Abstract:
Abstract
Teaching materials is one of the important components in the instructional process in addition to teachers and students. Learning success can also be determined by the materials which are used as students’ references so that the effectiveness of student learning increases even without the presence of a teacher. A good teaching material resulted from an environment-based research that combines the teaching materials contained in the textbook with the existing learning objects around the environment where the students reside. There are not many researches for developing teaching materials which are based on local potential, particularly mollusk-based ones. Concrete examples of various types of mollusca from the research results on Mollusca types found in the surrounding area can be used as a learning source to overcome the learning limitations, so that students learn more easily and get more information about the types of Mollusca. This study aims to (1) describe the validity of Biology teaching materials enrichment for Class VII in SMP based on the research result toward mollusca in the marine area Batanjung village. (2) to describe the practicality of teaching materials Biological material enrichment of Class VII in SMP based on the study of molluscs in the river area of Batanjung village, (3) to describe the effectiveness of Biology teaching materials enrichment for Class VII in SMP based on the research of mollusca in the river area of Batanjung village. The results showed that (1) teaching materials made were in the category of “very valid”, judging from the expert validation and the validation of teaching materials of a partner-teacher showed that the teaching materials were in “quiet sufficient” category, and the student readability test result showed that the teaching materials were feasible to be used, (2) The teaching materials created are quite practical, seen from the result of the use of the teaching materials which were classified as “good”, and also from the observations to students’ activities observed are assessed “adequate” and the students’ responses indicated positive responses to the instructional materials, (3) the teaching materials created were quite effective based on learning outcomes which improved after using these materials.
