Preliminary Study on the Development of Global Warming E-Learning Material in Independent Curriculum

ABSTRACT


INTRODUCTION
The twenty-first century or the century of globalization is experiencing rapid development in every aspect of life. One aspect of life that is experiencing development is the aspect of education. In today's digital age, education has entered the age of knowledge, accelerating the astounding acquisition of knowledge. The accelerating growth of knowledge is supported by the use of digital media and technology (Wangi, 2018). Education should create human resources who have the ability in the network and the internet (Yurnetti, et al., technology in various activities. 21st century education must produce human resources with comprehensive capabilities to face various challenges and opportunities in this era (Asrizal, et al., 2022).
The independent learning program is an example of twenty-first century education in Indonesia. Freedom to learn means freedom in thinking (Mazid, et al., 2021). Before it happens to students, freedom of thought must occur to the teacher first, in teacher competence at any level without a process of translating basic competencies and curriculum, learning will never occur (Prahani, et al., 2020). The free learning policy was launched in the form of episodes. Episode one discusses four points of independent learning policies, namely: National Standard School Exams, National Examinations, Learning Implementation Plans, and Zoning Regulations for Admission of New Students. In addition to the four main policies for independent learning, there are other policies, such as independent campuses, driving teachers, driving school programs and so on (Tohir, 2019). Merdeka Learning is expected to be able to explore the talents and potentials possessed by students at an early age according to their wishes, in this case teachers and schools become effective facilitators (Prakoso, et al., 2020).
One of the fundamental aspects to improve the quality of education is the curriculum. Based on Law No 20 of 2003 concerning the National Education System, the curriculum consists of a set of plans and arrangements regarding the objectives, content and learning materials, as well as the methods used as guidelines for the implementation of learning activities to achieve certain educational goals. One of the government's efforts to improve the quality of education is curriculum development (Poedjiastutie, et al., 2018). The development consists of several main foundations, namely philosophical, juridical, historical, psychological, social and cultural (Hadi, 2022). In 2021, the driving school program will implement the driving school program curriculum. The driving school is a program that aims to improve the ability or competence (literacy and numeracy) and character of students holistically or thoroughly to create a profile of Pancasila students (Permendikbud, 2020).
One of the learning tools that support the learning process is teaching materials. Teaching materials are important tools to achieve learning objectives, can help teachers prepare learning activities, and guide students in learning (Kusuma, et al., 2018). Teachers are expected to be able to apply or integrate technology for the development of their teaching materials (Fakhruddin, 2019). Electronic teaching materials are a set of materials that are systematically arranged that show the competencies that are expected to be mastered by students which are poured into interactive multimedia (Misbah, et al., 2021). The application of multimedia in learning is important in the current era of information and communication technology (Sedjiru, 2017).
However, in fact, after conducting interviews with teachers using an instrument in the form of interview sheets, it was found that the use of teaching materials that implemented the curriculum of the driving school program was still limited. In addition to teaching materials in printed form, teaching materials in electronic form are also still limited in number. This is because the independent curriculum will be implemented in the 2021/2022 school year. The only books that apply the curriculum of the driving school program are teaching materials published by the Ministry of Education, Culture, Research and Technology which consist of student books and teacher books.
Science subjects in class X are a combination of biology, chemistry, and physics, this is in accordance with the opinions of Afrizal (2018), Sukarnasih (2015) and Rahmania (2017). One of the materials studied in class X in the independent curriculum is global warming material. Global warming material in the 2013 curriculum is studied in class XI while in the school program this material is studied in class X. Global Warming class XI MIPA is almost never taught in class, students are only asked to study the theory in the book, this results in students not know how to deal with global warming concretely (Putri, et al., 2020). The understanding of students about the causes and effects of global warming is still low (Damayanti, et al., 2017). The concepts presented in the book tend to be only aspects of knowledge, a combination of science, technology, environment, and society material is still slightly associated with global warming material (Indah, et al., 2020).
One way that can be done to overcome this problem is to develop electronic teaching materials. The use of electronic teaching materials provides opportunities for students to learn individually whenever and wherever, the use of multimedia construction makes the learning process more active, interesting and fun, this is in accordance with the opinions of Nurhikmah (2021), Arkorful (2014) and Anori (2020). Improve students' ability to understand subjects and topics. The teaching-learning process becomes easy (Hafeez, 2021). So it is necessary to conduct a preliminary study before developing teaching materials that apply the curriculum of the driving school program as initial information.
Based on the background that has been described, it is necessary to conduct a preliminary study to develop electronic science teaching materials for class X on Global Warming material. This study aims to investigate the problems of learning activities, investigate the characteristics of students, investigate the results of the analysis of learning objectives, and investigate the results of the analysis of learning settings that apply the independent curriculum.

METHODS
This kind of studies is descriptive study. Descriptive research is research aimed at producing systematic, fact-based, and accurate descriptions, illustrations, or pictures of the facts, characteristics, and relationships among the phenomena under study. This research is a preliminary study that refers to the Preliminary Research in the Plomp development model. In general, the study describes four dates. First, data on learning problems experienced by teachers. Second, the data on the characteristics of students in participating in global warming material learning in terms of motivation, learning styles, interests, and attitudes. Third, the data on the suitability of the learning objectives designed by the teacher with the expected ideal conditions. Fourth, the data on the suitability of the learning setting designed by the teacher with the expected ideal conditions. The object of this research is the physics teacher of class X, class X participants, and the global warming teaching module designed by the teacher. There are four teachers from two schools implementing this curriculum in 50 Kota Districts. The number of students involved in this data collection was 60 people in both schools.
Data collection techniques used in this study are: interviews, questionnaires, and documentation. Information related to learning problems was obtained from a questionnaire given to the teacher. Information related to the characteristics of students was obtained from a questionnaire given to students. Teaching modules are used as documentation to analyze learning objectives and settings.
Data analysis is an activity that is carried out after data from all data sources is collected. The data analysis technique in this study uses descriptive statistical analysis. Presentation of data can be done in several ways. The way of presenting data is in the form of numbers, tables, and graphs. Data in the form of numbers is still lacking for analysis purposes. Lack of information from numbers can be overcome by presenting data in the form of tables or graphs.

Analysis of Learning Problems
Analysis of learning problems is based on several components. The components of learning problems consist of learning objectives, learning methods, learning materials, teaching materials and learning evaluations. The first component of learning problem analysis is learning objectives. The learning objectives consist of four indicators. The three indicators are competence (CM), content (CN), variation (V), and operational verb (OV). The results of the analysis of the indicator components of learning objectives can be explained in Figure 1.

Figure 1. Indicators of Learning Objectives
Based on Figure 1, the average competition indicator is 71.88. The average content indicator is 59.38. The average variation indicator is 60.42. The average OV indicator is 75.00. The average value of the content and variety indicators is in the sufficient category. while the category of competence and OV are in the strong category. This result means that the content and variation in the learning objectives need to be further improved, so that the learning objectives and learning outcomes can be met. This result is in line with Giantara (2020) teachers have not fully paid attention to the quality of the material content delivered in the learning process. The second problem is found in the variation indicators where the teacher experiences quite a few problems in formulating higher-order thinking skills in learning objectives. Learning activities that are able to develop higher-order thinking skills must begin with a teacher's ability to solve a problem in the learning process itself Mahariyanti (2021).
The second component is the learning method. The indicators of the learning method are the goals achieved (GA), the state of the students (SS), teaching materials (TM), teaching and learning situations (LS), available facilities (AF), and teacher abilities (TA). The results of the analysis of learning methods can be explained in Figure 2. Based on Figure 2, the average goal indicator to be achieved is 81.25. The average indicator of the condition of students is 68.75. The average indicator of teaching materials is 68.75. The average indicator of teaching and learning situation is 75.00. The average indicator of available facilities is 62.50. The average teacher ability indicator is 62.50. Overall, the components of the learning method are in the strong category. These results indicate that teachers do not experience problems in using learning methods on global warming material.
The third component is learning material. The learning material consists of four indicators. These indicators are: material suitability (MS), material depth (MD), presentation (P), and active learning opportunities (ALO). The results of the indicator analysis of the components of the learning method are described in Figure 3.  Figure 3, the average material suitability indicator is 81.25. The average material depth indicator is 81.25. The average presentation indicator is 71.88. The average indicator of active learning opportunities for students is 75.00. This result means that the average value of the material suitability indicator and the material depth are in the very appropriate category. The average value of the indicator for the presentation of opportunities for active learning students is in the appropriate category. These results indicate that teachers do not experience problems when teaching global warming material. Mastery of learning material is one of the competencies that must be possessed by a teacher, namely professional competence. Professional competence, namely the ability of teachers to master material broadly and in depth which allows teachers to guide students to meet national education standards (Firmansyah, 2017). Professional competence is a competency that must be possessed by a teacher to carry out his main duties as a teacher (Idris, 2019).
The fourth component is teaching materials. The indicators of teaching materials are: meaningful learning experiences (ML), facilitating interaction (FI), enriching learning experiences (EL), and learning atmosphere (LA). The results of the analysis of the indicator components of teaching materials are described in Figure 4. Based on Figure 4, the average value of the meaningful learning experience indicator is 87.50. The average value of the indicator facilitating interaction is 75.00. The average value of the indicator of enriching the learning experience is 56.25. The average value of the learning atmosphere indicator is 75.00. This result means that the average value of the meaningful learning experience indicator is in the very appropriate category. The average value of the indicator facilitating interaction and learning atmosphere is in the appropriate category. The average value of the indicator enriching the learning experience of students is in the sufficient category. These results mean that teachers have problems in enriching students' learning experiences by using teaching materials. This is because the teacher only uses one type of teaching material and has not been applied in electronic form. Electronic teaching materials such as ebooks, e-modules, and so on can be used as an alternative learning media to deal with less-than-optimal learning time in class (Ariani, 2020).
The last component of learning problem analysis is learning evaluation. Learning evaluation has several indicators. Learning evaluation indicators are: effectiveness (EE), efficiency (EI), adequacy (AD), flattening (F), responsiveness (R), and accuracy (AC). The results of the analysis of the indicators of the learning evaluation component are described in Figure 5.

Analysis of Student Characteristics
Analysis of student characteristics is based on several components. The components of student analysis are learning motivation (M), learning style (LS), interests (I) and attitude (A). Data analysis of student characteristics was obtained from two schools, namely SMAN 1 akabiluru, and SMAN 1 Suliki. The results of the analysis of student characteristics are described in Figure 6.

Analysis of Learning Objectives
The learning objectives consist of three components. These components are competence, content, variety, and operational verbs. Each component has its own indicators. The first component is competence.

Indicators of Components Learning Objectives
Based on Figure 7, the mean of knowledge indicator is 87.50. The mean of skill indicator is 25.00. The mean of attitude indicator is 43.75. The mean of student indicator is 87.50. This result means that the skill indicator is in the inappropriate category. Attitude indicators are in the sufficient category. While the indicators of knowledge and students in the category are very appropriate. These results indicate that the competencies in the learning objectives designed by the teacher are in accordance with the expected ideal conditions. While the attitude indicators are quite in accordance with ideal conditions. The mean of truth indicator is 87.50. The mean of accuracy indicator is 87.50. The mean of detail indicator is 62.50. This result means that the mean of truth and accuracy indicators is in the very appropriate category. While the mean of detail indicator is in the appropriate category. These results indicate that the content in the learning objectives designed by the teacher is in accordance with the expected ideal conditions.
The average value of each indicator, namely critical thinking ability, creative thinking ability, and higher order thinking ability is 87.50. The three indicators have an average value with a very appropriate category. These results indicate that the variation of learning objectives designed by the teacher is in accordance with the expected ideal conditions. The

Analysis of Learning Setting
Analysis of learning settings is based on several components. The components are: reading and discussing the increase in the earth's temperature, sea surface temperature, melting of ice and poles, sea level rise, el nino and la nina phenomena (C1), conducting group observations and interviews in the surrounding environment about changes in coastline or seasonal changes over the last few years, about the average annual temperature and average annual rainfall that occurred in the local area (C2), discuss the relationship between observations and information from BMKG from the results of activities (C3), read and discuss the keeling curve and the greenhouse effect (C4), read and discuss human activities that cause environmental change (C5), read and discuss alternative solutions to mitigate the impact of environmental damage (C6), analyze the causes and create solutions for change environment and campaigning for its solution with a media (C7). The results of the analysis of learning settings are described in Figure 8. . This result means that the average value of the components The average value of the second, fourth, fifth, and sixth components is in the inappropriate category. The mean of the third and seventh components is in the sufficient category. Overall the learning setting is in the inappropriate category. These results indicate that the learning setting designed by the teacher is not in accordance with the expected ideal conditions. These results are in line with Putri (2020) where teachers still have difficulty understanding and preparing learning tools, teachers still have difficulty determining the right learning model, and teachers are still not creative enough. According to Dolong (2016) planning in preparing teaching programs must be in accordance with the concepts of education and teaching that are adhered to in the applicable curriculum.

Discussion
This study addressed the four main aspects indicated by four research purposes. The first was to provide information about difficulties faced by teachers in learning activities. The response from the teacher showed that the teacher had problems in designing content and variations in learning objectives, enriching the learning experience by using teaching materials, adequacy and leveling learning evaluation. Teachers should be open-minded to new teaching approaches. Where support is lacking, they need to find a way to solve problems involving the use of ICT in learning activities (Habibu, 2012). The second was knowing the characteristics of students. Characteristics of students are special abilities that affect the level of success in learning following learning and as a key to interaction between students and students learning that will affect the effectiveness of learning. Therefore, the teacher must recognize and consider the characteristics of students so that learning can be successful well (Dwiwarna, 2018). From student responses, it shows that overall students have good characteristics. The third was knowing the results of the analysis of learning objectives. Objectives interpret the goals and focus and prioritize curricular components. They are narrow and time-bound to achieve a specific task which can be measured. Goals may be intangible while objectives are tangible. Objectives are learner oriented and stated in terms of learner's behavior at the end of an instruction or a course (Khan, 2012).
From the results of the analysis, there are still learning objectives designed by the teacher that are not in accordance with ideal conditions. The last was knowing the result of the analysis of learning setting. Most learning activities in the lesson plans can be traced back to the steps described in the accompanying materials. Participants created several additional learning activities on their own. All learning activities provided educational information and most learning activities also included content and technical information, indicating that trainee teachers had ample opportunities for integration technology with pedagogy and content (Janssen, 2019). From the results of the analysis, the learning setting designed by the teacher is not in accordance with the ideal conditions expected.

CONCLUSION
Conclusions can be drawn from a preliminary study: the problems faced by teachers in learning activities that apply the curriculum of the driving school program, namely designing content and variations in learning objectives are in the sufficient category, enriching the learning experience by using teaching materials are in the sufficient category, adequacy and levelling learning evaluation is in the sufficient category. Characteristics of students after the implementation of the driving school program as a whole is good. The results of the analysis of learning objectives show that competence is in the appropriate category, content in the