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CHAPTER I
INTRODUCTION
A. BACKGROUND OF STUDY
Muatan lokal (Mulok)
is the regular subject that have not a master plan for it’s standard competence
(Standar kompetensi) and competence
base (kompetensi dasar) from the
central Government. So that the regional government available the independence
in control of teaching materials and it’s content that in concert with each
Region’s needs and condition, in this case it is caused the teacher became
apathetic and underestimate the subject which without standard competence and
competence base from the central Government.
It
is not unusual matter if the teachers more dominate the subject which will be
done into UAS, it’s condition more be not good if the teachers only giving the
materials of Mulok by emphasized the
cognate aspect without take the skills and attitude aspect into consideration,
As a result, the subject of Mulok
have not a good attentions from the learner because for them it is not
interesting subject.
The
reality into daily life, the society can be keep going their life by just
depend on their skills without have to get Education and learning from the
School, it’s mean that Mulok via it’s
learning competence have to giving the skills, ability, and the functions for
the learners to change paradigm that the social’s skills can be useful and
scientific learning.
The
life skill Education more can be stabilize the important of Mulok subject so that the teachers
should can be carried out the life skill learning process for the subject in
which local scope.
Based
on those matter , writer motivated to developing the media on learner’s environments, writer
tried to developing and take advantage of Banana cups (bonggol pisang) as a media replacement for the black sticky rice (beras ketan hitam) that use for the main
stuff to making the traditional food.
B. STATEMENT OF PROBLEMS
Based
on the explanation above, know the writer want to know how far utilization effectiveness
of Banana cups (bonggol pisang) as an
alternative ingredient to over comes the problem of highly price the black
sticky rice to making Sasak traditional
food in SDN 45 Dsn.agung Mataram.
C. PURPOSE OF STUDY
Purpose
and benefit that be supposed can reached:
1.
Apply the region study
passes education that correlating oriented life skill.
2.
As a think contribute
applied effective technology for students.
3.
Suggestion gift for the
teachers that study process of Mulok
that interesting and become use for the students.
4.
Push the students and
teachers creation about media and matter teaches truthfully assumed less useful
at students life environment.
5.
Give teachers and
students motivation that the matter and teaching media has local obvious can
make study process more interesting.
D. DEFINITION OF KEY TERMS
a.
Muatan
lokal (Mulok)
Mulok
(especially mulok of Sasak culture) is the subject of study
matter many aim to skills matter and artistry, the purpose of study be gives so
that the learner can be developing and preserve their region special culture.
b.
Life skill
Life skill
interpreted as an ability that needs to someone to look full in the face alive
problems and natural life without felt to depress then proactive and creative
look for with find solution and finally can to overcome it.
c.
Banana cups (Bonggol pisang)
“Bonggol
pisang” that is the part of banana plants that
is as a tool to reproduce nature vegetative (bud).
d.
Pangan
butik
Is one of Sasak traditional food that made from
black sticky rice flour upon which main, augmenting red sugar, white sugar, and
coconut milk, upon which addition.
CHAPTER II
BASE OF THEORY
A. DEFINITIONS AND
FUNCTIONS
Banana
plants (Musa paradisiacal) is a plants bear fruit to do not know season, Banana
three thrives as interrupt plants, house fence, even less planted at the garden or house yard, it’s maintenance is
even also very simple, doesn’t need special attention, when banana plants
maintained and give it fertilizer, it can increase product the fruits.
(Lasmiati, 2001).
Banana
plants be cultivation to taken it’s fruits, and parts of other can be make use,
it’s leaf to wrap up food or cake, it’s stick is made as vegetables (Ares
special Sasak), it’s root for medicine and only make use to reproduce seed
according to vegetative with upon which staple food successor in colonial
period and the Paceklik season or
less food, but only it’s boiled like
to boil cassava (Erni rohanah, 2006)
Wet
banana cups chemical compositions every
100 gram consist of: Calorie (43), Protein (0,5), Fat (-), Carbohydrate
(11,16), Calcium (15), Phosphorus (60), Ferrum ( 0,5), Vitamin C (12), Vitamin
B (0,03), and water (86). (Munajim, 1988).
Threaten
in benefit all banana plants parts, so at crisis period likes now, writer tries
to make use banana cups upon which main from “Jajan Pangan” that is food previous use black sticky rice staple
supplies, that staple supplies now the price very expensive among low class
society.
Utilization
of banana cups be one of the learning media that available overflow at the
student’s environment. Threaten to decision of Mendikbud No. 0412/U/1987 about applications of Mulok in Elementary School, declared Mulok is an education program that it’s
contents and it’s delivery media concerned with nature environment, social
environment, and culture environment with region need necessary studied and
made use by the students at that region.
From
this formulation shows that is ingredient teaches, also studying media are take
away from and use environment closest or around student’s environment that
cover nature environment, not alive environment also culture social
environment.
B. MAKER STEPS
The
tools and ingredients that we need for maker “pangan butik” cake: Banana cups (ingredient base), Black sticky
rice flour (addition ingredient), Coconut milk, red sugar and white sugar,
blender to refine, grater, raffia fiber plastic string, oil paper (bread paper)
or corn skin, brass, oil stove, frying pan, washbasin and knife.
THE MAKER MANNER
1.
After cleaned the
banana cups then washed, then be grater it.
2.
This coarse scraped is
then be blender with coconut milk.
3.
After the ingredient be
soft likes porridge, then add sand sugar, red sugar, and a little black sticky
rice flour with black sticky rice comparison with banana cups and coconut milk
equal to 1 ounce black sticky rice: 1 kg scraped banana cups, and coconut milk
1 liter from one coconut grain.
4.
Ripe up to coagulate
and appear oily.
5.
Make cool with brass so
that easy sliced.
6.
Pangan
butik is ready wrapped up with oil paper or corn skin.
CHAPTER
III
RESEACH
METHOD
A . POPULATION AND SAMPLE
Banana
cups utilization in traditional food topic is carried out at SDN 45 Dsn.Agung
MATARAM. Use the population of students class VI, number 38 person as a whole.
B. RESEACH INSTRUMENT
The
instrument that use into this research are as follows:
1.
Observation sheet
Use to look the students interest
and liveliness with the creativity makes use the ingredient teaches as a study.
2.
Inquiry sheet
Used to detect the students
conceptions towards utilization of study that oriented of life skill.
3.
The work result
The data is to detect the students
success towards study result (out put) and students creativity toward of
learning media using, then later they can apply in their life at the future
(out come)
C. METHOD OF DATA
COLLECTION
Study
Mulok by utilization of banana cups,
use descriptive method that is gathered based on percentage of liveliness,
creativity, interest and delight with students opinion of aftermath banana cups
utilization as a black sticky rice
successor media in will present traditional food topic study especially in will
make cake or Pangan butik.
Data
collecting is continued with study presentation steps as follows:
1.
Beginning activity
a.
Teachers begins study
process with focus to the students attention and ask about everything Sasak special food which ever they are
consumption and made it at each of their home.
b.
Teacher give an
information to develop ingredient to make Pangan
cake with ingredient other cheaper.
c.
Teacher ask to the
students about tools that be used.
2.
Main activity
a.
All of students digs
banana cups at School garden (be group)
b.
Students practice the
maker manner, the students may increase or decrease ingredient as according to
each their creativity.
c.
Students discuss their
job result.
d.
Teacher gives
facilities passes little seminar, report discussion result with give the
conclusion, base on appropriate the ingredient comparison.
e.
Teacher concludes with
motivating the students to make a creation with the other ingredient that
reside in students environment.
3.
The last activity
a.
Activity to decorate
into the shows room (class) each of group creations.
b.
And the teacher
evaluates students artistic productions.
CHAPTER IV
ANALYSIS AND DISCUSSION
A. RESULT AND RESULT
ANALYSIS
Table
01. the result of observation in learning process.
No.
|
Criteria
|
Liveliness
|
Maker process
|
Ingredient creativity
|
serving
|
||||
total
|
%
|
total
|
%
|
total
|
%
|
total
|
%
|
||
1
|
Good
|
27
|
71
|
32
|
84
|
25
|
65
|
38
|
100
|
2
|
Enough
|
11
|
29
|
6
|
16
|
13
|
35
|
-
|
0
|
3
|
Less
|
-
|
0
|
-
|
0
|
-
|
0
|
-
|
0
|
From the inquiry that distributed
to the students, collectable data:
Table
02. interest and delight to learn Mulok
that oriented the life skill.
No.
|
Criteria
|
Number of students
|
Percentage
|
1
|
Very interest/Very
delight
|
30
|
79%
|
2
|
Enough
interest/Enough delight
|
8
|
21%
|
3
|
Not interest/Not
delight
|
-
|
-
|
Totally
|
38
|
100%
|
Table 03. aftermath study of Mulok that oriented the life skill
No.
|
Criteria
|
Number of students
|
Percentage
|
|
1
|
Very agree to be continue
|
35
|
92%
|
|
2
|
Enough agree to be continue
|
3
|
8%
|
|
3
|
Not agree to be continue
|
-
|
-
|
|
Totally
|
38
|
100%
|
||
From
evaluation result is got data:
Table
04. Evaluation data of learning result
No.
|
Name of group
|
Aspect that evaluated
|
Total of score
|
value
|
|||
Taste
(0-10)
|
Form
(0-10)
|
Package
(0-10)
|
|||||
1
|
Pelita
|
6
|
7
|
7
|
20
|
6,3
|
|
2
|
Peresak
|
8
|
8
|
9
|
25
|
8,1
|
|
3
|
Gapuk
|
6
|
6
|
9
|
21
|
7,0
|
|
4
|
Otak desa
|
9
|
8
|
8
|
25
|
8,1
|
|
5
|
Pejeruk
|
7
|
7
|
8
|
22
|
8,0
|
|
6
|
Muhajirin
|
8
|
8
|
8
|
24
|
8,0
|
|
|
7,3
|
7,3
|
8,1
|
13,7
|
7,6
|
||
RESULT ANALYSIS
Data
analysis into this research use the descriptive analysis in the form of
percentage.
1.
Liveliness and interest
As
much as 71% students very active and intend, 29% enough, then nobody who not
active and not intend.
2.
Maker process
As
much as 84% ca cultivate the banana cups excellently and 16 % enough that can
to cultivate.
3.
Ingredient creativity
In
ingredient creativity found 65% students who their creativity were very good,
and 35% enough creative.
4.
Serving
For
technique of serves, at the students (100%) very skilled to serve.
Data analysis result about interest and delight
with aftermath study of Mulok that
oriented life skill, we can got data:
1.
Interest and delight
As much as 30 students (79%) very
agree of learning Mulok that oriented
life skill, and 8 students (21%) enough interest and delight, then there is no
students who don’t like.
2.
Aftermath
We get data as much as 35 students
(92%) very agree of learning Mulok that
oriented life skill to be continue, and 3 students (8%) enough agree to
continue, and then there is no students who is not agree. While for research
evaluation, writer evaluate based on the group, from data collecting taste
criteria gets the value 7,3 and form 7,3 while creativity of package gets the
value 8,1.
B. DISCUSSION
Study
activity with make use banana cups as study media of Mulok that oriented life skill have affect positive toward as
follows:
1.
Culture social aspect.
a.
Affective technology innovation
existence with make use galore ingredient and less useful at society became
useful goods and produce.
b.
Increase students
interest and delight to learn of Mulok.
c.
Push the teaches and
students creativity.
2.
Economy aspect
From economy aspect will give alive
standard enhanced indication from the society because this innovation is
available at society’s environment (will be created a new livelihood for
society).
3.
Environment aspect.
As to the impact for environment
give a chance in banana plans to bloom well, because if cups doesn’t reduced so
banana plants barrens of well, will so environment will be take care the
beauty.
Studying process of Mulok that oriented life skill, can change the teachers, students,
and societies paradigm, that is Mulok
subject that assumed insignificant be subject very mean to the future (out
come) of students.
CHAPTER V
CONCLUSSION AND
SUGGESTION
Highly
of interest percentage and students delight learns Mulok traditional food topic, and students willing to then realize
this study of Mulok that oriented
life skill prove that banana cups as learning media of Mulok traditional food topic at SDN 45 Dsn Agung MATARAM very
useful and affective used as black sticky rice successor media in present
traditional food topic study.
Furthermore,
change the study paradigm Mulok as a
subject less important be subject that interesting, fun and useful at the
future with fulfils the society demand towards of education that oriented life
skill.
Final
the writer hope, to dig the media/study source at environment around the
students and from everything that not used to cultivated to be useful such like
banana cups and of a kind it, can also be used as a subject media KTK and PDT
at continuation School.
BIBLIOGRAPHY
Abdullah Hamid,
1990. Menyimak Dilema Guru. Semarang. Suara merdeka
Depdiknas, 2005.
Kecakapan Hidup. Surabaya. SIC.
Depdikbud, 1995.
Kuurikulum Muatan Lokal Sekolah Dasar Propinsi NTB.
Dinn Wahyudin
dkk, 2003. Pengantar Pendidikan, Jakarta Pusat, Penerbitan Universitas Terbuka.
Keputusan
Mendikbud RI. No. 0412 / U / 1987. Penerapan Muatan Lokal Kurikulum Sekolah
Dasar.
Lasmiati, 2001.
Keripik Bonggol Pisang. Pusat Dokumentasi dan Informasi Ilmiah. Jakarta. LIPI.
Mulayadi Usman
dan Riyanto Yatim, 2004. Pengembangan Muatan Lokal. Surabaya. SIC.
Munajim, 1988.
Teknologi Pengolahan Pisang. Jakarta. Gramedia.
Nazir, Moh.
1988. Metode Penelitian. Jakarta. Ghalia Indonesia.
Rohanah, Erni.
2006. Brosur Bonggol Pisang. Lombok Barat.
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