International Journal of Progressive Sciences and Technologies (IJPSAT)

ISSN: 2509-0119.
© 2018 International Journals of Sciences and High Technologies
http://ijpsat.ijsht-journals.org Vol. 6 No. 2 January 2018, pp. 544-553

Development of Physics Learning Material Based on Problem

Based Learning by Integrating Local Wisdom West Sumatra to
Improve Critical Thinking Ability of Students
Ridha Arahmi Oktavia1, Usmeldi2, Yohandri3
1Student of Physich Education Program Study PPS FMIPA Universitas Negeri Padang
2Lecturer of Physich Education Program Study PPS FMIPA Universitas Negeri Padang
3Lecturer of Physich Education Program Study PPS FMIPA Universitas Negeri Padang

Abstract –Teachers are not applying the learning material (lesson plans, handout, LKPD, and critical thinking skills tests) are based on
problem based learning, causing poor critical thinking skills of learners. In addition, teachers just take the examples of learning that is
still out of reach learners. One example that is close to the lives of learners and can be integrated in learning is local knowledge of West
Sumatra. Therefore, it is necessary to develop physics learning material based on problem based learning by integrating local wisdom
of West Sumatra. The purpose of this research to develop physics learning material based on problem based learning by integrating
local wisdom of West Sumatra with valid criteria, practical, and effective. This type of research is the Research and Development.
Model development in research is ADDIE model composed of analysis, design, development, implementation and Evaluate. The results
showed that physics learning material based on problem based learning by integrating local wisdom of West Sumatra have valid
criteria (0.895), practical (89.60) and effective (80.00).

Keywords – Critical Thinking Skills, Local Wisdom, Learning Material, Problem Based Learning

I. INTRODUCTION active in the learning process so that students feel the learning
meaningful.
Natural Sciences (IPA) is the study of phenomena in the
universe and get to the truth of the facts and phenomena of Various attempts have been made by the government to
nature through activities empirically obtained by laboratory improve the quality of education. Several attempts have been
experiment or wild nature. One of the subjects is a very made to optimize the government among other things in the
important science of physics. Physics as a branch of science classroom; providing educational support facilities such as
is very had a dominant contribution in the advancement of teaching materials; improve the quality of teachers through
science and technology. Physics is the science that studies courses, improvement of the learning device; facilities and
the phenomenon and its objects and circumstances. infrastructure and so on. In addition, the government also has
sought to enhance the education curriculum. Completion of the
The learning objectives of physics, that learners are able
curriculum starting from the 1994 curriculum, CBC, Education
to solve problems found in life. Learners are expected to
Unit Level Curriculum (SBC) as well as the curriculum in 2013
have a broad view of the physics. That is, students should
(K13), which demands that humans Indonesia that has the
realize that physics is close to their everyday surroundings.
ability to live as individuals and citizens who believe,
In addition, the teacher is expected to create a learning
productive, creative, innovative, and affective and able to
process to develop the thinking process for learners.
contribute on her life. In addition, the curriculum in 2013 also
Teachers are required to have the ability to make learning
demanded that the students can think critically and creatively.
fun, centered on the learner and the learning activities
associated with everyday life. It allows learners to be more

Corresponding Author: Ridha Arahmi Oktavia 544

Development of Physics Learning Material Based on Problem Based Learning by Integrating Local Wisdom West Sumatra to Improve Critical
Thinking Ability of Students

In reality, learning in school is not optimal. Inadequate Ennis (1996) which includes giving a basic explanation, argues,
learning facilities. Participation of students in the learning provide the logic to think, make decisions, and conduct the
process is still lacking that would impact on the ability to evaluation. Classical, value of pre-test critical thinking skills
think critically. Have been carried out pretest of critical class X AV-C do not meet the predetermined KKM, which is 80
thinking skills in class X Audio Vidio C (AV-C) and Bisnis like what is shown in Table 1.
Konstruksi Bangunan A (BKP-A) SMK 1 Padang TA
2017/2018 based indicators of critical thinking skills by

Table 1. Test results for Critical Thinking Ability of Students of class X Audio Video C (AV-C) and Bisnis Konstruksi Bangunan
A (BKP-A)

Average <KKM KKM≥

Numb
Value Numbe K
er of Number
Class Tot r of Tot K
Stude of
% Studen % M
nts Students
ts
X 31 23.23 31 100 0 0% 80
AV-C %
X 25 34.80 25 100 0 0% 80
BKP- %
A

Based on the data in Table 1, 100% of the total of Based on the needs analysis that has been done in SMK 1
students of class X AV-C and BKP-A has not reached the Padang obtained data, that competency standards (SKL)
KKM. This value is significant enough to conclude the 52.94% on a pretty good criteria, Performance of 61.25% on
critical thinking skills of learners are still low. both criteria, learning difficulties learners 57,50% in pretty
good criteria , facilities and infrastructure 64% in both
Based on the reality on the ground, the need for learning
criteria, as well as learning resources 40% on unfavorable
mateial in meeting the demands of the curriculum in 2013 to
criteria.
address the problem of learning. Learning material can be
used by teachers and learners. The learning device is Based on the analysis of these needs, it can be concluded
expected to make teachers and learners do various activities that there are weaknesses in terms of SKL, Performance of
in the learning process. The device in question can be a teachers, learning difficulties learners, facilities and
learning lesson plans, teaching materials (modules, handout, infrastructure, and learning resources. These weaknesses
LKPD and others), as well as the assessment of learning. affect the characteristics of learners. Data analysis of
The facilities were estimated practical for teachers to learn learners is drawn is the motivation, interests, intellectual
learners are handouts and LKPD, meaning with their abilities, learning styles, and the opinions and expectations
handouts and LKPD learners can learn from a variety of of educators learning material used for this. The results of
sources such as the environment, relevant textbooks, the the analysis of the data obtained learners motivation 43.39%
Internet and other media. in the criteria fairly well, 46.45% interest in the category is
quite good, the intellectual component values obtained
In accordance with the characteristics of physics,
42.90% with a category quite well, learning styles showed
basically starting from the physical phenomena that are often
that 58.06% of learners show visual learning style, 32.26%
found in the lives of learners. Learning physics is not only
auditory, and kinesthetic 0.97%, and the opinion of learners
focused to solve the problems alone, but the important thing
towards learning tools that have been used educators get the
is that learners can understand the concept of the material so
average value of 32.58% with unfavorable criteria.
that it will facilitate the learners in work on the problems.
Therefore, teachers need to provide learning tools such as To strong then the analytical results and the needs of
lesson plans, handout, and LKPD. learners, conducted interviews. Based on the interviews, a
physics teacher at SMK 1 Padang has used learning tools

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Development of Physics Learning Material Based on Problem Based Learning by Integrating Local Wisdom West Sumatra to Improve Critical
Thinking Ability of Students

such as lesson plans. Teacher lesson plans yet to develop problems that exist in everyday life based on the concept of
independently so that learning activities done in class is still physics.
running in one direction that makes the learners do not
In accordance with the issues described above, has been
understand what the teacher in the classroom. To that end,
studied development of physics learning material based on
the RPP should be developed so that the interaction between
Problem Based Learning by integrating local wisdom of
teachers and learners so that they can understand what the
West Sumatra. The purpose of this study to develop physics
teacher in the classroom. In addition, the RPP also not
learning to improve the critical thinking skills of learners.
contain local wisdom. One example is the local wisdom of
West Sumatra. Generally, teachers use the environment as a The problems developed in this study is how to develop
potential apperception, not until the discussion of physics at physics learning material based on Problem Based Learning
the local knowledge of West Sumatra deeper. Supposedly, in by integrating local knowledge of West Sumatra valid,
the RPP contains local wisdom of West Sumatra so that practical, and effective?
learners can recognize local wisdom in the area and able to
II. REVIEW OF LITERATURE
stay awake and not going to disappear over time. In addition,
the students also learned that local knowledge in their area A. PHYSICH LEARNING MATERIAL
can also be integrated in the learning of physics that will Nazaruddin (2007) states that the learning material is a
increase knowledge and interest in the matter physics. set of tools that prepared teachers for the implementation
Learners Class X Engineering at SMK 1 Padang also do not and evaluation of learning can be done systematically and
use handout and LKPD in the learning process. To that end, obtain results in line with expectations. Learning material is
handout and LKPD need to be developed to support also interpreted as a number of materials, tools, media,
learning. instructions and guidelines to be used in the learning process
Another thing that also affects the quality of the learning (Susilo, 2007). Rustini (2014) suggest that the learning
process is the use of strategies, models, and methods of material is a set of learning resources that allow teachers and
learning. Upon observing strategies, models, and methods of learners perform the learning activities.
learning, it was concluded that the use of strategies, models, 1. Lesson Plan
and methods less than optimal. Learners less participate in
the learning process. Learners only receive learning material Majid (2014) states that the lesson plan is a plan that
presented by the teacher and rarely ask when things are not describes the procedures and organization of learning to
understood. In addition, critical thinking ability of students achieve the basic competencies specified in the standard
is also low. Critical thinking skills of students can be seen in content and has been translated dala syllabus. Trianto (2009)
Table 1 earlier. also states that the lesson plan is a guide to the steps that will
be undertaken by teachers in learning activities that are
Based on the above phenomenon, the need for strategies, arranged in a scenario of activities. In line with previous
models, and methods that make the critical thinking skills of statements, Mulyasa (2007) reveals that the lesson plan is a
students increased during the learning process. The problem plan that describes procedures and learning management to
posed in this problem-based learning is an open issue that achieve one or more of the basic competencies that are
the right answer may be not just one. PBL model is proven applied in the content standard and is described in the
to improve students' academic achievement. Besides, syllabus. Then amplified by Muslich (2008) states that the
learners need to develop social skills in order to be active in RPP is learning design subjects per unit which will be
group discussions and self-study exercises in order to further applied in the classroom teacher.
increase confidence among learners. This will lead learners
to develop the ability to think to find any answers. In 2. Handout
addition, the ability to communicate or express opinions can According to Salim (2000) handout is one form of print
also be improved through learning is done because it is media that is easily developed and can be used in learning.
generally more demanding problem-based learning activities Ministry of National Education Instructional Materials
of learners by involving small groups. Thus, the problem- Development Guide explains handout is written material
based learning in line with the teaching of physics because it prepared by the teacher to enrich the knowledge of students.
provides a stage for learners to be able to solve physics Usually taken from the literature that has some relevance to
the material being taught/basic competencies and subject

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Development of Physics Learning Material Based on Problem Based Learning by Integrating Local Wisdom West Sumatra to Improve Critical
Thinking Ability of Students

matter of material that must be mastered learners. From issues or phenomena in a certain scope. In line with this, the
some of the above it can be concluded that the handout is Dewi (2017) states that one event or phenomenon or object
one of the print media used in learning. Aim the use of of the most famous in every region and even across
handouts is to enrich the knowledge of students. Depdiknas countries and regions is the local wisdom, especially with
(2008) a handout shall contain such things as lead speaker regard to the peculiarities of the local culture.
on a regular basis and clear, based on solid knowledge of the
D. CRITICAL THINKING ABILITY
results and statements, and graphs and tables are hard drawn
by the listener can easily be obtained. Bahr (2010) states that critical thinking is an important
goal of the education sector. Duron (2006) also states that
3. Student Worksheets
critical thinking is the ability to analyze and evaluate
One of the learning materials used is student worksheets information. Correspondingly, Kulekci (2015) states that
(LKPD). Khawarizmy and Wiyatmo (2016) states that critical thinking encourages individuals to analyze evaluate
LKPD has a function to measure the abilities of learners. At and explain through interpreting the ideas from a broader
the basic education level, the charge should be emphasized perspective. According to Adeyemi (2012), critical thinking
that one of them is the ability to take a decision that involves has two components, namely the skills to produce and
understanding the problem, planning, analysis, and problem process information and beliefs as well as the habit of using
solving (Depdiknas, 2006). their skills to guide behavior based on intellectual
commitment.
LKPD a sheet containing a collection of activities that
allow learners perform real activity with the object and III. METHODS
issues studied. LKPD serves as a guide to learners and also
This type of research is the research and development
allows learners and teachers to conduct classes. LKPD also
with the development model of ADDIE (Analysis, Design,
can be defined as the print instructional materials in the form
Development, Implementation, and Evaluate). Subject
of sheets of paper containing the material, summary and
product trials are learners class X Audio Video SMK 1
instructions execution of tasks to be done by the students,
Padang. The development process starts from the analysis
which refers to the basic competence achieved (Prastowo,
phase that includes needs analysis, curriculum analysis,
2011). The tasks given to learners can be either theory or
material analysis, and analysis of learners. After the stage of
practice.
designing a learning device. The next stage of development
B. PROBLEM BASED LEARNING of learning material in accordance with their designs,
perform validity, as well as the practicalities of testing for
One model of learning is Problem Based Learning. The
learners to see the effectiveness of the learning material.
purpose of using problem based learning is the learners by
having the ability to think critically, analytical, systematic Data collection instrument in this study consisted of
and logical to determine alternative solutions to problems sheets of assessment instruments validation learning material
through the exploration of empirical data in order to foster a (lesson plans, handout, LKPD, and test critical thinking
scientific attitude (Sanjaya, 2011). Excess PBL by Selcuk skills), sheet validation of learning material, sheet
(2010) states that PBL in addition to equip learners with the assessment instruments practicalities of learning material,
knowledge, can also be used to improve problem-solving sheet practicalities of learning, and test critical thinking
skills, Ability to think critically and creatively learning. skills.
Lifelong Similarly, Sahyarl (2017) states that PBL can make
The validity of the learning material is analyzed using
learners have a high level thinking skills such as critical
Cohen's Kappa formula. Developed learning material
thinking, PSA, and creative thinking. Argaw (2016) also
considered valid if it has reached the interval ≥0.61
found models PBL are more effective than conventional
(Anthony). Practicality learning material carried by the data
teaching method for learning physics.
calculating final grades instrument results were analyzed in
C. LOCAL WISDOM scale (0-100). The effectiveness of the learning material
judged by the increase in critical thinking skills. To assess
Mungmachon (2012) states that local wisdom is the basic
the critical thinking skills enhancement is done by giving
knowledge gained from living in balance with nature.
pre-test and post-test. This increase is represented by the
Meanwhile, Khusniati (2017) states that local wisdom is
man's attempt to use moral cognition and act and behave on

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Development of Physics Learning Material Based on Problem Based Learning by Integrating Local Wisdom West Sumatra to Improve Critical
Thinking Ability of Students

value of Gain Score (Hake, 1999: 1). Declared effective 47 46.45%

learning device if 85% of learners have reached KKM set.
46
IV. RESULT
The development process starts from the analysis phase 45
that includes a needs analysis (SKL, Prominent, learning 44 43.39%
difficulties learners, facilities and infrastructure, as well as 42.90%
learning resources), curriculum analysis, material analysis, 43
and analysis of learners. Needs analysis can be seen in
42
Figure 1.
41
70 61.25% 64%
57.5% Motivation Interest Intelectual Ability
60 52.94%
50 Figure 2. Analysis of Motivation, Interest, and Ability
40%
40 Intellectual Students
30 Learning style analysis results of students can be seen in
20 Figure 3.
10
70
0 58.06%
60
50
40 32.26%
30
20
10 0.97%
0
Visual Auditif Kinesthetic
Figure 1. Needs Analysis
Figure 3. Analysis of Learning Styles Students
Based on Figure 1 it can be concluded that there are
weaknesses in terms of SKL, Prominent, learning difficulties Learning material results of analysis of existing devices
learners, facilities and infrastructure, as well as learning by learners can be seen in Figure 4.
resources. These weaknesses affect the characteristics of
46.45% 45.16%
learners. Data analysis of learners is drawn is the motivation, 43.87%
interests, intellectual abilities, learning styles, and the
opinions and expectations of educators learning tools used
for this. The results of the analysis of learners of aspects of
motivation, interest and intellectual abilities can be seen in 20% 20% 20%
Figure 2.

1 2 3 4 5 6
Component Analysis Learning Material
Existing According Students

Figure 4. Analysis of Existing Learning Material

According Learners

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Development of Physics Learning Material Based on Problem Based Learning by Integrating Local Wisdom West Sumatra to Improve Critical
Thinking Ability of Students

Description: After the analysis phase, followed by the design and

development phase learning material, then the learning
1. Material used educator learning interesting for learners.
device is validated by three experts / lecturers graduate UNP
2. Learning material used educators make learners more
and two practitioners / physics teacher at SMK 1 Padang.
aware of the concepts and principles of physics.
3. Learning material used educators make learners Before performing device validation prior learning
motivated and active in learning. assessment instrument validation by experts and
4. Learning material stimulates learners to think critically. practitioners using the formula Cohen's Kappa. After the
5. Learning material integrate local wisdom of West validation sheet is valid, an assessment of the validity of the
Sumatra. learning material and the results obtained are described in
6. Devices material learning Problem Based Learning. Table 2.
Table 2. Validity Value Learning Material
The results of the analysis of expectations of learners
towards learning device used educators can be seen in Figure Learning Aspect Validated
5. Material Avera Categor
Construct Languag
Develope Content ge y
s e
d
84.52% RPP 0,86 0,91 0,87 0,88 Valid
83.87% Handout 0,84 0,95 0,89 0.89 Valid
LKPD 0.85 0.91 0.88 0.88 Valid
83.22% 83.22%
Critical
Thinking
81.93% 1,00 0,92 0,93 0,93 Valid
Ability
81.29% Test

Based on Table 3, it can be concluded that the learning

material (lesson plans, handout, LKPD, and test critical
thinking skills) has been on the invalid category.
1 2 3 4 5 6 The next test against the practicalities of learning
Components Expectations of Students on material is developed. Test practicalities obtained from the
Learning Material Used Educator assessment of the enforceability of the RPP for each
meeting, the assessment of the handout, LKPD, and critical
thinking skills test (questionnaire responses of teachers and
Figure 5. Expectations of Students on Learning Material
learners). The observation of enforceability of the RPP can
Used Educators
be seen Table 3.
Description:
Table 3. Observations Implementation of RPP
1. Learners prefer that educators use a variety of learning
tools. N Meeting Score Category
2. Learners expect in every lesson educators provide o
exciting learning tools that make them more active and 1 First 100 Already Done
concentration in learning. 2 Second 100 Already Done
3. Learners expect in a learning device used educators, 3 Third 100 Already Done
there is a structured guidance that keeps them focused in Average 100 already Done
finding the concept. Based on Table 3, the results of adherence to the RPP for
4. Learners expect learning tools are used to improve each meeting are in the category of very practical, in terms
critical thinking skills. of the preliminary stage, the core activity, as well as cover.
5. Learners expect learning device that is used to integrate
local wisdom of West Sumatra. Results practicalities teacher questionnaire responses can
6. Learners expect based learning tools used Problem be seen in Table 4.
Based Learning.

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Development of Physics Learning Material Based on Problem Based Learning by Integrating Local Wisdom West Sumatra to Improve Critical
Thinking Ability of Students

Table 4. Results of Questionnaire Responses practicalities of 100

Teachers
80

Percentage (%)
Teacher Rate Observer
Questionna Average 60
N ire Averag 40
Category Pre Test
o Response e
DM GA 20
Post Test
0
Very 1 2 3 4 5
1 RPP 100 100 100
Practical
Component of Pre Test and Post Test Based
Very Indicators Critical Thinking Skills According to Ennis
2 Handout 93.75 96.88 95.32
Practical (1996)
Very
3 LKPD 100 100 100
Practical Figure 6. Results of Pre Test and Post Test Based
Critical Indicators Critical Thinking Ability According to Ennis
Thinking Very
4 95.00 90.00 92.50 Description:
Ability Practical
Test 1. Giving a basic explanation on the pre-test scored
Very 40.32% in post-test increased to 81.29%.
Average 96.96 2. Giving arguments on pre-test scored 16.67% in post-test
Practical
increased to 86.02%.
Based on Table 4 it can be concluded that the learning 3. Providing logical thinking on the pre-test scored 23.39%
device based on questionnaire responses of teachers that are in post-test increased to 94.76%.
in the category of very practical. 4. Take a decision on the pre-test gained 9.68% while the
The results of questionnaire responses practicalities of value of the posttest increased to 70.51%.
learners can be seen in Table 5. 5. To evaluate the pre-test scored 24.19% in post-test
increased to 66.12%.
Table 5. Results of Questionnaire Responses practicalities of
Students Based on Figure 6 it can be concluded that an increase in
critical thinking skills of learners. After testing on Class X
Response Questionnaire Averag
No Category Audio Video, only 3 people who are not reached KKM of 31
of Students e Value
learners. It shows that 90% of learners have reached KKM
1 Handout Very
80.625 set so that it can be concluded that the developed learning
Practical
material have been effective.
2 LKPD 77.35 Practical
3 Critical Thinking Ability Very V. DISCUSSION
88.75
Test practical A. VALIDITY OF PHYSICS LEARNING MATERIAL BASED ON
Average Very PROBLEM BASED LEARNING BY INTEGRATING LOCAL
82.34
practical WISDOM OF WEST SUMATRA
Based on Table 5 it can be concluded that the results of Learning material must be valid so that used in learning.
responses of learners to handout, LKPD, and test critical In this study, the validation is done emphasis on validation
thinking skills that have been developed are in the category of the contents, construction, and so the language learning
of very practical. material used in accordance with the criteria that should and
To determine the effectiveness of learning material are arrangement of learning material created in compliance and
developed, the test results obtained from the increase in meet the terms of the preparation of the learning material.
critical thinking skills of learners based on five indicators of This is in line with the Depdiknas (2008) which states that
critical thinking as in Figure 6. the validity can be evaluated from the content component,
linguistic components, presentation components, and
components channel. The validity of the physics learning

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Development of Physics Learning Material Based on Problem Based Learning by Integrating Local Wisdom West Sumatra to Improve Critical
Thinking Ability of Students

based on Problem Based Learning by integrating local in the category of very practical value of 96.96. The results
wisdom of West Sumatra created a valid category. of the questionnaire responses of learners also show the
practicality of learning material that is in the category of
Based on the results of the validation physics learning
very practical with a value of 82.24. In general the results of
material based on Problem Based Learning by integrating
data analysis can be concluded that by using a physics
local wisdom of West Sumatra can be seen that the device
learning material based on Problem Based Learning by
has a valid learning developed with the validity of the lesson
integrating local wisdom of West Sumatra can motivate
plans, handout, LKPD, and critical thinking skills tests
learners to follow learning in the classroom.
sequentially was 0.88; 0.89; 0.88; and 0.93. The average
results of the validation learning material based on Problem The average value of the practicality of the physics
Based Learning by integrating local wisdom of West learning material based on Problem Based Learning by
Sumatra is 0.895 with a valid category. Validation is done integrating local wisdom of West Sumatra is 93.07
by 3 experts / specialists from Padang State University categorized as very practical. This indicates that the physics
professor and two teachers from SMK 1 Padang. This is in learning material based on Problem Based Learning by
accordance with Sugiyono (2011) which states that the integrating local wisdom of West Sumatra is very practical
product validation can be done by experts or experts who are to use in learning. Teacher experience the ease in carrying
experienced to assess the strengths or weaknesses of the out the study. This is similar to Mudjijo (1995:59) states that
product. the practicality demonstrated at the level of ease of use and
implementation which includes the cost and time of
According Sungkowo (2010) the validity of a teaching
implementation and the management and interpretation of
material is measured by (1) the aspect of material substance
the results.
consisting of truth, depth, present, and legibility, (2) aspects
of learning design that consists of a title, KI, KD, indicators, C. PRACTICALITIES OF PHYSICS LEARNING MATERIAL
materials, exercises, composer, and reference, and (3) BASED ON PROBLEM BASED LEARNING BY INTEGRATING
consists of a display aspect of navigation, typography, LOCAL WISDOM OF WEST SUMATRA
media, color, animation, layout and stimulation. The
Developed learning material can be said to be effective if
components of the learning device made in accordance with
the critical thinking skills of learners has increased and 85%
the indicators that have been set on the validity of the
of students have reached KKM set. Based on the results
questionnaire learning device. In addition, the learning tools
posttest of the test critical thinking skills that have been done
are developed in accordance with the measurement aspects
in class X Audio Video, only 3 out of 31 students who did
of validity (content validity, construct, and language). Thus,
not reach the KKM. It shows that 90% of learners have
it can be concluded that the learning material based on
reached KKM set so that it can be concluded that the
Problem Based Learning by integrating local wisdom of
developed learning tools have been effective. This is similar
West Sumatra are made fit for use in learning.
premises Junaidi (2011) which states that one of the criteria
B. PRACTICALITIES OF PHYSICS LEARNING MATERIAL for the effectiveness of the views of mastery learning,
BASED ON PROBLEM BASED LEARNING BY INTEGRATING learning can be said to be complete when at least 75% of the
LOCAL WISDOM OF WEST SUMATRA learners have gained the KKM in improving learning
outcomes.
Practicalities learning material can be seen from the
attractive, efficient and easy to understand the learning
material. Based on the analysis of questionnaires It is reinforced by a study of previous studies that have
implementation of RPP observation that physics learning been done Sulardi (2015) which states that the physics
material based on Problem Based Learning by integrating learning material with PBL models are valid, practical, and
local wisdom of West Sumatra which was developed as very effective way to train the students' critical thinking skills.
practical. It is seen from the implementation of RPP Susdarwati (2016) in his research indicates that the physics
classified as very practical with the acquisition value of 100. learning material based on Problem Based Learning (PBL)
on the material and application of Newton's laws fit for use
Practicality learning material can also be seen from the
with very good category. Sari (2017) in his research
questionnaire responses of teachers and learners'
indicates learning device based on Newton's Laws Problem
questionnaire responses. The results of questionnaire
Based Learning (PBL) can enhance the problem solving and
responses showed practicality teacher learning material are

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Development of Physics Learning Material Based on Problem Based Learning by Integrating Local Wisdom West Sumatra to Improve Critical
Thinking Ability of Students

cooperative attitude of learners. Oktavia (2016) also states [4] Bahr, Nan. 2010. “Thinking Critically about Critical
that the development of physics-based learning tools Thinking in Higher Education”. International Journal
Problem Based Learning to improve critical thinking skills for the Scholarship of Teaching and Learning. 4,1-16.
and scientific attitudes of high school students. [5] Dewi, Ika Nurani, et al. 2017. “Elsii Learning Model
Based Local Wisdom to Improve Students’ Problem
Development of the physics learning material based on
Solving Skills and Scientific Communication”.
Problem Based Learning by integrating local wisdom of
International Journal of Education and Research.
West Sumatra which in practice is expected to increase the
5(1),107-118.
critical thinking skills of students in learning. Activities
[6] Depdiknas. 2008. Panduan Pengembangan Bahan
undertaken in the learning encourages students to be able to
Ajar. Jakarta : Direktorat Jenderal Manajemen
apply them in life. This means that the process of resolving
Pendidikan Dasar dan Menengah.
the issue is not simply expect the students to understand the
[7] Duron, Robert. 2006. “Critical Thinking Framework
material being studied, but how the application of such
For Any Discipline”. International Journal of
material can be applied in everyday life. Through the
Teaching and Learning in Higher Education. 17(2),
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160-166.
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[8] Ennis, R.H. 1996. Critical Thinking. USA : Prentice
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Local wisdom of West Sumatra acquired through [9] Hake, R. R. 1999. Analyzing Change/ Gain Scores.
learning to increase knowledge on self-learners. Learning to Woodland Hills: Dept. of Physics. Indiana University.
use material based on Problem Based Learning by [10] Junaidi, Ahmad Muhli. 2011. Efektivitas
integrating local wisdom of West Sumatra is valid, practical Pembelajaran.
and effective can actually help learners improve critical http://ahmadmuhli.wordpress.com/2011/08/02/efektivit
thinking ability even in the form of small scale. as-pembelajaran/(diakses tanggal 12 Maret 2017).
[11] Khawarizmy, Mahfudz, dan Yusman Wiyatmo. 2016.
VI. CONCLUSIONS AND RECOMMENDATIONS
Pengembangan LKPD Fisika Berbasis Ideal Problem
Based on the results obtained can be concluded that the Solving Untuk Meningkatkan Kemampuan Kognitif
learning material based on Problem Based Learning by Peserta Didik SMA. Yogyakarta : Pendidikan Fisika
integrating local wisdom of West Sumatra has a valid, FMIPA UNY.
practical, and effective. Based on the results, the authors [12] Khusniati, Miranita, et al. 2017. “Local Wısdom-Based
suggest that the learning material based on Problem Based Scıence Learnıng Model through Reconstructıon of
Learning by integrating local wisdom of West Sumatra can Indıgenous Scıence to Improve Student’s
serve as an example for teachers in developing another Conservatıonıst Character”. Journal of Turkish Science
learning material. Education. 14, 16-23.
[13] Kulecki, Gulsah, et al. 2015. “Developing Critical
Thinking Skills in English Language Teaching Classes
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