THE ANALYSIS OF NEEDS FOR INTEGRATED SCIENCE LEARNING TOOLS DEVELOPMENT FOR CHARACTER EDUCATION

The direction of the development of science learning tools at this time still has not accommodated the students’ character building in elementary school, both SD/MI (Islamic elementary school). This study aims to analyze the needs of developing science learning tools in elementary school. This study uses a qualitative descriptive approach. The data collection techniques are questionnaire, observation and interviews involving 63 elementary school teachers as respondents. This research produced three important findings. First, 57.1% of teachers prepare science learning tools. Second, 79.0% of teachers integrate the aspects of characteristics. Third, 58.7% of the teachers claimed that problem-based learning contributes to character education. For this reason, it is necessary to develop an integrated science learning media for character education to support teaching and learning activities in elementary schools.


INTRODUCTION
Science education and teaching in elementary school must be able to provide provisions for students to be able to keep up with the times (Nugraha, 2019). In science education, morals, values, ethics and character education cannot be taught as a separate curriculum (Chowdhury, 2018). Today there is a change in the learning paradigm which was originally teacher-centered learning orientation into student-centered. The approach that was originally more textual in nature turned into contextual. Environmental pedagogies that promote students understanding of integrated science (Hadi & Manurung, 2019).
Therefore we need learning innovations that are able to develop and explore students' knowledge concretely and independently (Mannan, 2015). Learning by applying concepts in daily life will be more meaningful if delivered in a pleasant learning atmosphere (Minarti, Susilowati, & Indriyanti, 2012). As the times and technological developments, education always changes according to the situation. This is indicated by the continuing improvement of the education curriculum in Indonesia. The curriculum currently used is the 2013 Curriculum.
This curriculum is recommended to be applied starting from the elementary level.
Through the curriculum: Use the ethically rich content of academic subjects (such as literature, history, and science) (Pala, 2011). As the times Elementary, Volume 9, Nomor 1, 2021 and technological developments, education always changes according to the situation. This is indicated by the continuing improvement of the education curriculum in Indonesia. The curriculum currently used is the Curriculum of 2013. This curriculum is recommended to be applied starting from the elementary level. Regulation of the Minister of Education and Culture number 67 of 2013 is concerning the basic framework and structure of elementary schools curriculum.
The 2013 curriculum is designed with the following characteristics; developing a balance of developing spiritual and social attitudes, curiosity, creativity, and collaboration with intellectual and psychomotor abilities (Kemendikbud, 2013).
The insufficient upgrade / improvement of the quality of teachers in terms of pedagogical competence, suggests that teachers still often use conventional methods. Character traits are habits, tendencies, and desires for a concrete object and always appear repeatedly (Nikmah & Susilowati, 2020).
The values of character education are developed from four sources, namely: religion, Pancasila, culture, and national education goals. Based on the four sources of value, values that can be developed through character education are identified (Afandi, 2016). The negative effects of the development of science and technology and globalization today seem to be quite significant throughout the world, including in Indonesia. Lickona (1996) identified ten points of teen tendencies that appear in their daily behavior, namely: 1) the increase of teens rebellion, 2) the increase of dishonesty, 3) the decrease of respect for parents, teachers, and leaders, 4) the increase of mean and cruel peers, 5) the emergence of crime and robbery, 6) the use of indecent words, 7 ) the decrease in ethics and work ethic, 8) the increase in selfishness and the lack of sense of responsibility, 9) the emergence of a wave of deviant behavior, such as premature sexual behavior, drug abuse and suicidal behavior, and 10) the increase of ignorance of politeness, including the ignorance of morals as the basis of life, such as extorting, disrespecting the rules, and endangering themselves and others. Higher order thinking skills are closely related to thinking skills in accordance with the cognitive, affective, and psychomotor domains which are an integral part of the teaching and learning process (Mubarok, 2019). Therefore, character education needs to be augmented in intensity and quality in all lines and levels of education, through integration into all subjects in schools (Sadia, 2013). The development of character education for students must be applied seriously because strong personality and character affect the future of the nation (Patimah, 2015). Character education is really needed by students, and it can be instilled through science learning, one of which is by using a contextual approach (Widiyatmoko, 2013).
The purposes of character education expected by the Ministry of National Education (now: Ministry of Education and Culture) are as follows: first, developing the potential of the hearts / conscience / affective of the students as human beings and citizens who have cultural values and national character; second, developing students' habits and behavior that are commendable and in line with the universal values and cultural traditions of the religious nation; third, instilling the students' spirit of leadership and responsibility as the nation next generation; fourth, developing students' abilities to become independent, creative, national-minded human beings; fifth, developing the school life environment as a learning environment that is safe, honest, full of creativity and friendship, as well as with a high sense of nationality and full dignity (Maunah, 2015). The character building of elementary school children can be done by instilling character values consistently either when they are in the family environment, school environment, or community environment. With this consistency, the expected character can be instilled well so that a good character is formed (Kurniawan, 2015). Planning, implementing, and evaluating progress towards the students' character become a benchmark for character education, so the contents, strategies, principles, and evaluation of the program of character education held in schools are needed to be considered (Ichsan, 2011).
At least through KTSP there have been efforts to build character (Mustaqim, 2015), however Characteristics in the curriculum of 2013 are in line with the nature of science according to Suastra (2009), which states that science has three components, namely the product, process and attitude. Science, as a product, has a meaning as a collection of facts, concepts, principles and laws about natural phenomena. Science, as a process, is a structured and systematic series carried out to discover concepts, principles, laws and natural phenomena. Science, as attitude, is expected to be able to shape character. The curriculum of 2013, in addition to prioritizing the importance of skills in knowledge, also optimizes learning in terms of developing character values (Rahayuningtyas et al., 2021). Based on the nature of science, it is clearly implied that what is desired in learning is how students are Elementary, Volume 9, Nomor 1, 2021 able to behave and be able to show their character (Marjan, Arnyana, & Setiawan, 2014). Some components that can measure the success of the teaching and learning process of science are the quality variable of the teaching and learning process of science, students' attitudes towards science, students' interest in learning, and students' ability to solve science problems. Science is "knowledge gained through learning and proof" (Nugroho, 2016). Facts in the field show that in studying science, students tend to memorize concepts, theories, and principles without interpreting the acquisition process (Nugroho & Imron, 2019). One of the important points of an educational assignment is building students' character. Learning science will play a very important role in character building if it is through the integration of certain character values (Mustaqim, 2015). Character is an inner standard that is implemented in various forms of self-quality. Character development is not included as the subject matter, but is integrated in subjects, especially Natural Sciences, self-development and culture education unit (Azizi & Prasetyo, 2017).

The evaluation system used by science teachers of MI (Islamic Elementary School)
still uses a summative evaluation system that relies on the form of end-of-semester assessment, not based on assessment in the learning process. Due to the weaknesses in teaching strategies, and laboratory media applied by science teachers, and the process evaluation system that relies on authentic assessments as an alternative to minimizing existing weaknesses in science teachers.
In this research, the development and improvement of the intensity and quality of character education in schools through the integration of character education in the science learning process is carried out through the selection of concept maps, teaching materials, lesson plans, integration of Islamic values, learning media and evaluation. Teaching materials is one tool to deliver material in learning process (Ahsani et al., 2020). However, from various studies that have been carried out there are a number of things that have not been studied, one of which is the development of science learning tools that have not been adapted to the 2013 curriculum. Learning tool is said to be quality if it meets the quality aspects that are valid, practical, and effective (Irawati, 2016).
Meanwhile, according to Laila's research, learning systems and devices are less supportive in implementing the integration of Islamic values with MI science material. Teachers tend to dichotomize general science and religious knowledge.
There is no learning device that is specially prepared and designed to integrate Islamic values with science MI subjects (Fajrin & Muqowim, 2020) There are nine models of science learning that are predicted to be able to develop and increase the intensity and quality of character education, namely 1) problem based learning models, 2) contextual learning models, 3) community science and technology learning models (STM), 4) learning cycle models, 5) problem solving models, 6) cooperative learning models, 7) inquiry learning models, 8) projectbased learning models, and 9) portfolio-based learning models, while character education refers to eleven principles of character education developed (Sadia, 2013). The use of this approach or method is expected to be able to instill good character values, so that children not only know about good character (moral knowledge), but also are expected to be able to carry out (moral action) which is the main goal of character education (Munip 2017). This research specific aim is to analyze the need for developing integrated science teaching tools development for character education. For this reason, we believe that this research has a significant contribution in realizing science learning media in elementary school.

METHODS
This research is a research and development designed with science learning model integrated with character education as the outcome target. The science learning model is structured to foster Islamic character and values as well as the achievement of students' competencies in the field of science, which is set forth in the form of learning tools that can be used by science teachers. In this case the focus is on the needs analysis study through field studies on elementary school/ MI (Islamic elementary school) in Magelang Regency.
A variety of information obtained through the needs analysis study is used as a reference for designing integrated character education learning tools. Then, this research will be developed through; 1) Expert test toward the science learning draft model / media produced, 2) Empirical test by practitioners (science teacher, science supervisor, and lecturer), 3) Test of model in limited scope (conducted at SD / MI in Magelang Regency). Current research is focused on analyzing needs through empirical studies relating to the learning tools prepared by the teacher in each science learning activity in SD / MI. Field findings in this study are used as a basis for designing scientific learning tools and models that contain Islamic characteristics to achieve competencies that reflect the character of good students.

Elementary, Volume 9, Nomor 1, 2021
This research involved 60 elementary schools in Magelang Regency. The collection of data used interview, observation, and questionnaire techniques. The data mining was carried out using questionnaires to determine the readiness of teachers before teaching, in terms of preparation of science learning tools, which include; concept maps, teaching materials, lesson plans, integration of Islamic values, learning media and evaluation, as well as aspects of the characteristics and models of science learning that have been used by teachers in science learning.
The data obtained were analyzed descriptively and given a qualitative meaning.

Learning
This study shows the findings that the implementation of character education can be done through the development of learning tools that include the selection of; concept maps, teaching materials, lesson plans, integration of Islamic values, learning media, and evaluations / questions. All SD / MI teacher respondents stated that the learning tools prepared were not fully integrated and developed in science learning. This is indicated by less than 50% of teachers prepare concept maps, lesson plans and learning media that are presented in table 1.
In the indicator of learning tools, the aspect of map concept shows that only 36.5% of teachers who conclude each learning activity using concept maps. This certainly has a significant effect on students' understanding of the material learned in each meeting. Apart from that the continuing impact is on the implementation of character in everyday life. Therefore, the preparation of learning media conducted by researchers emphasizes on the concept map. In the lesson plans aspect, only 41.3% of teachers evaluate the lesson plans that have been used. This results in monotonous teaching and learning activities and the lack of science and technology updates in teaching and learning activities. In the aspect of learning media, indicators of preparing new learning media show 47.6% of teachers prepare learning media, and 44.4% of teachers evaluate learning media that had been used.
Due to these problems, the readiness of teachers in the preparation of learning tools is considered has not met the six aspects of the learning tools readiness standards. This becomes the focus of the development of learning tools that will be carried out by researchers, considering the duties and obligations of elementary schools educators that are not only to teach, but also to prepare administration. Therefore learning tool is interesting to be presented as a reference for the implementation of teaching and learning activities in elementary schools.

b) Aspects of Character integrated and developed in Science Learning
According to the perception of science teachers, aspects of character that can be integrated into science learning in Table 2, that present the results of the aspects of character that are integrated and developed in science learning that have been carried out by the teacher, shows two indicators namely responsibility and honesty, where 87.3% of the teachers emphasize these aspects of character. From twenty aspects of character, the aspect of the value of democracy shows 49.2% of teachers who integrate value of democracy. This is interesting to follow up with the development of science learning tools emphasizing on the character of democratic values because it is in line with the nature of science, namely science as a product, process, and attitude. Science as a process is the emphasizing point to bring out the characteristics of democratic values. Character can increase students' honesty .

Students' Characters
The model of science learning that is perceived and predicted to contribute to the development of character education is presented in Table 3 below. The science learning model that shows a significant contribution to the development of student character is shown in the problem based learning model, which is 58.7% of the teachers stating their contribution is significant. This has become the reference in the development of learning tools carried out by researchers to integrate problem-based learning models as the main reference.
From the nine science learning models, the biggest contribution is on problem-based learning, which is 58.7%. While the lowest contribution is on the learning model of community science and technology and learning cycle model, which is 15.9%, as the result of the elementary schools teachers that do not understand the characteristics of the model. Therefore, the reference in the development of science learning models will optimize the nine science learning models integrated in the learning media that will be developed because science as a process is closely related to the learning model that will be implemented so that science as an attitude is translated through the students' character in addressing contextual issues in the field.
Character education integrated into the school community is a strategy to help re-engage our students, deal with conflict (Otten, 2000).
Elementary, Volume 9, Nomor 1, 2021 Based on I Wayan Sadia's research on character education models that are integrated with science learning, 39.3% of the learning models that contribute are problem-based learning models. This means that there are significant differences in the contribution of science learning that occurs. This is due to the fact that science teachers have not yet fulfilled a good understanding of the characteristics of problem-based learning models. Meanwhile, the problem based science learning model in this study shows the percentage of 58.7%, which means that the teachers have good understandings of the characteristics of the problem based learning model.

CONCLUSION
The development of science learning models can be done through the complete set of learning tools which include concept maps, teaching materials, lesson plans, integration of Islamic values, learning media, and evaluation of practice questions, as well as through the selection of models or learning strategies. Characters that can be integrated and developed in science learning include responsibility, honesty, tolerance, and respect for diversity. The duties and obligations of elementary schools teachers in addition to teaching are expected to be able to prepare learning tools. For this reason, based on the needs analysis that has been carried out, it is necessary to develop an integrated science learning tool for character education to support the main tasks and functions of teachers in teaching and learning activities in elementary schools, both SD/ MI. Therefore, this paper opens new research opportunities in education field regarding the development of character-based science learning tools in SD/MI.