Empowerment Teachers of SMA Malang Raya Making Eco Enzyme and Biology Module for Teachers

In this 21st century, educators are required to be able to facilitate and inspire students to be critical and creative, involve students in exploring real-world issues and solving various problems. Learning caring for the environment needs to be associated with the application in the daily lives of students in the family, community, and environmental environment, so that learning is contextual, and students get meaningful learning. There are still quite a lot of teachers who have not been able to develop contextual learning and raise problems from the surrounding environment or daily activities. Eco-enzymes are one of the learning resources and media in the surrounding environment that can be raised in the learning process. This activity aims to hold eco-enzyme training and preparation of teaching modules for Biology Teachers of SMA Malang Raya. Training on making Eco-enzymes was conducted for one day starting with the theory of Eco-enzymes, independent curriculum, making teaching modules, and continued with direct practice of making Eco-enzymes from various kinds of fruit skins. All participants had the opportunity to make Eco-enzymes . Eco-enzymes that have been made are maintained for 3 months in individual homes and harvested after their time. This training was followed by group work for one month to create teaching modules related to Eco-enzymes so that teachers can apply them to students in schools. Based on the training, 6 teaching modules related to Eco-enzymes were produced. Based on this activity, Malang Raya High School teachers can develop learning sourced from the environment around students.


INTRODUCTION
Learning activities designed by educators need to develop skills demanded in this 21 stcentury learning era, such as critical thinking and problem-solving skills, communication and collaboration skills, and creativity and innovation skills.The main goal of 21 st -century learning is to build individual learning abilities and support their development into lifelong, active, independent learners, therefore teachers need to be learning trainers (Susriyati Mahanal, 2014).Learning an attitude of caring for the environment needs to be associated with application in students' daily lives in the family, community, and environmental environment so that learning becomes meaningful for students.Eco-enzymes are one of the learning resources and media in the surrounding environment that can be raised in the learning process.Eco-enzyme is a liquid extract produced from the fermentation of vegetable and fruit residues with a substrate of brown sugar or molasses.Household organic waste can be processed into Eco-enzyme.Ecoenzyme is a liquid resulting from the fermentation of organic household waste such as fruit and vegetable peels, with a sugar substrate (brown sugar, brown sugar or cane sugar), and water.Basically, Eco-enzyme accelerates biochemical reactions in nature to produce enzymes that are of widespread benefit by using fruit or vegetable waste.Eco-enzyme has many benefits can be a cleaning fluid at home, body care, it can also be as a natural fertilizer and an environmentally friendly pesticide.In this pandemic condition, Eco-enzyme can be used as a hand sanitizer (Agustina Monalisa Tangapo & Febby Kandou, 2022).

General description
Malang Raya is a metropolitan area which is a combination of three regions such as Batu City, Malang City, and Malang Regency, East Java Province (Ghozali et al., 2017).According to the Dapodikdasmen of the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), Malang Raya has more than 100 high schools and 1,209 high school teachers.Malang has a distinctive feature with the nickname of the city of education because many educational institutions were established in Malang, ranging from elementary school to tertiary level.In 2020, the Central Bureau of Statistics of East Java Province noted, there were 3 state universities and 46 private universities in Malang City.

Problem
A common problem experienced by teachers is that the development of learning tools in schools has not been carried out optimally because teachers are still confused and the task load is large, lack of references, and lack of training for teachers.The problem of education and teaching is a fairly complicated and complex problem, because many things affect it (Seidman, 2018).One of the factors that influence the teaching and learning process is the teacher.So far, a lot of criticism has been directed at teachers, especially on the way teachers teach who are considered to place too much emphasis on mastering a number of concepts alone without considering how to communicate a concept in a way that is more pleasant and easy for students to understand and like (Ferdinandus, 2018).The task of the teacher is to convey the subject matter to students using certain methods or methods in the learning process that is carried out.The success of the teacher delivering the material to his learners largely depends on the method used.Whether or not the achievement of educational goals is successful depends on the learning process experienced by the student.Problems in everyday life can be related to materials that involve many disciplines in their studies, such as ecosystems, the environment, and biotechnology (Aasen & Sadownik, 2019).The activeness and independence of students in the learning process is the responsibility of the teacher, every material accompanied by practicum so that practicum activities can be carried out simple and easy to understand.These practicum activities will have a positive impact on the development of student process skills so as to train students in finding their own knowledge.The reality that often occurs is that practicum activities are not carried out due to various reasons, such as lack of time to do practicum, lack of laboratory/assistants, lack of supporting facilities and infrastructure, and so on (Junedi et al., 2020).Target solution Some of the solutions offered are eco-enzyme training and teaching module preparation training.Teaching modules can also be interpreted as learning tools or learning designs based on the curriculum that is applied with the aim of achieving predetermined competency standards (Nurdyansyah, 2018).Eco-enzymes are organic solutions made by utilizing vegetable and fruit waste in creating a clean and comfortable environment.Eco-enzymes are one of the sources and media of learning in the surrounding environment that can be raised in the learning process and become an example for several materials such as environmental changes and their impact on life, anaerobic metabolism, and biotechnology.This can be used as a breakthrough in compiling teaching modules as a learning medium with P5 (Andina, 2019).

METHOD
This activity uses an empowerment approach through eco-enzyme training and assistance in making Teaching Modules by raising eco-enzymes as teaching modules.The initial stage is carried out through the delivery of material by the community service team regarding the benefits of eco-enzymes, the relationship between eco-enzymes and microbes, the practice of making eco-enzymes, and P5.Furthermore, direct training on making eco-enzymes with partners involved the fathers and mothers of biology teachers at SMA Malang Raya.Before the training, a pretest is held and after the training, a pos, test is held.The next stage is assistance Empowerment Teachers of SMA Malang Raya Making Eco Enzyme and Biology Module for Teachers Balqis, Susilo, Saptasari, et all Based on the average results in the table above, a further test is needed in the form of paired t-test.The paired t-test was analyzed using Microsoft Excel 2010.Based on the table above, it can be seen that the two-tail P(T<=t) is smaller than the alpha value of 0.05.Thus, it can be concluded that there is a significant difference between the pretest and posttest in eco-enzyme training for the development of teaching materials in the form of modules.Teaching modules have a major role to support teachers in designing learning.In the preparation of learning tools that play an important role in teachers, teachers are honed in the ability to think to be able to innovate in teaching modules (Nesri, 2020).The teaching module is closely related to the independent curriculum.The independent curriculum prioritizes character development through content on learning and Pancasila student profiles (Sungkono, 2009).The character that is formed is the important point in Pancasila, noble character, devotion, independence, thinking, critical, and can work together, as well as be creative (Zubaidah, 2019).

CONCLUSIONS AND SUGGESTIONS
The Eco-enzyme Making Training was carried out offline in Building B21 of the Department of Biology and online through Google Meet with participants consisting of biology teachers from Malang districts and cities.Eco-enzyme training is fairly successful because it exceeds the desired target.Preparation of teaching modules (Lesson Design) based on the results of training on making Eco-enzymes on several basic competencies of students.The teaching module is in the form of (P5), where each participant is divided into 6 groups to make it easier to compile a teaching module (P5).

Table 1 .
Average Pretest and Posttest Results

Table 3 .
Hasil Uji t-Test: Paired Two Sample for MeanS