Science process skills are believed to provide understanding through learning experiences, because they can help students to develop high-level thinking abilities, especially in Biology learning which involves direct objects such as living creatures (Karamustafaoğlu, 2011).In line with Titin (2016) that learning biology will be easier and clearer if the object being studied can be observed directly and is nearby.Therefore, science process skills can make it easier for students to understand the concept of scientific knowledge based on direct experience.These science process skills are also needed in other jobs in accordance with current developments.
To improve students' science process skills, learning design is needed (Hamdani, 2017).To create a learning process that can improve science process skills, of course teachers are required to use appropriate learning methods.which is able to improve science process skills.Apart from that, good learning tools (teaching materials) are also important to achieve good learning outcomes and skills.Science process skills are important in the learning process, especially biology learning, so they are interesting to research.Several researchers conducted research related to science process skills in learning.However, research results (Risnani, 2017) state that the ability of prospective biology teachers is still poor in planning learning steps based on science process skills.This fact shows that good learning planning is very necessary so that students' science process skills improve, especially in Biology subjects.Students' science process skills can be trained and developed starting with learning based on things related to students' daily lives.One of them is utilizing local potential that exists in the area where students live.
Learning about the concepts, principles and role of simple biotechnology contained in the Biology curriculum at the high school level can be linked to the local potential of cempedak skin.The mandai processing process which has scientific principles can be used as learning that can improve students' science process skills.Therefore, it is very important to prepare a good learning plan so that it can train and improve students' science process skills.There is a lot of local potential included in biology learning so that it has an effect on educators in developing biology as a tool in presenting biological material that is appropriate to everyday life (Situmorang, 2016)

Time and Place
This research was conducted at MA Sabilarrasyad, Samarinda City, East Kalimantan, in the 2022/2023 academic year, odd semester, from July to December 2022.

Research Types and Design
This type of research is educational development research using the Borg and Gall development model which has been modified by Sugiyono (2016) figure 1.

Research Subject and Object
In this research, 60 class XII students majoring in Mathematics and Natural Sciences at MA Sabilarrasyad Samarinda were research subjects.Three classes were used for product testing, where two classes tested the product as a variant: one as a control group using existing learning tools, and another class using newly developed learning tools.One more class is used for trial use, where the The usage trial will assess the effectiveness of the learning tools with one class, where the teacher teaches using the learning tools developed.To assess each student's science process skills, the following steps can be taken: (a) calculate the pretest and posttest scores; (b) converting scores to percentages; and (c) categorize each student's science process skills.The results of the trial will be in the form of a pretest, posttest, and student response questionnaire.The pretest and posttest will be analyzed using the percentage of improvement, while the student response questionnaire will be used as input to improve learning tools.The object of this research is the validity and effectiveness of the learning tools being developed.
.  The effectiveness of learning tools takes the form of an assessment of students' pretest and posttest as stated in the questions.To find out whether there is an increase in students' science process skills in Biology learning using Biotechnology learning tools by utilizing the local potential of cempedak skin, it is necessary to look at the percentage of increase through the results of the pretest and posttest as well as from the results of observational calculations of the science process skills that have been converted.

Data Analysis Technique
The hypothesis that can be formulated to see the effectiveness of learning tools is as follows: H0 : There was no improvement between the pretest and posttest of students' science process skills H1: There was an increase between the pretest and posttest of students' science process skills To determine the magnitude of the increase in students' processing skills, N-gain calculations were also carried out (

RESULTS AND DISCUSSION Product Validation Results
The products that have been developed have been validated by several experts.The selected assessors are matched to their background and abilities to ensure the accuracy of the evaluation.The following is a summary of the learning device validation results in Table 4 The total average score results are then matched with the percentage range and validity test criteria for learning tools in accordance with table 2, so that the average is converted to very valid.According to Meiristanti & Puspasari (2020), the development stage of a product includes review and validation by validators, as well as revision of learning tools.After getting some input from the validator, the researcher continues to improve the development product according to the validator's input.

Product Trial
The device that had been validated by the validator and revised was then tested on XII IPA 2 students (hereinafter referred to as the treatment class), then the research data included the results of the pretest and posttest scores.Class XII IPA 3 (control class) was given the same material as the product trial class, but used old learning tools.The assessment results used are the same as the product trial class, namely pretest and posttest scores.The After knowing that there was a difference in the pretest and posttest scores, data analysis was then carried out using a two-party hypothesis to see whether there was a significant difference between the class taught by the teacher using school learning tools (XII IPA 3) and the class taught by the researcher using the learning tools that had been developed ( XII IPA 2).The analysis uses the T test ( Where the t statistical test or ttest is carried out using a significance level of 0.05 (α=5%).Acceptance or rejection of this hypothesis test is carried out using the following criteria: 1.
If the significant value is > 0.05, then the null hypothesis (H0) is accepted and the alternative hypothesis (H1) is rejected.This means that conventional learning tools are the same (there is no real difference) with classes taught using research learning tools that have been developed.

2.
If the significant value is <0.05 then the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted.This means that the school learning tools are not the same (there are significant differences) with the classes taught by researchers using the learning tools that have been developed.After carrying out the independent sample t-test on SPSS, the result was a sig value of 0.004 < 0.05, so the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.This means that the school learning tools are not the same (there are significant differences) with the classes taught by researchers using the learning tools that have been developed.
Products that have been tested are then revised again based on the results of product trials.Researchers must review the gaps and suitability of the learning tools that have been developed by consulting experts.Next, the expert will analyze the learning tools to improve the weaknesses of the tools that have been tested.

Trial Use
At the trial stage, use is carried out after improvements to the learning tools to determine the effectiveness of learning tools that utilize local potential to improve science process skills.This trial was carried out at MA Sabilarrasyad class XII using 20 students in one class who were assumed to be representatives of the school.The presentation of the results of the average pretest and posttest scores can be seen in Figure 3.The pretest and posttest results were obtained from 20 students in class The student's increase value is obtained by subtracting the results of the student's posttest and student's pretest.The results obtained were 38.87.After getting the student's increase score, the next stage is to divide the student's increase score by the score before the increase (pretest).
The quotient is 0.96.At gain score level, the N Gain value is greater than 0.7 in the high category.So it can be concluded that there is a significant difference in the positive direction between learning outcomes using biotechnology learning tools and utilizing the local potential of cempedak skin.According to Wilujeng et al. (2019) local potential is very appropriate to use as a basis for choosing themes in a learning tool because it is contextual, interesting and relevant to real life.
The final step to determine the percentage of learning improvement is to multiply 0.96 by 100, the result obtained is 96%.The conclusion from the use test is that the use of Biotechnology learning tools by utilizing the local potential of cempedak skin can improve students' abilities.In general, the percentage and category of science process skills for XII IPA 3 and XII IPA 1 students shown in the Table 7 and Table 8  The steps to obtain the percentage results of increasing science process skills from the control class and use test class are to look at the increase in the value of science process skills.The student's increase value is obtained by subtracting the average results from the product use test class and the control class.The result is 22.27.After getting the value of the increase in students' science process skills, the next stage is to divide the value of the increase in students by the average value of the control class.The quotient is 0.44.At the gain score level it is at N Gain Value in the medium category.
The final step to determine the percentage of learning improvement is to multiply 0.44 by 100.The result obtained is 44%.The conclusion from the usage test is that the use of Biotechnology learning tools by utilizing the local potential of cempedak peel can improve students' science process skills.
From the results of product trials, an assessment was also obtained based on a questionnaire by students (Table 10).According to Hidayati & Rezania (2023) the criteria for interpreting scores using interpretive language are as follows: 81% -100 % (Very decent) 61% -80 % (Decent) 41% -60 % (Decent enough) 21% -40% (less than feasible) < 20% (Not feasible) Based on calculations, the percentage value of students' opinions regarding biotechnology learning tools that utilize the local potential of cempedak skin is 87.25%, which can be interpreted as being in the very feasible criteria.These results indicate

CONCLUSION
The learning tools developed have been proven to be very valid with an average expert assessment result of 96.2%, meeting the criteria for high validity.Apart from that, these learning tools have also proven to be effective in learning activities, as can be seen from the results of the T test which shows that there is a significant difference between the class that used the developed learning tools and the control class.Student learning outcomes also increased by 96%, while students' science process skills increased by 44%.
Thus, based on the results of calculating the percentage of student opinion scores, this learning tool was also considered very suitable for use, with a percentage of 87.25%.This shows that biotechnology learning tools that utilize the local potential of cempedak peel have succeeded in achieving a high level of acceptance from students as direct users.

Figure 1 .
Figure 1.Borg and Gall development chart modified by Sugiyono

Figure 2 .
Figure 2. Graph of average score results for class XII IPA 2 (product trial) and XII IPA 3 (control)

Figure 3 .
Figure 3. Graph of average score results for class XII IPA 1 pretest and posttest (use trial)Analysis of the percentage of data that has been entered in the form Nurfadilah A. Patang, Elsje Theodora Masaawet, Evie Palenewen, Yusak Hudiyono, Daniel Tarigan, Susilo Pengembangan Perangkat Pembelajaran Bioteknologi Dengan Memanfaatkan Potensi Lokal Kulit Cempedak Terhadap Peningkatan Keterampilan Proses Sains Siswa Kelas XII Di MA Sabilarrasyad Samarinda that the Biotechnology learning tool by utilizing the local potential of cempedak skin is suitable for use in the learning process.

Table 2 .
Percentage ranges and qualitative criteria for eligibility testing of learning tools by experts

Table 3 .
N-Gain value interpretation

Table 4 .
. Product assessment data by validators

Table 7 .
. The Science Process Skills category based on the percentage value obtained is as follows.Percentage and categories of science process skills

Table 8 .
Science process skills of control class students

Table 10 .
Recap of student assessment results data