Paper—The Integration of Life-Based Learning Based Local Wisdom in the Development of Innovative... The Integration of Life-Based Learning Based Local Wisdom in the Development of Innovative Biotechnology Learning Models

The development on biotechnology research is on the rapid growth. Biotechnology is assumed to be able to solve the needs problem in the community. University of Jember has developed a biotechnology research which focused on the fields of agricultural and health biotechnology. However, the result of biotechnology research has not been entirely integrated yet into the learning at schools, college, and community education. This research was intended to associate the products of biotechnology research with the innovative life-based local wisdom learning and developed local wisdom. Later on, the integration of life-based learning and local wisdom in regards to the development of biotechnology was able to be implemented at school, university and the community. Junior and senior high school, university and local community in East Java were selected as the subjects of this research. Ten-step model of developmental research was applied on this research (Borg and Gall, 1989) covering collecting research and information, planning, developing preliminary forms of product, testing the preliminary field, the revision on main product, testing the main field, the revision on operational product, testing the operational field, the revision of final product, and dissemination and implementation. The results of this research revealed that life-based learning model with local wisdom in the development of innovative biotechnology learning were valid, effective and efficient. Keywords—Biotechnology, Life-Based Learning, Local Wisdom.


Introduction
The development of biotechnology research is in the rapid growth as the community assumes it is able to fulfil their needs. The science of biotechnology in the community can be developed through seminars. It refers to the interactive seminar discussing about various biotech information which is done by the experts to the public. It will bring up the significant benefits if the process of exchanging public knowledge is done well. The community is able to participate actively concerning the new solutions for innovative biotechnology [1]. Biotechnology brings about the discovery of new products in the fields of health and agriculture. After through the several repetitive and empirical processes, the discovery of this new product is able to be used for human health and the Based on the above explanations, a research needed to integrate the innovative lifebased learning and local wisdom into the concept of biotechnology. Thus, connecting the products of biotech research with innovative life-based learning and developing local wisdom were expected to be done. So that, the integration of life-based learning and local wisdom was discovered to develop the biotech study in which the school, university and community took the advantages from it. This research obtained the life-based biotech model, the discovery of students' patterns, the learning activity of student and community related to health and agricultural biotechnology.

Research Methods
This research belongs to research development. The research growers were junior high schools, senior high schools, universities, and local communities in Jember, East Java, Indonesia 2019-2020. This research used ten stages of the research development model [10], which were research and information gathering, planning, initial product development, initial field testing, primary product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation. At the research and information gathering stage, there was a needs analysis and literature review. The needs analysis was done by disseminating the analysis needed to identify the problem in the field. A literature review was done by gathering information from various accurate sources. The planning stage was to construct designs such as formulating objectives, determining learning models to be developed, and identifying activities carried out at each stage of research. The basis of the product was to develop data collection instruments in the database. The initial field testing stage resulted in draft one and limited testing, which means nothing. If this stage met the valid criteria, it reached concept 3. At the field testing stage, field tests were applied to find the effectiveness of the learning developed. While in the remote field testing stage, this research only led to the product stage. The type of data used in this research was data obtained from validation of life-based learning with local wisdom model, syllabus-validation sheets, lesson plans, learning achievements, the number of student responses following the study, teacher response rates, criticisms and suggestions to improve the development model. The procedure to develop biotechnology with local wisdom learning can be seen in Figure 1.

Validity
The type of data used in this research was data obtained from the validation of local wisdom-based learning, lesson plans, learning achievements, student response rates, and teacher response numbers. After the initial product form, the ranking was done with the following criteria: 1. Score 4, when the validator gives an excellent rating iJIM -Vol. 14, No. 12, 2020 2. Score 3, when the validator gives a good rating 3. Score 2, when the validator gives a bad rating 4. Score 1, when the validator gives an abysmal rating Data obtained from the results were analyzed using a technique for presenting data analysis.

= 100%
(1) Information: V = Percentage rating TSE = Total empirical score obtained TSM = Total maximum score The percentage of data obtained using the formula above was converted to descriptive qualitative data using the assessment criteria in The validation criteria above were modified criteria. If the results obtained from the validation reached a score of 62.5, then the development product made was further developed by adding something that was lacking.

Effectiveness
Besides categorizing, to get the value of learning outcomes, researchers used the normalized gain (g) formula. This was the normalized profit formula [11].
The value scale used in the normalized data gain (g) is in table 2 below.

Practicality
The percentage of teacher and student responses was calculated using the following formula. (3) Feasibility percentage of the learning tools developed from educator analysis and student responses, which was then converted into qualitative data using table 3 criteria

Result
In developing a learning model, the first thing to do was to analyze the needs and review the literature included in the information gathering stage. Initial product development was carried out by formulating objectives, identifying activities, and designing learning models, then followed by making a guidebook, making a set of models, and making data collection instruments. When the product was finished, the instrument was validated and followed by product validation. The validated research instruments consisted of validation of a Life-based integrated learning handbook with local wisdom in the development of innovative biotechnology learning models for experts and practitioners, syllabus validation sheets, learning implementation plans, learning achievement tests, teacher questionnaire responses, student responses, questionnaire, and observation guide sheet. The instrument validation stage obtained data in quantitative and qualitative forms.

Validity
The percentage of teacher and student responses was calculated using the following formula. The average validation result of all instruments was 95. 06%with a very valid category. Therefore, because the results of the validation hasmet the standards, all instruments can be used for the next stage. The results obtained are not only quantitative but also qualitative data. Qualitative data in the form of criticisms and suggestions from theValidatorand the results of revisions to the research instruments can be seen in Table  5. The instrument was a study on Tables 4 and 5 with minor revisions that were used for the next stage, product validation by experts and practitioners. Based on Table 6, the average overall product by experts and practitioners was 89.1% with a very valid category. The results obtained were not only quantitative data but also qualitative data. Qualitative data in the form of criticisms and validators' suggestions were given for products to be developed. Suggestions and critics from validators on the product can be seen in Table 7. Based on the result of validation and revision toward the research product, the integration model of life-based learning with local wisdom could be claimed as valid so that the product could be tested in a big group test.

Effectiveness
The limitation of the data on cognitive learning achievement obtained from the pretest and posttest scores can be seen on Table 8. Based on Table 8, it can be seen that the result of the students' posttest score of cognitive learning achievement was higher than the pretest score. The mean score of pretest was 46.1 while the posttest was 72.3. Normalized gain (g) for the result of cognitive learning achievement on big group was 0.49 and it was categorized as moderate.

Practicality
The result of big group tests contained data of teacher responses toward the integration model of life-based learning with local wisdom, and it can be seen in Table 9  The data of students' responses are presented in Table 10   Table 10.
Data of students' responses toward the integration model of life-based learning with local wisdom in the big group test Data of students' responses on the integration model of life-based learning with local wisdom in the big group test showed the average of learning interest was moderate of 71.9, the advantage of joining the learning for the next chapter was good of 71.6. The average interest in following the learning for the next chapter was excellent at 82.4. Based on the big group test, the integration model of life-based learning with local wisdom could be implemented for a proper analysis.

Result
Good learning is one that is based on the students' needs. The learning which is in line with the students' needs can create a meaningful leaning for them [12]. The learning model should consider the students' condition and able to make the students motivated to study harder [13]. The integration of life-based learning with local wisdom is an attempt to prepare the people who have a high sense of competing, excellent potential to improve daily economic life that can be developed through a good education [14]. The integration of life-based learning also encourages the students to get log-life knowledge or skills through education, training, work experience, and life [7].
Sustainable life-based learning is based on local wisdom developed and combined as well as added with biotechnology learning is valid. A valid product can be used on a big scale test. The implementation of the product during the big scale test showed no obstacles. The students were very interested, enthusiastic, and motivated during the study. Life-based learning involved the students' daily life, so they were able to develop their cognitive ability. Innovative project in the learning enhances the students' learning achievement [15]. By having them as active learners in the learning process, their central cognition will be modulated positively by the discovery process [16].
Based on the research that had been conducted, the mean score of the posttest was higher than the pretest. The life-based learning caused it to put the basis on local wisdom. The learning utilized the element of local wisdom to create an interactive atmosphere, fun learning that made the students understand local wisdom better [17]. The local wisdom was much about education. It influenced the position if it was related to learning. It made the students learning directly toward daily life with a contextual experience [18]. In addition, contextual experience can also be done with a virtual reality laboratory (VR) by manipulating objects in virtual scenes that resemble the real world [19]. Virtual reality (VR) laboratory implementation can be done using a tablet, PC or smartphone that can be accessed anytime and anywhere [20].Contextual experience obtained by using cellular features, which was following the learning environment, so the integration of pedagogical and technology elements became complex [21], and the use of multimedia contributed to the level of understanding of the material [22]. The task of the teacher in this case needs to be reminded the use of digital technology needs to be balanced with humanistic literacy so as not to violate digital ethics [23]. Therefore, it had an impact positively on the learning achievement of biotechnology. One of the examples of innovative biotechnology learning based on local wisdom with the integration of life-based learning was the process of makingTempe.
The students' and teachers' responses in having life-based learning with local wisdom with the inclusion of biotechnology literacy learning were good. It means that the innovation of learning that had been developed was accepted entirely. Teachers need to develop innovation in learning, especially for biotechnology. The innovation in learning should improve the productivity and efficiency of the learning itself. It can be in various forms [24].
One of them is life-based learning with local wisdom for innovative biotech studies. Biotechnology fulfilled an integral part of human civilization, which has an essential position in scientific research [25]. Therefore, there is no reason for the teachers to argue that the obstacles of biotechnology learning are the limitation of materials and resources. The teacher training program should be more innovative and avoid discussing biotechnology topic [26].

Conclusion
The result showed that biotechnology material in the school have not fully developed life-based learning. Innovative biotechnology learning concepts have been discovered by integrating local wisdom is valid, practical, and effective in Junior and Senior high schools, university and local community learning in Jember. The learning tool of biotechnology that had been developed included lesson plan, learning material, worksheet, and evaluation, all of them were integrated with valid life-based learning, and it was appropriate based on the local wisdom-based innovative learning.