Universitas Muhammadiyah Malang, East Java, Indonesia

JPBI (Jurnal Pendidikan Biologi Indonesia)

p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 5 No. 1 March 2019, pp. 69-76

10.22219/jpbi.v5i1.7071 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 69

Research Article

Developing genetic learning module based on blue eyes
phenomenon in Buton Island, Southeast Sulawesi

Agus Slamet a,1,*, Fahmil Ikhsan Taharu a,2, Atok Miftachul Hudha b,3
a Department of Biology Education, Faculty of Teacher Training and Education, University of Muhammadiyah Buton, Jl. Betoambari No.36, Lanto,

Batupoara, Kota Bau-Bau, Southeast Sulawesi 93717, Indonesia
b Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Jl. Raya Tlogomas 246 Malang,

East Java 65144, Indonesia
1 aslametgus@gmail.com*; 2 fahmilikhsanbiologi@yahoo.com; 3 atok1964@gmail.com

* corresponding author

INTRODUCTION

Genetics is one of the most abstract and complex concepts in biology (Altunoğlu & Şeker, 2015). Many
students have difficulty understanding the concept of Genetics (Kılıç, Taber, & Winterbottom, 2016; Topçu &
Şahin-Pekmez, 2009). These difficulties become increasingly complicated because of some learning
conditions that do not support the student in learning genetics concept optimally. One of these conditions is
the learning that still textbook-oriented. This condition leads to the presentation of examples of genetic
phenomena is limited as contained in standard textbooks. Moreover, genetic learning has not used many
methods, multi-media, multi-learning resources, or multi-modules. Less innovative of learning processes as
well as learning sources cause many students to be less able to obtain optimal academic achievement (A. M.
Hudha, 2018; Atok Miftachul Hudha, Amin, Sumitro, & Akbar, 2018).

A R T I C L E I N F O A B S T R A C T

Article history
Received November 16, 2018

Revised February 16, 2019

Accepted February 25, 2019

Published February 28, 2019

The existence of learning resources based on local phenomena is presumed to be able
to optimize genetic learning processes. The purposes of this study were (1) to produce
module based on the blue eyes phenomenon occurred in Buton Island for genetic
material in senior high school and (2) to find the quality of the module produced. This
study used research and development (R & D) based on Borg & Gall model which was
limited to seventh step. The research involved three validators, six students in initial
field-testing step, and 70 students in main field testing. The data collection technique
used was questionnaire. The data obtained were calculated as percentages of module
quality. The results of the material validation, media validation, and practitioners were
96.52% (very valid); 82.40% (very valid); and 83.75% (very valid), respectively. In
addition, the student responses to the module was 22.13% (good). In conclusion, this
module can be used as a learning resource for senior high school students in genetic
learning.

This is an open access article under the CC–BY-SA license

Keywords
Blue eyes

Buton island

Modules

Genetic learning

How to cite: Slamet, A., Taharu, F. I., & Hudha, A. M. (2019 Developing genetic learning module based on blue eyes

phenomenon in Buton Island, Southeast Sulawesi. JPBI (Jurnal Pendidikan Biologi Indonesia), 5 (1), 69-76. doi:
https://doi.org/10.22219/jpbi.v5i1.7071

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Vol. 5, No. 1, March 2019, pp. 69-76

Slamet et.al (Developing genetic learning module …)

Emerging genetic phenomena in genetic learning can be developed through genetic phenomena from the
surrounding environment which can be traced genetically through various methods of genetic research.
Disclosure of phenomena from the surrounding environment through research and other studies will be very
useful for the development of genetic learning resources. Moreover, the use of natural phenomena as learning
resources can direct learning to be more contextual. Such a condition can optimize the achievement of
learning objectives that have been designed (Davtyan, 2014; Suryawati & Osman, 2018). Furthermore,
phenomenon-based learning can direct students to understand the real events that occur around them
(Symeonidis & Schwarz, 2016). Therefore, providing real phenomena-based learning resources plays an
important role in student learning success.

The presence of high-quality learning resources can facilitate and help students to improve their
understanding about the concept they learned as well as to improve their learning outcomes (Nuroso &
Siswanto, 2012; Rahayu & Sudarmin, 2015; Wenno, 2010; Zuriah, Sunaryo, & Yusuf, 2016). The learning
resources are also expected to bridge the initial knowledge that students have with new knowledge that will be
learned (Oleson & Hora, 2014). One learning resource that can be used for learning is teaching materials in
the form of modules (Prastowo, 2013). According to Bahri, Syamsuri, & Mahanal (2016), the existence of
modules in the learning process can provide learning resources that contain material, methods, and methods
of evaluating systematically designed to help students achieve learning competencies. The importance of the
module was developed as a teaching material in genetic learning supported by (Ardiansyah, Corebima, &
Rohman, 2016), that teaching materials in the form of modules need to be developed, because students need
easy-to-understand teaching materials, supplemented with pictures, containing the latest findings related to
learning material, and there is a glossary containing terms in the field of genetics.

On Buton Island, there are interesting genetic phenomena to study, namely the presence of some blue-
eyed people. Some of these blue eyes people include members of the Dala family in Kaimbulawa Island
Siompu Village, South Buton District, and Mr. Faisal Amorale's family in Boneatiro Village, Kapuntori District,
Buton Province of Southeast Sulawesi. The blue eyes on Buton Island come from the descendants of white
Europeans who visited Buton Island in the 16th-Century so that the local genetic phenomenon of the Buton
Island community is interesting to study and potentially developed as a learning resource for human heredity.

Based on the results of reflection on genetic learning so far and paying attention to various life
phenomena that exist in the surrounding environment, it is necessary to conduct genetic research based on
local potential or local phenomena to support the development of genetic learning resources. For the results
to be used optimally, the results of these studies are packaged as learning resources that can be learned
independently by students to support existing learning resources.

Some previous researchers have developed local phenomenon-based learning resources. Some of these
local phenomena, among others, are the phenomenon of inheritance of rhesus blood groups in patients with
mental retardation in Gunungkidul (Abdulatip, Suratsih, Henuhili, & Rahayu, 2015) and inheritance pattern of
cretinism in Wonosobo (Antasari, 2017). On the other hand, studies that have tried to develop modules based
on blue eyes phenomena on Buton Island have also never been done. Based on the description that has been
described, it is necessary to do research on the utilization of the results of genetic research based on the
potential of local genetic phenomena. The results of such genetic research are then packaged in the form of
learning modules to support the development of the ability to identify feasibly, and potential local genetic
research issues in Buton Island, Southeast Sulawesi Province.

METHOD

The Borg and Gall model (Borg & Gall, 1983) was chosen as the research and development (R&D) model
in this study. These steps of development are carried out, namely: 1) Research and data collection. At this
step, information about the phenomenon of blue eyes is collected through field research activities; 2) Planning
the educational product. The planning step in this research includes planning the indicators, formulating
objectives, designing, and preparing modules; 3) Develop a preliminary form of the product. The initial
module products will be produced in this step; 4) Initial field testing. In this step, the limited initial field test
activity was conducted. The small group trials were conducted by involving six high school students of class
XII, namely 3 students from SHS 1 Bau-Bau and 3 students from SHS 4 Bau-Bau through filling in 15
questions on student responses to the module questionnaire 5) The first revision of the main product. The
responses and suggestion from students in step 4 were used as the basis for product revision; 6) Main field
testing. In this study, field testing step was carried out by involving 70 students from two schools, namely 36

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Slamet et.al (Developing genetic learning module …)

students of SHS 1 Bau-Bau and 34 students of SHS 4 Bau-Bau; 7) Operational product revision. The last step
carried out in this study was to revise the module based on the data obtained from the main field-testing step.

The type of data collected in this study was qualitative data. Questionnaires were used as data collection
instruments. Types of questionnaires used i.e. student response questionnaires as well as validation
questionnaires by material experts, media experts, and education practitioners. The data collected was then
analyzed by calculating the percentage. To determine how students respond to the modules that have been
developed, the collected data was calculated using a Formula (1) developed by Widoyoko (2012). The results
of these calculations were then classified based on the categories presented in Table 1. On the other hand,
the validity of the module was based on a range of scales resulting from the assessment of experts and
education practitioners. The results of the calculation were then matched with the categories in Table 2.
These categories are based on Riduwan (2009).

Interval distance =
Highest score-lowest score

(1)
Sum of interval classes

Table 1. Classification of student responses to the learning module

Sum of scores Attitude

25.3 -30.0 Totally agree
20.5 – 25.2 Agree
15.7 – 20.4 Fair
10.9 – 15.6 Disagree
6.0 - 10.8 Totally disagree

Table 2. Criteria for validity

Scoring Scale Criteria Notes

81- 100 Totally valid Without revision
61 – 80 Valid Without revision
41 – 60 Fair With revision
21 – 40 Invalid With revision
0 – 20 Totally invalid With revision

RESULTS AND DISCUSSION

The existence of modules based on local phenomena is one way to optimize biology learning process. In
this study, a module based on the blue eye phenomenon has been developed. The developed module has
been tested on students in initial field-testing step. Student response data that has been collected is
presented in Table 3. Based on Table 3, students' attitudes towards modules that have been developed are in
the "agree" category (23.13). The results show that students give a positive (agreed) response to the learning
module developed, meaning that the module was categorized as good, acceptable to students and can be
tested in a larger group. Among the 15 items of statements given to students, the language used in the
module was easy to understand. However, the module must be pursued to be interesting, so as to encourage
the motivation of students to study biology. Moreover, some students still lack understanding of the sentences
in the module and some of them do not understand the material. This condition was quite reasonable because
the sentence presented was too scientific to be used among students, so it was necessary to simplify the
sentence. Even so, the average student response to the module tested reached 73.78, which means the
module being tested was classified as valid and does not need to be revised.

Furthermore, the development module is validated by material experts. Data from the validation results
from the material experts are presented in Table 4. Based on Table 4, the module was stated as "very valid".
In more detail, material experts stated that both content and language, the module was good. The advice from
material experts was the module will be better if it contains concept maps. According to Yunita, Sofyan, &
Agung (2014), the use of concept maps has a positive impact on the learning process. Learning modules that
contain concept maps are very effective in helping students understand material concepts meaningfully
(Rahmi, 2017). The other advice was the module cover design and illustrations should be revised. According
to Ardiansyah et al. (2016), illustration is a determining factor for readers in understanding the content of the
material presented. Furthermore, Agustina (2015) stated that the book cover design greatly influenced
students' reading interest.

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Table 3. Students’ responses in the limited experiment

No Statements Σ %

1 I think that the design of the biology learning module is very interesting 24 80.00
2 I pay little attention to the design of this module, the most important thing for me is the contents

of the module
23 76.67

3 I think the cover design has an initial appeal and describes the content or material delivered. 25 83.33
4 I find it difficult to understand the sentence in the module 16 53.33
5 I believe the images presented in this module can add to my understanding of related material

and concepts
23 76.67

6 The glossary (explanation) helps me in defining biological terms 27 90.00
7 I think that the shape and size of the letters are proportional 24 80.00
8 The text used does not cause double meaning to me 21 70.00
9 I argue that the language used is simple and communicative and easy to understand 27 90.00
10 This text in the biology learning module makes me not understand the material in this module 14 46.67
11 I believe with this biology learning module; it helps me make it easier to learn biology 23 76.67
12 I am not interested in studying biology with this module 11 36.67
13 The evaluation sheet in the biology learning module helps me learn biology 24 80.00
14 The material in this module conveys the potential of local phenomena on Buton Island as a

source of learning
25 83.33

15 This module contains the message and values of local wisdom of the people of Buton Island that
are important for biology based local phenomena

25 83.33

23.13 73.78

Table 4. Recapitulation of data from the material expert validation

No Aspect Sub aspect
Total

Scores
Max

Score
% Description

1 Material

Completeness of material 15 15 100 Very valid

Material accuracy 10 10 100 Very Valid

Material support activities 15 15 100 Very valid

Material update 5 5 100 Very valid

Supporting students' scientific
competencies

9 10 90 Very valid

Suitability of scientific systems 9 10 90 Very valid
Development of thinking skills and abilities 5 5 100 Very valid
The material stimulates students to find out 5 5 100 Very valid
Potential local phenomena in matter 10 10 100 Very valid
Local religious values in the material 10 10 100 Very valid

2 Language
The material stimulates students to find out 4 5 80 Valid
Potential local phenomena in matter 4 5 80 valid
Local religious values in the material 10 10 100 Very valid

Total 111 115 96.52 Very valid

Modules were also validated by media experts. The results of the validation from the media expert are

presented in Table 5. Based on Table 5, it can be concluded that the developed module was declared "very
valid" by media experts. The results of the assessment from the media expert obtained quite high scores,
which amounted to 82.4%. The percentage showed that this learning module can be used in learning even
though it still required a little revision. Suggestions obtained from the media expert were related to module
completeness and general layout. Suggestions provided by media experts are in line with the information
expressed by Ardiansyah et al. (2016). The suggestion stated that students need an Indonesian language
module that is easy to understand, equipped with pictures that support learning material, contains the latest
findings related to learning material, and displayed glossary that explains the terms in the field of genetics.

Table 5. The data from media expert validation results

No Sub-aspects
Total
Score

Max
Score

% Indicate

1. General delivery organization 10 10 100 very valid
2. Presentation considers meaningfulness and usefulness 10 10 100 very valid

3. Developing a knowledge formation 15 15 100 very valid
4. General layout 12 20 60 fair
5. Completeness of the learning module 51 65 78.48 valid
6. Variations in delivery 5 5 100 very valid

Total 103 125 82.4 Very valid

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The subsequent validation process was carried out by education practitioners. The measured aspects
include material, presentation, and language. Data from the validation results are presented in Table 6.
Validation results from education practitioners showed an average score of 83.75 in a very valid category.
This indicates that the module can be used even though it requires revisions in several parts. Suggestions
obtained from practitioners are mainly on enriching practice questions and independent assignments
(Conway, Johnson, & Ripley, 2010; Moazami, Bahrampour, Azar, Jahedi, & Moattari, 2014; Riley et al., 2017;
Zeanah, Berlin, & Boris, 2011). Enrichment of training questions given to students can improve students'
understanding of the material and improve student learning outcomes (Verowita, Murni, & Mirna, 2012).

Table 6. Results of validation of education practitioners

No Aspects Sub-aspects

Teacher of SHS 1 Bau-Bau Teacher of SHS 4 Bau-Bau

Total
Score

Max
Score

% Total Score
Max

Score
%

1 Material Completeness 12 15 80 12 15 80
Accuracy 9 10 90 10 10 100
Material Support Activities 14 15 93.33 14 15 93.33
Update 5 5 100 4 5 80
Students’ Scientific 8 10 80 8 10 80
Competencies Support

Suitability of scientific
systems

8 10 80 8 10 80

Development of thinking skills
and abilities

4 5 80 4 5 80

The material stimulates
students to find out and
explore

4 5 80 4 5 80

Potential of local phenomena
in materials

9 10 90 9 10 90

Local wisdom and values
embedded in the

9 10 90 10 10 100

Materials
General Organization 8 10 80 8 10 80

Presentation considers
meaningfulness and
usefulness

9 10 90 8 10 80

2
Presenta-
tion

Developing a knowledge
formation

12 15 80 15 15 100

General layout 16 20 80 16 20 80

Completeness of the learning
module

46 65 70.77 49 65 75.38

Variations in delivery 4 5 80 4 5 80
Language rules 4 5 80 4 5 80

3 Language Language clarity 4 5 80 4 5 80
Language compatibility 8 10 80 8 10 80

Average Scores 83.37 84.14

Overall, the modules developed based on the "blue eyes" local phenomenon developed in this study was

valid. Modules that have gone through the revision stage can be used as additional material for the main
teaching material in biology learning, especially in the Human Heredity concept. This research-based module
is expected to help students understand the concept of inheritance and to find out local phenomenon-based
genetic research activities on Buton Island.

Preparing learning module is an effort to prepare learning material. The presence of learning material is an
essential factor in the learning process (Orlich, Harder, Callahan, Trevisan, & Brown, 2010). Moreover,
learning using modules will encourage independent learning (Bruckermann, Ochsen, & Mahler, 2018; Bubnys,
2019; Nardo, 2017; Rossiter, 2013; Sofroniou & Poutos, 2016). As stated by Oka (2010), independent
learning is an active and participatory learning method for each individual who is not bound by the presence of
teachers at class meetings and the presence of schoolmates.

Furthermore, the modules developed in this study facilitate contextual learning. The module content is
based on local phenomena that can be found in the environment around students. Learning that could present
real examples in explaining abstract concepts will help students better understand the concept. In addition,
contextual learning is also reported to be able to have a positive impact on students (Nasution & Rezeqi,

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2015; Suryawati & Osman, 2018). Through this kind of learning, students will become more aware of the
concepts they are learning.

CONCLUSION

In this study, a module based on the blue-eyed phenomenon owned by several families on Buton Island has
been developed. Students give a positive response to the learning module developed (73.78%). Furthermore,
the validation results from material experts, media experts, and education practitioners were 96.52%; 82.4%;
and 73.78%, respectively. Overall, the developed module was included in the category of ‘very valid’ with a
slight revision so that it can be used as a reliable learning resource. Further research related to other local
phenomena is needed if research-based learning modules are to be used more widely.

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