Increased Interest in Science Learning Through Integrated Learning of Local Snacks with The Discovery Learning Model

This study aimed to determine the interest in learning science after using integrated learn- ing of local snacks in Cangkringan with the Discovery Learning model at Cangkringan Junior High School 1. This study is a pre-experimental design that used a one-group pre-test-posttest design. The sample in this study were 31 students of 7 A-class, 2019/2020 academic year. Data collection techniques used observation and questionnaire of interest in learning before and after treatment to measure student interest in learning. Observations were carried out by investigating activities that are taking place in class. The indicator of learning interest instruments, in the questionnaire is interest, pleasure, attention, and desire or awareness. Learning interest data was generated in the form of scores (quantitative data) with 4 scales, namely strongly agree (SS), agree (S), less agree (KS), and disagree (TS). The questionnaire was developed by researchers by showing indicators of interest in learning with 23 questions. Data analysis techniques used N-Gain analysis techniques and descriptive analysis by converting the results of percentage analysis. The result shows that the students' interest in learning science after implementation of integrated learning of local potential with discovery learning models increases with an N-gain score of 0.59 in the medium category. The average percentage value of descriptive analysis of student learning interest has increased from 72.01% with moderate criteria to 88.56% with high criteria.


I. Introduction
Learning in Curriculum 2013 pays attention to student's active participation through studentcentered learning, which is expected to encourage enthusiasm for learning, motivation, interest, crea-tivity, initiative, inspiration, innovation, and independence (Permendikbud, 2016). Interest is an intrinsic factor that influences student learning outcomes as a positive effect (Kahraman & Sungur-Vural, 2012). Interest will have an impact on the seriousness of students in learning (Isa, 2012).
Local potential-based learning as a source of learning contributes positively to students' learning (Agung, 2015;Khoiri et al., 2018). Local potentials can be utilized in learning, both as media and learning resources (Lase, 2016;Mungmachon, 2012). The utilization of local potentials can provide direct experience to students with learning resources around the school (Anisa, 2017). The learning associated with material that is familiar to students is indispensable because it can avoid the difficulties of students (Agustin et al., 2018). Discovery Learning is studentcentered learning, where learning is done through their own experience (Fitriani et al., 2017). Discovery Learning can improve student activity in learning. This has a positive impact on students' interests and learning achievement (Wahjudi, 2015). But according to (A'yun & Subali2, 2019), students who actively participate appear less because learning is centered only on the teacher.

One of the science materials in Junior High
School students is about additives, one of which additives artificial dye and natural dyes. In this research, local snacks that are integrated into learning include Bolu Javanese (red-colored), the hair Sempe (pink), taro crackers (green), and Talas chips (colored yellow). This local hawker is often encountered by SMPN 1 Cangkringan because the food is found in the market near the school, which does not close the possibility that the school cafeteria also sells this snack. This local snack is integrated into the sub material additives about artificial dyes. Students often eat this snack but have never known that what they consume can be scientifically analyzed.
Based on these descriptions through the local snacks with discovery learning models, researchers expect this learning can affect students' learning interests. The implementation of discovery learning in science learning can help students utilize nearby learning resources, including local snacks so that students are more active and passionate about science learning. In connection with this statement, research needs to be conducted to learn about integrated local snacks with the discovery learning model for Junior High School students. This study aims to determine the increase of interest in learning science after using integrated learning of local snacks in Cangkringan with the Discovery Learning model at Cangkringan Junior High School.

II. Method
The method used in this study is a preexperimental design that does not include a control group, with a one group pretest-posttest design model. In this study, there was one group given a questionnaire of interest in learning before and after treatment to measure their interest in learning. The indicator of learning interest instruments in the questionnaire is interest, pleasure, attention, and desire, or awareness.
The sample in this study were 31 students of 7 Aclass of Cangkringan junior high school 1, academic year of 2019/2020. Data collection techniques used were observation and questionnaire. Observations were carried out by holding observations of activities in class. Learning interest data was generated in the form of scores (quantitative data) with 4 scales of strongly agree (SS), agree (S), less agree (KS), and disagree (TS). The questionnaire was developed by researchers by showing indicators of interest in learning with 23 questions.
The data analysis technique used was a standard gain score analysis and descriptive analysis by describing it using a percentage formula. The poll Data before and after the treatment calculated the standard gain value by using the gain formula as follows.
Gain score = − − The Gain score can be interpreted using the following Table 1. The data analysis technique used was descriptive analysis techniques to analyze data by describing the percentage formula as follows. After that, the percentage calculation results were converted qualitatively with the conversion guidelines in the following Table 2.

III. Results and Discussion
The results of this research on increased natural science learning interest of junior high school students' through integrated learning of local snacks with the discovery learning model are shown in Table 3.  Table 3 shows that the average student interest in learning has increased from before and after treatment by 0.59 with medium criteria. The biggest increase was seen in the interest indicator by 0.67 with medium criteria. The smallest increase was seen in the attention indicator of 0.54 with medium criteria.
Descriptive analysis of natural science learning interest of junior high school students' through integrated learning of local snacks with the discovery learning model is shown in Table 4. Table 4 shows the details of the increase in each indicator of student learning interest. The indicator of interest has increased in percentage but remains in the high category. While other indicators, including pleasure, attention, and awareness, also experienced an increase of percentage value along with an increase in the criteria, from medium to high. The average percent-age value of descriptive analysis of student learning interest has increased from 72.01% with medium criteria to 88.56% with high criteria.
Assessment of student interest in learning is obtained from the results of student questionnaires with 23 questions developed from 4 indicators. The four indicators include attraction, pleasure, attention, and awareness. Table 2 shows students' learning interest score data before and after treatment. Furthermore, the Gain score results are obtained from students' interest scores before and after treatment. Based on the results of the Gain score, the students have increased interest in learning on the four indicators in learning using discovery learning models. At the stimulation and problem statement stage, local snacks of Bolu Javanese in red was displayed. Then, the students observed the cake to find the problem that could be discussed in the learning according to dye additive material. In the data collection and data courtesan procession stage, students completed a test of additive testing substances in the artificial and natural dyes using local snack materials and some natural indicators for comparators, namely Rosella Flower extract, pandan leaf extract, and turmeric extract. In the verification phase, students answered questions on the LKS that supports learning. At the generalization stage, students with teachers concluded differences in natural dye additives and artificial dyes in accordance with the experiment that had been carried by the students. This is consistent with the opinion of (Sopiah & Sangadji, 2019), which states that the teacher must carry out a pleasant learning process that not only focuses on teaching, but students must also work directly in solving problems. In addition, learning materials are also enhanced to suit current developments by offering the skills needed in the 21 st century (Anggraeni, 2019).
When learning takes place by using discovery learning with examples of local snacks, students are active in participating in learning by asking questions to the teacher or discussion partners. This is because the sample objects used in learning are close to the student environment, so students are more interested in learning them, even wanting to try other local snacks. This is because students are directly involved in learning and observing objects close to their environment. This statement is following research (Maulidar et al., 2016), which states that Discovery learning has a positive impact on students because they have the opportunity to be more active during learning. Also supported by (Salwan & Rahmatan, 2018;Wahjudi, 2015) that discovery learning has a positive impact on student interest and learning outcomes. Discovery learning can increase student activity in learning individually or in groups (Wahjudi, 2015). The discovery learning id also in accordance with the integration of local potential that can provide direct experience to students with learning resources that are around the school (Anisa, 2017)). Increasing student activity in learning makes students more enthusiastic in learning and will increase student interest in learning. Discovery learning is also in accordance with the integration of local potential that can provide direct experience to students with learning resources that are around the school (Wahjudi, 2015). Increasing student activity in learning makes students more enthusiastic in learning and will increase student interest in learning. Discovery learning is also in accordance with the integration of local potential that can provide direct experience to students with learning resources that are around the school (Anisa, 2017). Increasing student activity in learning makes students more enthusiastic in learning and will increase student interest in learning"

IV. Conclusion
Based on the results of the data analysis and discussion, it can be concluded that the students' interest in learning science after the implementation of integrated local potential learning with discovery learning models increases with an N-gain score of 0.59 in the medium criteria. The average percentage value of descriptive analysis of student learning interest has increased from 72.01% with medium criteria to 88.56% with high criteria. Based on the research that has been done, the local wisdom around the school can be incorporated with various learning models so that students' interests and abilities develop more while participating in learning.