SKRIPSI BAHASA INGGRIS LENGKAP UTILIZATION OF BANANA CUPS (BONGGOL PISANG) AS A LEARNING MEDIA OF “MULOK” TRADITIONAL FOOD TOPIC IN SDN 45 DASAN AGUNG MATARAM

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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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