Learners’ skills affected by the integration of local potential in biology: A review study

ARTICLE INFO ABSTRACT Article history Integration of local potential in biology is important as a form of learning that is more contextual and brings students closer to the object, the reality of life. The purpose of this research review is to examine the kinds of local Indonesian potential that are integrated in biology learning according to the biology topic raised so it will be known how the effect to student’s skills. This research is a review analysis following 4 steps. 21 articles were selected from 33 article published in the last 5 years (2015-2019). Eligibility of the 21 selected journals was checked through expert judgement based on criteria. The research article was searched using the Educational Resources Information Center (ERIC), Sinta Indonesia, and Google Scholar online database. The results of the analysis show that the kinds of local potentials integrated in biology are natural resources, simple technology, and the surrounding environment. Biology topics that apply the integration of local potential in biology are the environment, ecosystem, biodiversity, and plant structure. The integration of local potential in biology affects 5 student’s skills, that are literacy skills, science process skills, generic skills, thinking skills, and science attitude skills. The effect size results show that the effect of integration of local potential is greatest on generic skills with the big category, while other skills experience significant fluctuations. The results of this review can be followed up by optimizing efforts to strengthen the integration of local potential in biology through appropriate learning strategies.


Introduction
Biology is a part of science has specific materials characteristics that are different from other sciences it because the object of the study in biology are living things, the environment and the relationship between the two. The essence of biology learning is the interaction between subjects, that is students and the object being studied. In biology learning, teachers are expected to be able to relate the material being taught in real situation so that students can connect knowledge with its application in everyday life (Ardan, 2016). Therefore, as implementers of learning activities, teachers are given the opportunity to raise local potential problems in biology learning, especially on concrete subjects. The use local potential as a learning resource is one of the characteristics in the curriculum so that it can be applied and makes learning more meaningful (Sarah & Maryono, 2014). Local potential is a local resource that is owned by a particular region (Cahyaningtyas, Wilujeng, & Suryadarma, 2017). Local potential in an area can be in the form of the physical environment such as the diversity of flora, fauna and the use of simple technology in society (Sudarisman, 2015), local wisdom which contains traditional knowledge, natural resources and local culture (Ardan, 2016), all of which can be used as learning resources.
The diversity of local potentials in Indonesia is one aspect that needs to be integrated in biology learning. The general goal of integrating local potential in biology is to prepare students to have a deeper and broader understanding of their environment and the right attitude towards local potential (E. C. Dewi, Suryadarma, & Wilujeng, 2018). The integration of local potential into learning process is needed so that students can develop the local potential around them to learn (Kurniawati, Prasetyo, Wilujeng, & Suryadarma, 2017). The integration of local potential in learning is needed and even more so in the current situation where the younger generation has decreased knowledge of the local potential and culture of the region they have (Wilujeng, Prasetyo, & Suryadarma, 2017). To overcome the problem of degradation of youth's respect for regional potential, it can be started by integrating the local potential that is around students into learning process (Kurniawati et al., 2017). The integration of local potential in learning will make students as teenagers know the values related to local wisdom so that they will experience internalization of values that can make them personally characterized (Wilujeng et al., 2017).
Several studies have been carried out by integrating local potential in biology learning and having a positive influence on the various skills of students. The importance of integrating local potential in biology learning as a learning resource encourages researchers to study what skills can be influenced through the integration of local potential in biology.
This article will identify and analyze research on biology learning that has integrated local potential in published journals. The purpose of writing this article is to determine the type of local potential used, the topic of focused in biology, what skills are affected, and how strong is in influence of local potential integration in biology on each of the skills of the affected students.
Based on this background, this study was conducted to analyze various relevant journals on the integration of local potential in biology learning in relation to the skills of affected students. In addition, it will also be analyzed how much influence the integration of local potential has on each variable of students' skills so that it will be known which skills have the greatest influence through the integration of local potential in biology learning. To support the research objectives, the following research questions were asked: (1) what kinds of local potential are integrated into biology learning? (2) what biological themes or topics are covered through the integration of local potential?
(3) what skills can be influenced by the integration of local potential in biology learning? (4) what skills have the greatest effect size that is influenced by the integration of local potentials in biology learning?

Method
This research is a meta-analysis research by adopting the literature review method conducted by Durst and Edvardsson (2012) with the following steps: (1) Determine the area to be discussed and literature search The areas to be studied in this study are in accordance with the following questions: 1) the kinds of local potentials used, 2) the biology themes or topics covered, 3) the skills that are affected, 4) the skills that have the greatest effect size. Data was collected by searching for literature in the form of research journals indexed by Scopus, SINTA, and Google Scholar on various website that are Educational Resources Information Center (ERIC), SINTA Indonesia, and Google Scholar. The journals analyzed in this study amounted to 21 with the research subjects were high school students and university students. The 21 selected journals analyzed in this study were 6 Scopus indexed journals, 14 SINTA indexed journals (minimum SINTA 2) and 1 google scholar indexed journal.
(2) Determine inclusion and exclusion criteria Inclusion and exclusion criteria were used as the basis for searching research journals. For inclusion criteria: 1) the keywords used in the journal literature search are "biology, local potential, local excellence, local wisdom, and local content", 2) research journals that examine the integration of local potential or the utilization of local potential in biology learning in Indonesia and has an influence on the skills of students. The exclusion criteria limiting this study: 1) research journals published in the last 5 years (2015-2019). The first search was carried out using the Educational Resources Information Center (ERIC) online database with the keywords "biology, local potential, local excellence, local wisdom". Seven relevant selected journals were found and 2 journals were selected. The second search used the keyword "local potential, local wisdom, local excellence, local content" in SINTA Indonesia online database and 11 journals were selected from 14 relevant journals. The third search was conducted using Google Scholar online database and 8 journals were selected from 12 relevant journals with the keyword "biology, local potential, local wisdom, local content". Eligibility of the 21 selected journals was checked by expert judgment base on inclusion and exclusion criteria.
(3) Analysis Data analysis is focused on knowing the type of local potential used, the scope of biology themes or topics through the integration of local potential, the kinds of skills of students who are affected and the skills have the greatest effect size through the integration of local potential in biology. The effect size estimation is done to determine how strong the influence between variables in each study that is the effect of integration of local potential in biology on the skills that are affected. Quantitative data were obtained from the results of research in 21 journals by taking the mean and standard deviations or the ttest and df (independent groups) values based on their statistical calculations. Furthermore, these values were analyzed to obtain Cohen's d and effect size r using the online application Effect Size Calculator by Dr. Lee A. Becker accessed by https://www.uccs.edu/lbecker/. To find out how strong the variable skills of students are affected by the integration of local potential in learning, it is necessary to see the value of Cohen's d obtained and adjusted to the criteria (Table 1) so that the interpretation is known.

Results and Discussion
Data identification on 21 selected journals shows that through the integration of local potential in biology learning, it has an influence on some of the skills of students. There are even some research results show that through the integration of local potential in biology it can affect and improve not only one student skills. The data presented in the table are journal identities and research information on the integration of local potential in biology. The identification results are presented in Table 2.

Local potential integrated in biology
The results of the analysis of 21 journals in Table 2 show that almost 60% of the local potential integrated in biology learning is natural resources, 31% is simple technology and 2% is the surrounding environment. The characteristics of Indonesia which have diversity and potential resources in each area are very abundant and diverse (Wilujeng & Suryadarma, 2018), so that the ecological aspects developed from local potential in the form of natural resources can educate and protect the environment (Sya`ban & Wilujeng, 2016). Local potential is a specific resource that is owned by an area including natural resource potential, human resources, geography, culture and history (Wilujeng & Suryadarma, 2018) and is one of the themes of environment-based learning.

Biological topics
In general, research topics that produce good data can be used as learning materials and can be used as a consideration for further research in relevant fields. Table 2 shows that the biology topics used through the integration of local potentials are environment (63%), ecosystem (23%), biodiversity (9%) and plant structure (4%). The results of the analysis show that almost all real biology topics can be done with local potentialbased learning. Biological material is closely related to the real world context, therefore this local wealth or potential can be used as a theme in developing teaching materials and integrated in learning (Tamimiya & Suryadarma, 2019), so that biology learning becomes more contextual. Local potential that is internalized in biology is one of the tools to present biological material that is suitable for everyday life (Situmorang, 2016). Exploration of learning topics that promote everyday life can be optimized by applying

Learners' skills are affected by the integration of local potential
The results of the study in Table 2 show that integrating local potential into learning affects the various skills of students in relation to skills in the field of biology. This is because through learning by integrating local potential will train students to observe objects directly, make observations, find various problems in life and in the end students can provide solutions related to these problems, so that it will provide positive aspects of changes in student attitudes (Jumriani & Prasetyo, 2017). It is known that the skills of students that can be influenced through the integration of local potential based on the identification results in the review article consist of: literacy skills, science process skills, generic skills, thinking skills, and scientific attitude skills.

Literacy skills
Literacy skills in biology are the ability to use the process of scientific inquiry about biological problems, communicate them and integrate them into decision making (Suwono, Pratiwi, Susanto, & Susilo, 2017). The utilization of local potential has a direct contribution as a source of learning in order to develop the potential of students (Baxter, 2007). Biology learning that integrates local potential can develop literacy skills of students related to the environment itself.
Based on the identification results in the article, literacy skills that are influenced through the integration of local potential are: science literacy (Hernawati et al., 2019;B. Setiawan et al., 2017;Sya`ban & Wilujeng, 2016) and environmental literacy (Carlina & Djukri, 2018).

Science process skills
The ability to utilize science process skills in overcoming everyday problems is very important is social life (Aydogdu, Erkol, & Erten, 2014) because students can better understand the potential in their area and get used to finding information and using this information to solve problems around their environment (Kurniawati et al., 2017). Through the integration of local potential in learning, students can develop science process skills because the object being studied can be found in the surrounding environment (Jumriani & Prasetyo, 2017).

Generic skills
Integrated learning with local potential can provide meaningful experiences to students because it provides opportunities for students to be able improve generic skills through observation, directly or indirectly in the learning process so that students can use previous knowledge to solve problems faced, be able to refer to logic, understand the law of cause and effect in learning activities and can do modeling related to the learning carried out (Susanti, 2017). The results of the identification of review articles have shown that the integration of local potential in biology effectively affects and improves the generic skills of students (Susanti, 2017;Wilujeng et al., 2017).

Thinking skills
The integration of local potential in learning process can improve thinking skills such as critical thinking (Susanti, 2017)

Science attitude skills
Local potential integrated learning trains students to observe directly, make observations, find various problems and finally through communication can provide solutions related to existing problems. This step will provide a positive aspect of changing the attitudes of students because students are invited to be logical, critical and reasonable about the various problems that exist around them. Identification of the 21 review articles suggest several science attitude skills which is influenced by the integration of local potential in biology are conservation character (

Result of the effect size of each skill
To find out how much influence between skill variables in various research journals in Table 2, an estimate of the effect size is sought, so that it will be known which skill variables have the strongest influence through the integration of local potential in biology. The results of the calculation of the effect size on skills that are influenced by local potential integration in biology learning are presented in Table 3.
To find out the criteria for variables that are influenced by the integration of local potential in learning, negative and positive values of Cohen's d are ignored, so it considered absolute values and adjusted to the effect size interpretation criteria in Table  1. The results of the effect size calculation in Table 3 show mixed results among skill variables that are influenced by the integration of local potential. Overall, the integration of local potential in biology that has been applied in biology learning has effect size with the small category on the students' skills. The variable that has the biggest effect size is the generic skill variable with 100% the big category, while the other skill variables tent to fluctuate significantly (Figure 1).  (2015) states that science including biology essentially contains 4 elements that are process ( ), product ( ), attitude ( ), and technology. The overall skills of students that are affected by the integration of local potential in learning (Figure 1) can include 3 of the 4 elements, that are: processes (scientific processes) include science process skills and generic skills, products (scientific knowledge) include science literacy skills and thinking skills, and attitudes (scientific attitudes) include scientific attitude skills. Thus, it can be said that the skills that are influenced by the integration of local potential are part of the learning outcomes in learning biology. Figure 1. Interpretation of the effect size results based on Cohen's d Utilization of local potential in biology able to make students know the local potential of the area, understand this potential to provide community needs while preserving local potential in Indonesia (Juniati & Sari, 2016). Local potential that is integrated into learning will increase students' respect for local potential and local wisdom values in the environment where they are located, so that indirectly this will affect learning outcomes (attitudes, habits and thinking skills) (Wilujeng & Suryadarma, 2018). This is because integrated learning with local potential will make students more active and take place naturally where students experience through direct observation, not only transferring knowledge from teachers to students. In addition, integrated learning with local potential causes students' mastery of scientific concepts to be better than just memorizing (Wilujeng & Suryadarma, 2018).

Conclusion
Based on the results of review analysis on 21 journals on the integration of local potential in biology learning, there are 5 skills that are influenced that are: 1) literacy skills including scientific literacy and environmental literacy, 2) science process skills, 3) generic skills, 4) thinking skills include critical thinking, creative thinking, problem solving and conceptual understanding, 5) science attitude skills include science attitude, environmental attitude, character conservation and self regulation. The importance of integration local potential in biology shows that it is necessary to do further studies to get new ideas in developing local potential-based biology learning so that local potential values can influence student learning outcomes through appropriate learning strategies. The results of the review analysis in this study have succeeded in finding the influence between variables that is the skills of students which are influenced by the integration of local potential in biology through the effect size, so that it can be a consideration for developing research based on local potential in relation to the skills of the affected students.