The Development of Learning Devices based on Local Wisdom to

Train Creative Thinking Skills of Students at SDN 21 Kota Ternate

Rusdi Hasan

, Mardia Hi. Rahman

, and Astuti Salim

Civics Education Study Program, Khairun University, Ternate City-Indonesia

Physics Education Study Program, Khairun University, Ternate City-Indonesia

Keywords: Learning Device, Local wisdom, and Critical thinking skills

Abstract: Learning devices based on local wisdom is one of the innovations in developing learning devices that are

expected to help teachers, especially elementary school teachers (SD) in the learning process. This research

was held because there are still teachers who have not been able to develop students' creative thinking skills

especially primary school students. This study aims to develop learning devices based on local wisdom that

can train students 'thinking skills and develop models of assessment of students' creative thinking skills.

This research is a development research carried out by referring to the 4-D development model, namely

Define, Design, Development and Disseminate. The subjects of this study were teachers and students of

grade V SD Negeri 21 Ternate in the academic year 2018/2019. Learning device quality data is collected

with validation sheets, implementation sheets, teacher and student response questionnaires, and critical

thinking skills tests. The results of the research indicate that the learning devices based on local wisdom

were able to improve students' critical thinking skills on the theme of 2 clean air for health on the sub theme

of the importance of clean air for breathing. The learning device has the characteristics of each learning

activity and subject lesson in the student's book, teacher's instruction book, or lesson plan based on the

stages of discovery learning model.

1 INTRODUCTION

Local wisdom-based learning has been proven to

develop the positive character of elementary

students (Mannan, Sopyan and Sunarno,

2015).Development of well-designed of learning

lesson plan is proven to be able to improve students'

critical thinking skills (Prihartanto, 2016). Current

learning, especially at the elementary level, is still

too focused on the teacher so that students' creative

thinking skills are not developed.As a solution,

learning using various models, approaches and

learning strategies that are in accordance with the

subject matter must be able to be done.

However, the elementary school teachers have

not been implemented the lesson plan properly.

Therefore, this research focused on the development

of lesson plan based on local wisdom to train

creative thinking skills.

Creating or forming a new idea from the results

of thinking is a creative way of thinking. Creative

thinking is an ability by individuals to find various

solutions of a problem at hand. In other words, if an

individual has the ability to think creatively, it will

make him or her has good abilities in solving or

finding answers to the problems at hand. Ginsberg &

Opper (1969) in

Kabouropoulou (2012) said that the

purpose of education is very important to build

understanding, students can verify and not easily

accept something that has been done. Many

discussions and research on creative thinking have

been done by

Emma Gregory, Mariale Hardiman,

Julia Yarmolinskaya, Luke Rinne, and Charles Limb

(2013) in his writing said that the students’ability to

think creatively will arise because it is influenced by

several factors that can be directly manipulated in

class, for example by giving students the opportunity

to ask questions. Carter & McRae, 2014; Craft, Hall,

& Costello, 2014; Sternberg & Williams, 1996,

(Mardia Hi. Rahman, 2017) said that developing

students' creative thinking skills requires a creative

teacher. A creative teacher is a teacher who is able to

actualize all the abilities to educate, train, and guide

students optimally according to the expected goals.

Furthermore Torrance and after (Hamzah and

Kimberly. Griffith, 2006) said that to make students

Hasan, R., Rahman, M. and Salim, A.

The Development of Learning Devices based on Local Wisdom to Train Creative Thinking Skills of Students at SDN 21 Kota Ternate.

DOI: 10.5220/0008900200870092

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 87-92

ISBN: 978-989-758-439-8

creative learning by the way students can explore,

question, experiment, manipulate, listen, and test

problems they face. Students will learn better, and

think more critically and can think creatively if they

are or study in a safe environment. Setting a safe

environment will make students feel comfortable to

express their opinions and ideas, take risks, take the

change, be creative, and care. Preliminary studies

conducted at SDN 21 Kota Ternate, found that the

learning devices developed by the teacher were still

imitating and did not develop by themselves, which

resulted in not using learning models or learning

strategies that could increase students' creative

power.

The development of learning devices carried out

in this study is the development of learning devices

based on local wisdom to practice the creative

thinking skills of elementary students. The location

of SDN 21 Ternate is near the market and crossing

port, where the local wisdom of the community

environment is still very strong, but if not cultivated

continuously it will be lost due to the development

of this region.

2 LITERATURE REVIEW

2.1 Creative Thinking Skill

Creative thinking is a habit of the mind that is

trained by paying attention to intuition, enlivening

the imagination, expressing new possibilities,

opening an amazing perspective, and generating

unexpected ideas (Elaine B. Johnson, 2006).

Creative thinking skills are an ability to develop and

find new ideas that are original, aesthetic and

constructive, which relate to views and concepts and

emphasize aspects of intuitive and rational thinking,

especially in using information and materials to

bring up or explain it with the original perspective of

thinkers. Liliawati and Puspita (2010) say that

creative thinking skills are cognitive skills to bring

out and develop new ideas, new ideas as the

development of previously born ideas and skills to

solve divergent problems (from various

perspectives).

Furthermore Liliawati and Puspita (2010) say

that the aspects of creative thinking skills include the

following aspects and indicators:

1) Fluency (thinking fluently) with indicators:

answering with a number of answers if there is

a question, fluently expressing his ideas, can

quickly see errors and weaknesses of an object

or situation.

2) Flexibility with indicators: providing various

interpretations of an image, story, or problem,

if given a problem usually think of various

different ways to solve it, classify things

according to different divisions (categories)

3) Originality (originality thinking) with

indicators: after reading or hearing ideas, work

to complete new ones.

4) Elaboration with indicators: looking for deeper

meanings for answers or problem solving by

carrying out detailed steps, developing or

enriching other people's ideas, trying / testing

details to see the direction to be taken.

2.2 The Local Wisdom in Learning at

Elementary School

Local wisdom is formed as a cultural superiority of

the local community as well as geographical

conditions in a broad sense. Local wisdom is a

product of the past culture that should be

continuously taken into account in life. Although it

is locally valued, the values contained are

considered to be very universal.

(http://filsafat.ugm.ac.id).

The existence of local wisdom in each region is

not without the functions, but has functions that can

enrich the atmosphere of the area. The functions of

local wisdom according to Sartini (2006) are: 1.

Serves for the conservation and preservation of

natural resources. 2. Serves for the development of

human resources. 3. Serves for the development of

culture and science. 4. Serves as advice, trust,

literature and taboos. 5. Social meaning such as the

communal integration ceremony / relatives. 6.

Meaningful social, for example at the agricultural

cycle ceremony. 7. Meaningful ethics and morals. 8.

Meaningful politics, for example the ceremony of

the ngangkuk merana and the power of the patron

client.

Preliminary study conducted by researchers at

SDN 21 Kota Ternate, It was found that most

teachers in this school did not develop learning

devices well by using various models, strategies and

learning approaches, moreover they could integrate

local wisdom in the surrounding environment. In the

observations of researchers, most teachers are more

concerned with cognitive abilities than cognitive,

affective and psychomotor abilities. This is what

encourages researchers to conduct research on the

development of learning devices based on local

wisdom. This research is intended to help teachers to

develop learning devices properly and correctly

which will result in the learning process going well.

ICTL 2018 - The 1st International Conference on Teaching and Learning

If the learning process goes well and can enable

students to search, develop and find their own

concepts correctly, the thinking process of students

is getting better and will make students more

creative in developing their abilities.

3 METHOD

This research is a development research using the

learning device development, Thiagarajan et al,

namely 4-D model (define, design, develop,

disseminate). Learning devices to be developed are

based on local wisdom to train students' creative

thinking skills which include, The Lesson Plans

(RPP), learning models, learning approaches, and

student worksheets (LKS).

The research process can be illustrated in the

following flow chart:

Figure 1. Flowchart of research

4 RESULT AND DISCUSSION

4.1 The Product Development

The main product in this study is a local wisdom-

based learning device, especially at class V in odd

semester with theme 2. This device consists of

Lesson Plans (RPP) and Student Worksheets (LKS).

The first step in the development of local wisdom-

based learning devices conducted by researchers was

to analyze the curriculum and syllabus that had been

prepared which became the basis for the preparation

of Lesson Plans (RPP) and Student Worksheets

(LKS). The purpose is that the learning devices

developed (RPP and LKS) are not different from the

curriculum and syllabus.

The development of local wisdom-based learning

devices carried out is to include local elements that

exist around the school environment to be used as a

learning media and foster awareness of students

about the importance of utilizing and maintaining

the environment.

In addition to research activities to develop

learning devices based on local wisdom, the

researchers also conducted workshops to train

teachers to make their own learning devices without

imitating the results of the KKG activities. In fact,

there are still teachers who imitate other teachers’

RPP or because of the work of the KKG.

4.2 The Product Assessment

The assessment of products produced is carried out

by two people who have competence in their fields.

Product assessment uses instruments compiled by

researchers. This product assessment is intended to

get suggestions, input and criticism to complement

the products developed. The results of the

assessment by the two experts can be concluded that

the learning devices developed (RPP and LKS) are

in a very good category, namely the average

assessment of 86.36% and can be said to be feasible

to use but needs to be improved.

4.3 The Product Revisions and Final

Product

Product revisions are carried out aimed at improving

in order to obtain adequate products which is based

on the needs in the field. In this research, in addition

to obtaining quantitative data, it also obtained

qualitative data in the form of suggestions and input

on learning devices so that they can be developed

better.

These suggestions and criticisms were then

followed up by researchers to obtain quality learning

devices that were very feasible to use. Suggestions

and criticisms obtained from experts can be seen in

Table 1 below:

The Development of Learning Devices based on Local Wisdom to Train Creative Thinking Skills of Students at SDN 21 Kota Ternate

Table 1: Suggestions and Criticisms by the Experts.

Aspects

Suggestions and

criticisms

Formulation of

indicators of learning

success

It should be noted the

description of each

core competenc

Selection of learning

material

Learning material is

in accordance with

the teacher's book

and studen

Organizing learning

material

Need to multiply

material from other

sources besides

student books and

teacher books

Selection of learning

resources

Use other resources

to enrich students'

knowled

Learning scenario

Scenorio learning is

adapted to the syntax

of the learnin

model

Assessment

Assessment rubric is

attache

Use of language

Note the procedure

for writing and using

languages that are in

accordance with the

enhanced Indonesian

spelling system

(EYD).

Learning devices developed in this study are

Lesson Plan (RPP) and Student Worksheets (LKS),

but the LKS developed is based on local wisdom

around the school environment that is easily utilized

to serve as a media or other learning resource. Based

on the motivation, the development research stage is

limited to development only, which was then tested

by fifth grade teachers of SDN 21 Kota Ternate.

Based on the results of the assessment by two

experts who stated that the learning device

developed was very good and feasible to use, but

there are some suggestions and criticisms for the

revision of device development. Furthermore, the

results of the assessment of the two experts can be

presented in Table 2 as follows:

Table 2: Results of Expert Appraisal of Local Wisdom

Based Learning Devices.

Aspects

Feasibility Percentage

Evaluator

Formulation of

indicators of

learnin

success

92.73 84.55

Selection of

learnin

material

92.73 87.27

Organizing

learnin

material

92.73 77.27

Selection of

learnin

resources

90.91 80

Learning scenario 89.09 81.82

Assessment 87.27 81.82

Use of language 90.91 80

Average 90.91 81.82

The results stated in the table can be said that

what needs to be considered for revisions is the

aspect of Organizing learning material, Learning

scenario and Assessment. The development of

devices in the aspect of organizing learning

materials is recognized that the material is still

limited, especially by using other learning

resources. The source book that is mostly used is

student books and teacher books as guidelines for

presenting material. Whereas in the aspect of the

learning scenario, there are several lesson plans

(RPP) that are considered inaccurate in the use of

learning models with the material and conditions of

students and school environment, especially in the

use of local wisdom in the environment around the

school. Furthermore, relating to the assessment, it

can be seen that at the time of the development of

learning devices based on local wisdom, it has not

been detailed in writing the assessment rubric and

scoring guidelines. From the results’ assessment of

team's evaluators, the researcher followed up by

improving the learning device developed.

The overall the results of the assessment from the

evaluators can be concluded that the RPP developed

is very good and feasible to use, because the

evaluation results of the evaluators on average are in

the very good category of 86.36%. Furthermore, the

results of the expert or evaluators can be seen in

Figure 1 below:

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Figure 1: Form of Thematic RPP Assessment.

Learning devices that have been compiled are

then tested by fifth grade teachers of SDN 21 Kota

Ternate. When conducting a trial in the teacher's

opinion, the learning devices developed greatly to

improve students' conceptual understanding and

train students to be creative and develop their

thinking skills. The area or environment around the

school is an environment that is close to the market,

therefore the teacher can take advantage of the

environment to introduce students to the procedures

for developing business related to social studies

material, namely types of businesses, interviewing

traders about how to maintain market cleanliness,

noise, pollution and others related to clean air

science materials for health. In addition, students are

given examples of using used goods as learning

media and given project assignments to be

completed by students.

After the trial, the teacher held an evaluation to

test the students 'ability to understand the concept

being taught and asked students to do a project

assignment that is making human respiration using

local wisdom in the school environment as a form of

evaluation to determine students' creative thinking

skills. The results of student project assignments on

average are in the very good category of 95.2%.

From these results it can be said that using local

wisdom-oriented learning devices can improve

students' critical thinking skills on the theme 2 of

clean air for health on the sub-themes of the

importance of clean air for breathing. The learning

device has the characteristics of each learning

activity and Learning Materials presented in student

books, teachers’ manual, and lesson plans in

accordance with the stages of discovery learning

models and other models in accordance with the

characteristics of the material. The results of student

project assignments can be illustrated in Table 3 and

Figure 2 below:

Table 3. Project Task Results of Fifth Grade Students of

SDN 21 Kota Ternate

No.

Rated

aspect

Percentage of Scores

Good Enough Less

1 Project

task

planning

skills

94%

Skills in

preparing

tools

100%

Skills for

making

work

procedures

97% 3%

Skill of

stringing

tools

97% 3%

Skills for

compiling

reports

88% 12%

Average 95.2% 4.8%

The results of the assessment of project assignments

of students on average are in the very good category,

then local wisdom-based learning devices can

improve students' creative thinking skills. The

results of the project assignments in table 3 can be

seen in the aspects of skill in compiling reports even

though they are in a very good category, but the

teacher needs to explain again about the systematic

preparation of reports in accordance with the rules of

compiling a work.

5 CONCLUSIONS

The results of the research showed that local

wisdom-oriented learning devices were able to

improve students' critical thinking skills on the

theme of clean air for health on the sub-themes of

the importance of clean air for breathing. Learning

devices have the characteristics of each learning

activity and learning materials presented in student

books, teacher manuals, and lesson plans in

accordance with the stages of discovery learning

models.

The Development of Learning Devices based on Local Wisdom to Train Creative Thinking Skills of Students at SDN 21 Kota Ternate

From the results of the validation by the two

experts, it can be concluded that the lesson plan used

is an average of 86.36%, the category is very good

and feasible to be used as a tool in the learning

process. Therefore, the scope of the research can be

enlarged for each grade level and not limited to the

odd semester of fifth grade. And Get to know more

about the local wisdom around us, in order to

achieve more innovative learning devices.

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