Module Discovery Learning Biodiversity Material Based on Gunungkidul Beach to Increasing Interest and Independence in Learning of High School Students

: The research carried out aims to determine the feasibility, practicality and effectiveness of the Gunung Kidul beach-based Discovery Learning module, on biodiversity material in increasing high school students' interest and independence in learning. The research carried out is a type of development research using the ADDIE model which consists of several stages, namely analysis, design, development, implementation and evaluation. The product produced in this research is a biology learning module on biodiversity material which is integrated with the Gunung Kidul beach-based Discovery Learning learning model. The learning module developed was validated by expert validators and practitioners, then tested for effectiveness on class X students of SMA N 1 Depok Sleman using the non-equivalent pre-test, post-test control group design technique. Data collection was carried out using direct interview techniques with biology teachers and distribution of student needs analysis questionnaires, assessment of material experts, media experts, learning experts, teacher and student practicality, student learning interest questionnaires, and student learning independence questionnaires. Data analysis uses non-parametric statistical test techniques with the Mann-Withney model, parametric statistical tests with the independent sample t test model and N-gain score. Gunung Kidul beach-based discovery learning learning modules on biodiversity material are feasible, and can be practically used in learning activities and are effectively used in increasing high school students' interest and independence in learning.


Introduction
The importance of education at this time is not only limited to writing in laws and regulations, but is an obligation for everyone for the survival, progress of the nation and the State, because education is a fundamental component of human capital for consistent development in the new era and has a direct relationship with moral culture, spiritual and physical development experienced by students (Hakimovich et al., 2019).The previous statement is in line with what was stated by Bhardwaj (2016) the importance of education cannot be doubted because it relates to spiritual life which cannot enjoy the world without education, where professional knowledge is able to develop human skills and the existence of formal education can make us experts in various fields such as engineers.Arbangi & Umiarso (2016) also stated that improving the quality of education is related to the process of improving human resources.
Improving human resources can be seen in efforts to improve the quality of education, for example, the development of learning models and media.This statement is in line with what was stated by (Falaha. & Samsudi., 2021) the learning model discovery learning audio-visual aids used in thematic learning can improve student learning outcomes and motivation.
The development of educational quality through learning models and media needs to be harmonized with situations and conditions so that it has an impact on the aspects of student interest and independence in learning face-to-face participation by students in learning activities due to the COVID-19 pandemic has decreased, especially for children who come from lowincome families, it is difficult to support children with special needs, parental reports of significant socialemotional problems continue to increase, and a variety of other problems.(Borba, 2021) also states, the presence of a pandemic has affected the trend of ethno mathematics education or early grade mathematics education because of the role played by the pandemic towards digital technology, philosophy of mathematics education and critical mathematics education.
The problem of developing learning media related to the affective domain is in accordance with the results of observations made in class XI SMA N 1 Depok Sleman which shows that students' learning interest and independence need to be considered.This is indicated by students who do not understand biological material, namely biodiversity, even though curriculum adjustments during the COVID-19 pandemic did not eliminate this material, but were assigned by teachers to students to study independently.
The problems found can also be used as a basis for developing learning media in the form of modules to increase students' learning interest and independence.This is based on the results of interviews conducted with class.The characteristic of the biodiversity module which is thought to be able to increase students' learning interest and independence is the integration of discovery learning and beach-based learning models.This statement is in line with that stated by Junina & Halim (2020) regarding the discovery learning learning model combined with LKPD learning media.Sunarsih et al. (2020) also stated that the potential for biodiversity in the school environment and Wonosobo Regency area can be utilized to develop teaching materials in the form of modules based on the diversity of ecosystems and species that can be found in the area.
Beach areas that are thought to be able to provide information about biodiversity are Krakal, Wedi Ombo, Jungwok, Sedahan, Greweng and Slili beaches in the Gunungkidul Regency area.The type of Gastropoda from the Cypraeidae family found in the intertidal zone of Krakal Beach, Regency, Special Region of Yogyakarta.The several types of Chlorophyta were found on Krakal Beach.Based on the information found, it is necessary to develop a discovery learning module based on Gunungkidul beach to increase high school students' interest and independence in learning.The product developed in this research was tested first with limited trials by media expert validators, material experts, practitioners, and class XI students to see the readability of the product.After conducting a limited trial, a product trial was carried out to determine its effectiveness and practicality in class X using the cluster random sampling method so that two classes were obtained as treatment and control.Then the two classes obtained were treated with the non-equivalent pre-test post-test control group design technique.Analysis of the research data consisted of analyzing the needs of teachers and students which was carried out descriptively through interviews and questionnaires.Next is the analysis of the feasibility of the product through a questionnaire which is analyzed using a scale likert Very unworthy Data analysis in this study was also carried out on product practicality using a questionnaire with the following guidelines: Students' interest in and independence in learning in the knowledge aspect as a form of affective domain assessment has validity based on instruments that were qualitatively reviewed by a team of experts or validators.A valid instrument is an instrument that has items that match the grid reference.Very less practical Module discovery learning Gunung kidul beachbased material for biodiversity developed contains one basic competency.So that the use of a knowledge test is in the form of a formative test based on a benchmark reference assessment (PAP).The form of assessment used is Criterion Referenced Assessment (CRA), to see the level of student learning success, the instrument will be validated based on the high sensitivity index of the item.If a test item has a sensitivity index of 1.0 then the test item cannot be done by students who have not studied, but if the test item has a sensitivity index of more than 1.0 then the test item can be successfully done by students who have successfully learned.The results of calculating the validity of the questions are then interpreted based on categories according to Rahmatin et al. (2019)as shown in Table 6.The increase in learning interest and Learning independence of students was analyzed based on the results of the questionnaire given before and after learning in the experimental class and the control class.The results of the questionnaire were analyzed using a scale likert based on alternative answers as shown in Table 8.The results of the student learning interest questionnaire were analyzed using the Gain standard through calculations with the Formula 1.  =  −  ℎ    ℎ  −ℎ

Method
(1) The calculation results will then be interpreted based on the following categories: Biology learning activities on biodiversity material carried out in experimental classes using modules discovery learning based on Gunungkidul beach and control class without using modules.Learning activities are directly observed from start to finish.Observations were made to find out whether or not one syntax was implemented in learning activities.Observation analysis will be calculated using the following formula: The results of the calculations are then followed by a descriptive statistical analysis consisting of an analysis of the causal factors and constraints encountered during the process of implementing biology learning activities on biodiversity material.The results of the analysis calculations are then interpreted based on the score category as shown in Table 10.Very Less Good The increase in student learning interest and independence obtained from the treatment and control classes is known by parametric statistical tests of interval and ratio data using the assisted manova test software SPSS.Then proceed with converting ordinal data into intervals first using Method of Successive Interval (MSI) on Microsoft excel.
The implementation of the Manova test begins with normality and homogeneity tests.The normality test was carried out to find out whether the data came from a normally distributed population or not.The normality test was performed using Shapiro-wilk help software SPSS.The data is said to be normal if the significance level is more than 0.05.
The manova test carried out aims to find out whether the media module discovery learning based ecotourism developed can increase students' interest in learning and independent learning simultaneously or not.Manova test analysis is carried out if all prerequisite tests, namely normality and homogeneity are met, which will then be tested independent sample t test.

Results and Discussion
The product developed in this research orients students to be able to carry out discovery-based learning activities by presenting learning material at the level of biodiversity including gene, species and ecosystem levels as well as presenting learning material for problems and solutions to biodiversity on the coast of Gunungkidul with a touch of the classification of living creatures that have been discovered.in that area.Gunungkidul coastal area.
The results of the initial analysis through interviews with class X biology subject teachers at SMA N 1 Depok Sleman stated that the product developed was in accordance with the basic competencies of class because the curriculum used is curriculum 13.
The results of the interviews also show that SMA N 1 Depok Sleman still uses conventional learning media such as biology textbooks as an alternative for independent student learning because access to their use is not limited by internet quota.This statement is in line with what was put forward by Juanda et al. (2021) the challenges and possibilities that occur in biology learning activities during the COVID-19 pandemic are learning activities that can be carried out flexibly having challenges of technical problems such as internet networks, another possibility is being able to provide training for students in carrying out independent learning but has challenges related to the ineffectiveness of learning activities due to visual and kinesthetic learning styles and possibilities that provide opportunities for teachers and students to learn various kinds of technology although this also provides challenges where there will be difficulties in provide lessons on biological concepts to students, especially for material that requires practical activities.Further analysis was carried out through the distribution of student needs questionnaires to find out other problems related to learning activities, namely related to learning models, learning media and students' interest and learning independence when participating in biology learning activities about biodiversity.The results of the student needs questionnaire showed that 94% of students stated that they did not have a beach-based biology learning module, even though 79% of students stated that they were interested in reading biology texts.This means that there is a need for innovation in conventional learning media to increase student interest and independence in learning.This statement is in line with what Prawita & Prayitno (2019) stated: biology learning media in the form of generative learning-based modules that can effectively influence students' thinking abilities and reading motivation.The scientific approach used in learning activities is able to provide understanding and encouragement to students to search for, know and understand material from various sources, apart from that the use of the scientific approach in learning activities also aims to provide training to Students are able to organize and communicate concepts, laws or principles from the material they find.
The results of the analysis that has been carried out are then followed by product design activities, learning tools and evaluation tools used in the research.The results of the module framework plan discovery learning based on coastal ecotourism on biodiversity material in line with what was stated by Rizky et al. (2021) in a development research he had conducted, that the learning media developed were prepared based on a guide to the preparation of modules that contained syntax discovery learning, study of related material and practice questions about the material presented.Implementation of the product developed in learning activities in the experimental class using the Gunungkidul beach-based Discovery Learning module.Meanwhile, the control class used the 5M learning model for three meetings using a biology textbook.The results of the learning device design in this research are in line with the stages of learning media development that have been carried out (Rizky et al., 2021).
The design of the evaluation tool used in this research is in the form of pre-test post-test questions in the form of multiple choices totaling 20 items to see learning outcomes, distribution of interest and independence questionnaires in learning, practicality questionnaires, and student response questionnaires to products developed in experimental classes and control class as well as observation sheets for learning implementation.This statement is in line with that stated by Suciyati & Adian (2018) that the first stage of designing biology learning modules in learning plant morphology and anatomy is to create a basic reference test through preparing and presenting questions.as an evaluation tool for products being developed.
The design results that have been carried out are then continued at the development stage.The activities carried out at this stage are evaluating the feasibility of the product by validators and practitioners and looking at the readability of the product by class XI MIPA students at SMA N 1 Depok Sleman as explained in Table 12.Dewi & Listyarini (2022) also stated that the green chemistry-based practicum module is very suitable for use in learning activities, because the quality, use of language and practicality of the learning media developed has an organized format of use, presentation, has appeal, provides motivation and presents writing.by using fonts and sizes that are clear and easy to read.The results of the feasibility of the Discovery Learning module on Biodiversity material based on Gunungkidul beaches are also in line with the interpretation of assessment (Riduwan, 2013).2020) that learning media in the form of biology learning modules based on local wisdom from West Lampung are suitable for use in learning activities because the presentation of material concepts based on the references used is very interesting, and the presentation of images and sentences used in The learning media developed is very interesting based on the assessment of material experts.Obtaining a feasibility score based on the assessment of material expert validators is also in line with the interpretation of the assessment based on references (Riduwan, 2013).
Further validation was carried out on learning tools, learning media, interest and independence questionnaires in learning, and product practicality questionnaires after learning in the experimental class as well as student response questionnaires to products developed after learning.The questionnaire instrument was validated qualitatively by learning experts who understand the substance or material being tested on students.The validation process was carried out using face validity.Then the validation results are corrected according to the validator's suggestions and comments.
The implementation of learning activities is adapted to the Discovery Learning syntactic model which consists of providing stimuli, identifying problems, collecting data, processing data, proving, and finally the syntax of drawing conclusions.Meanwhile, the control class is adapted to the syntax of the 5M learning model, namely observing, asking questions, gathering information, associating and communicating biodiversity issues that are studied using learning media in the form of printed books.Apart from that, the syllabus for the experimental class and control class based on the aspect of content presentation has a compatibility between the material and indicators of competency achievement as well as a compatibility between core competencies and basic competencies.The learning tool in the form of a syllabus used in physics learning activities based on the Discovery Learning approach with the help of a virtual laboratory, obtained an average percentage of 90%, meaning the syllabus designed for learning activities is very valid and reliable.for learning activities.The results of the feasibility of the RPP obtained in this development research are also in line with the assessment criteria based on (Riduwan, 2013).Riduwan (2013) reference.This is thought to be because the interest in learning questionnaire contains personal aspects that are able to see students' feelings of enjoyment in participating in learning activities, psychological aspects that are able to see how students carry out their responsibilities, learning activities as well as situational aspects that are able to see how students pay attention in activities.This statement is in line with what was stated by Ningrum & Ridlo (2018) that before being used in a subject, student interest instruments need to be reviewed by an expert, this aims to obtain the feasibility or validity of the instrument to be used.15 states that the student learning independence questionnaire instrument is very suitable for use to determine the effect of the product being developed, and is in accordance with the assessment criteria based on (Riduwan, 2013).The results of the feasibility analysis are suspected because the instrument contains aspects that are able to measure learning motivation such as students' desire to learn independently, students' self-confidence such as their confidence in the results of work carried out independently and evaluations carried out, and being able to see or monitor the ability of learning outcomes.students independently.This statement is in line with that stated by Brata et al. (2021) where student learning independence is seen using the Fishers self-directed learning questionnaire which contains aspects of selfmanagement, desire to learn, and self-directed learning.control is able to see how time management is carried out by students in learning activities, students' interest in participating in learning activities and carrying out learning independently, as well as how students use time in learning activities.16 states that the questionnaire instrument for the practicality of using the modules developed is very suitable for use with scores obtained in accordance with Riduwan (2013) assessment reference.The validation results of the questionnaire are thought to be due to the substance being able to see the practicality of the media being developed, through the formulation of statements that are in accordance with the objectives of the questionnaire, and in its construction the questionnaire was able to see the practicality of the media through the formulation of clear statements and complete ideas.This statement is in accordance with what was stated by Miaz et al. (2019) that testing the practicality of educational learning media can be carried out using a questionnaire instrument given to practitioners (teachers) and students, where the instrument is in the form of a questionnaire which is distributed containing aspects of assessing the ease of use of the media.learning, benefits obtained from learning media, displays, and time used in learning activities when using learning media.17 states that the questionnaire instrument for student responses to the product being developed is very suitable for use, and the assessment scores obtained are in accordance with the interpretation according to Riduwan (2013).Obtaining the feasibility of the student response questionnaire is thought to be due to the suitability of the statements between the students' class level, clear instructions for filling in, the formulation of statements using good and correct language and the formulation of statements in accordance with the measurement objectives of the questionnaire used.This statement is in line with what was stated by Mumpuni et al. (2022) that to find out students' responses to the development of learning modules to study biodiversity related to efforts to preserve local wisdom through distributing questionnaires to find out its shortcomings.on the learning media developed, the attractiveness of the learning media developed, students' understanding of the material through the learning media developed and to find out students' suggestions and opinions regarding the learning modules developed.
Next, what needs to be validated is the knowledge test instrument for students which consists of a pre-test and post-test.This instrument was validated in two stages, namely qualitatively with validators or expert lecturers, then continued with empirical testing using the CRT (criterion referenced test) method.This statement is in line with that stated by Widi (2021) where tests are a tool used in educational assessment in terms of the knowledge, skills, intelligence and attitudes possessed by each individual.The types of tests used in education consist of performance tests, norm reference tests (NRT) and criterion reference tests (CRT), the types of tests used in CRT are pretesting, formative tests, testing diagnostic and summative testing and in experimental research usually in the form of a pre-test and post-test.The results of statistical tests on the pretest and post-test questions show that the questions used in the research are valid, based on the average of the pretest item validity test results, R count (0.465) > from R table (0.329) as well as on the questions.post-test where the calculated R (0.424) > the R table (0.329) based on the reliability coefficient (Cronbach alpha) using SPSS as shown in Table 18.Furthermore, the previously validated product was tested on a limited basis at SMA N 1 Depok Sleman, to obtain assessments from practitioners or biology teachers for students in class X and class XI MIPA SMA N 1 Depok Sleman as explained below:  19 states that the product developed is very suitable for use in learning activities, the assessment results obtained are in accordance with the feasibility interpretation according to (Riduwan, 2013).The assessment results obtained are thought to be because the Gunungkidul beach-based biodiversity material is presented according to learning indicators and basic competency material, apart from that the product developed is integrated with the Discovery Learning learning model which directs students to carry out learning activities independently, and can provide examples in close visual form.related to student activities in the environment around the students so that they are considered capable of attracting students' interest in carrying out learning activities.This statement is supported by Haka et al. (2020) the biology learning module based on local wisdom from West Lampung which was developed is very suitable for use in learning activities because the material is presented in language, the material components are integrated with local wisdom, learning objectives and the graphic components of learning media are very useful.interesting.This statement is in accordance with what was stated by Usman et al., (2019) that the ethnosciencebased science learning module developed is suitable for use in learning activities because the use of language that presents integrated ethnoscience material content in the module is very feasible.based on the assessment of science practitioners or teachers.Next, test the readability of the product through an assessment of 15 students of class XI MIPA SMA N 1 Depok Sleman based on the top 15 categories as follows:  2013) feasibility assessment reference.The analysis results obtained are thought to be because the aspects presented in the module have supported biology learning activities in terms of appearance, as well as the content and form of evaluation, then the product which is integrated with the Discovery Learning learning model also supports students' independent learning activities with a visual display that is closely related to the activity.students in the surrounding area.This statement is in accordance with what was stated by Sulaiman et al., (2019), the booklet based on macroscopic fungal diversity obtained a readability score from students of 89.6.This means that the learning media developed can be used as complementary material in biology learning activities which is in line with Im Toy et al. ( 2018) that the Discovery Learning learning model is a learning model that is able to make it easier for students to discover new knowledge through their own scientific process activities.
Next, the application of the product developed to see its effectiveness in increasing students' interest and independence in learning uses a quasi-experimental method with a non-equivalent pretest-posttest control group design by learning practitioners or biology teachers, and directly observed by researchers.This statement is supported by Syaifulloh et al. (2022)that the Discovery Learning learning model has a positive impact on students' science process skills and student learning outcomes in learning.This also received support from Fahmi et al. (2019) that learning activities that apply the discovery method enable students to understand important ideas from a scientific discipline because they provide direct experience to students, for example the use of teaching materials that present questions or problems that must be resolved.
The product effectiveness test begins with a descriptive analysis of learning interest which states that the standard deviation data between the experimental class and the control class includes homogeneous data.However, the results of descriptive statistical tests are not enough to know the effectiveness of the product in increasing students' interest in learning, because descriptive statistical tests are tests that do not provide conclusions.This statement is in accordance with what was descriptive statistical tests are tests that have methods and procedures, this test also aims to organize, summarize and describe the data that has been collected.The results of the analysis of learning interest based on standard gain in Table 21 show that the product developed has a big influence on the learning interest of experimental class students compared to the control class.This is thought to be due to the different learning models implemented.This statement is in line with what was stated by Dimitrov & Rumrill Jr (2003) randomize design method pre-test post-test control group which consists of experimental and control groups that have the same conditions but different treatment, can influence research results, The application of conventional learning models through student observation sheets, students saw an increase in student interest in learning by 60%, while the value obtained from implementing the Discovery Learning learning model through student observation sheets was 68.30%.This means that there is an increase in student interest in learning when using the Discovery Learning learning model by 8.30%.22 states that the significance value obtained, the data is not normally distributed because the significance value obtained is <0.05 so that the t test can only be continued with the Mann Withney nonparametric statistical test.This statement is in line with what was stated by Ali & Bhaskar (2016) the cause Parametric test results are not normally distributed when the normality assumption is not met.This is supported by Nahm (2016), in principle traditional statistical tests such as the t test and variance require the fulfillment of assumptions such as the data being normally distributed and having the same variance, but if these are not met then the steps taken are nonparametric statistical puzzles.
Table 23 is the result of the homogeneity test after the normality test which states that the significance value obtained is not homogeneous because the significance value is <0.05.This statement is supported by Ellizar et al. (2019) the homogeneity test results are 0.030 < 0.05, meaning the data is not homogeneous data.Test statistics used in determining module influence discovery learning based on Gunungkidul Beach in increasing student interest in class X MIPA 1 SMA N 1 Depok Sleman is a non-parametric test using mann withney, because the two prerequisite tests carried out previously did not meet the criteria.Test results mann withney the learning interest of class X MIPA 1 SMA N 1 Depok Sleman is presented in the Table 24.24 states that the product developed in this research is effective in increasing students' interest in learning.This is thought to be due to the study of material and the integration of learning models that are appropriate to students' daily activities.This statement is in accordance with what was stated by (Jones & Christensen, 2022), biodiversity is the diversity of living creatures such as animals and plants that exist in the world or in a habitat which has an important role in life, supporting all life processes, while tourism is a sociocultural and scientific phenomenon..00 The results of the non-parametric Mann Whitney test in this study were carried out twice, namely based on a questionnaire and a standard score.Table 36 also states that the products developed have an influence on increasing students' interest in learning, which is supported by Rosnidar et al. (2021) that learning activities carried out using the Discovery Learning model are able to increase students' interest in learning, because the Discovery Learning model is able to encourage students to identify and search for information about the problems they want to know, thereby helping students to build the knowledge they already have.This is in line with Tohir's (2022) statement that motivation is one of the things that plays an important role in encouraging someone to do something actively, and Ali & Bhaskar (2016) Mann Withney nonparametric statistical test is a statistical test which aims to test the 0 hypothesis for both samples if they have the same median value or as an alternative statistical test if one of the observed samples tends to be larger than the other sample, In their writing, Ali & Bhaskar also state that this test is a test carried out to compare data X and Y and is a test to calculate the probability of X > Y through hypothesis 0 which states that P (X > Y) = p (X < Y) = ½ while the alternative hypothesis is p (X > Y) ≠ ½ .
Module effectiveness discovery learning on increasing student learning independence was also measured using a questionnaire filled in by students before and after participating in learning activities.The effectiveness test begins with a descriptive test states that the data obtained from the descriptive test is homogeneous data, however this test cannot provide conclusions regarding the effectiveness of the product which is in line with the statement of Kaliyadan & Kulkarni (2019) descriptive analysis is a statistical test which provides a summary of an observed sample without providing a conclusion even though its primary goal involves inferential statistics.38 states that the product developed has a significant effect on student learning independence, this is thought to be because the product developed is integrated with the discover learning model.This statement is in line with what was stated by Saptarini et al. (2022) that the Discovery Learning model can influence students' metacognition, this is because the Discovery Learning model provides opportunities for students to be directly involved in developing and solving a problem which can make students easily identify errors.correct errors found and easily correct method errors made in independent learning activities.The effectiveness of the product in increasing learning independence this time was also measured using the MANOVA statistical test which began with normality and homogeneity tests as prerequisite tests.Table 39 states that the significant value obtained indicates that the data is normally distributed, because the obtained value is > 0.05 in accordance with Fauzi & Respati (2021), the normality test results obtained > 0.05 indicate that the data is normally distributed.Next, a t test was carried out to determine the effectiveness of the product developed in increasing student learning independence using a homogeneity test.29 states that the product developed is effective in increasing learning independence, because the significance value obtained is <0.05, this is thought to be because the presentation of the product is in accordance with the design of the discovery learning model which is superior in providing experience for students to be directly involved in learning activities, which supported by Khairani & Prodjosantoso (2023) that learning activities carried out using the Discovery Learning model are able to increase the percentage of student activity.The integrated biology learning module of the Discovery learning model can help students understand plant material independently or in groups, and is able to direct students to be active in learning activities supported by Kasman & Suhartini (2022) sig acquisition.The 2-tailed test obtained using the independent sample t test is 0.04 < 0.05.This means that there is a significant influence on students' learning independence when using the Spermatophyta module compared to printed books in learning activities.
The influence of the product on student learning independence this time is supported by learning results which show that the experimental class is higher than the control class which is thought to be due to the latest twist on conventional products being developed.Discovery learning model with a laboratory-based videos can improve student learning outcomes compared to conventional learning models.
A product that is effective in increasing interest and independence in learning is also very practical to use in learning activities based on the results of completing teacher questionnaires.This is thought to be because the design, size and use of sample images can be found in the school environment.and even in the environment around students which is supported by Aprilia & Harlita (2022) e-module which is an integrated learning model Discovery Learning which is practically used in biology learning on environmental change material based on teacher assessment which includes several aspects, namely, benefits, presentation of material and appearance and in line with the statement of Prihandono et al. (2017) that science learning modules based on local potential are very practical to use in learning activities.Apart from that, the product developed received a very good response from students which is in line with the statement of Wulandari et al. (2016), the results of fulfilling the student response questionnaire to the integrated learning module using the Discovery Learning approach on algebra function limits after learning obtained a score of 3.03 on a scale of 4. The acquisition value shows that the learning module has good criteria and is effectively used in learning activities.
Teaching and learning activities in this research were analyzed based on the results of observers' observations during the activities where learning activities between the experimental class and the control class could be carried out in their entirety but there were still obstacles such as very limited learning time due to adjustments to the post-COVID-19 pandemic situation, and the school environment which is under renovation.This statement is in line with what was stated by Asyrofahnti et al. (2018) that school facilities such as laboratories and school gardens play a role in biology learning activities, where laboratories can be used as an alternative for class X biology learning activities.
Teaching and learning activities in this research were analyzed based on the results of observers' observations during the activities where learning activities between the experimental class and the control class could be carried out in their entirety but there were still obstacles such as very limited learning time due to adjustments to the post-COVID-19 pandemic situation, and the school environment which is under renovation.This statement is in line with what was stated by Asyrofahnti et al. (2018) that school facilities such as laboratories and school gardens play a role in biology learning activities, where the laboratory can be used as an alternative class X biology learning activity which is in line with the statement of (Ardan et al., 2015) Biology learning activities that utilize local wisdom can use an approach consisting of observation, learning discussion and actualization, where students can observe the surrounding environment related to the material being studied then carry out learning related to the results of observations in class, which is then continued with discussion between friends and teachers regarding the results of observations of the surrounding environment that have been studied and then taking action regarding what has been studied, observed, studied and discussed to be developed in science, technology, the surrounding environment and can be implemented in everyday life.

Conclusion
Gunungkidul beach-based discovery learning module products on biodiversity material are suitable for use in learning activities based on teacher assessment results ranging from 88-100 in the very appropriate category, and students ranging from 79-95 in the appropriate to very appropriate category.The resulting learning media products are also included in the practical category based on teacher and student assessments which range between 95-100.The feasibility and practicality of the product produced also states the effectiveness of the product in increasing students' interest in learning based on parametric test results of 0.00 <0.05, and student learning independence based on non-parametric test results of 0.00 <0.05, which means that the product produced has an effect on increasing class students' interest and learning independence.X SMA N 1 Depok Sleman Yogyakarta.
The research carried out is a type of development research with the ADDIE model (Analysis, Design, Development or Production Implementation or Delivery and Evaluation), as shown in Figure 1.This development model is structured systematically based on a theoretical basis for solving problems.This statement is supported by Spatioti et al. (2022) the ADDIE model which was first discovered at the University of Florida in 1975 is often used by educational designers and training programmers to develop educational and training programs.

Figure 1 .
Figure 1. research development model

Figure 2 .Figure 3 .
Figure 2. Directions By the Teacher Against Students to fill in the Student Needs Analysis Questionnaire

Table 2 .
Guidelines for Product Validation Assessment

Table 3 .
Interpretation of Product Validation Eligibility

Table 4 .
practicality score criteria

Table 5 .
Interpretation of Product Validation Eligibility

Table 6 .
Interpretation of Question Validity Scores

Table 7 .
Interpretation of Question Reliability Scores

Table 8 .
Scores and Alternative Answers to Learning

Table 9 .
Standard Criteria gain Independent Learning

Table 11 .
Basic Competencies in Biology Class X

Table . 12
Results of Module Eligibility Analysis by

Table 13 .
Results of Analysis of Module Feasibility Assessment by Material ExpertsTable13states that the product developed is very suitable for use.This statement is in line with what was stated byHaka et al. (

Table 14 .
Results of the validation analysis of the Learning Interest Questionnaire Table 14 states that the interest in learning questionnaire instrument is very suitable for use in this research, and is in accordance with the assessment criteria based on

Table 15 .
Results of the Analysis of Learning Independence Questionnaire Validation

Table 16 .
Results of the Teacher Practicality

Table 17 .
Results of Student Response Questionnaire validation analysis

Table 18 .
Results of the Analysis of the Reliability Coefficient of the Problem R table (0.329), as did the results on the post-test questions.where the results of the Cronbach's alpha statistical test show calculated R (0.725) > R table (0.329).This statement is in line with that stated by Hadi & Manurung, (2019) that the pre-test questions are said to be reliable because the Cronbach's alpha statistical test results show R count (0.38) > R table (0.35) as well as post-test questions where R count (0.41) > (R table (0.35).

Table 19 .
Results of Media Assessment Analysis by Teachers

Table 20 .
Results of Media Feasibility Analysis According to StudentsTable20states that the readability analysis of the product developed is very suitable for use in biology learning activities with score interpretation in accordance withRiduwan (

Table 21 .
Standard Analysis Results gain Student Learning Interest

Table 22 .
Results of Analysis of the Normality Test of

Table 23 .
Results of the Homogeneity Test Analysis of

Table 24 .
Results of Non-Parametric Test Analysis Man Withney Based on Experimental Class Study Interest Data

Table 25 .
Results of Non-Parametric Test Analysis Mann Withney based on Standard Score DataGain

Table 26 .
Standard Analysis Results gain Student

Table 27 .
Results of the Analysis of Student Learning

Table 28 .
Results of Analysis of Student Learning

Table 29 .
Test Analysis Results Independent Sample T Test Based on the Answers to the Learning Independence Questionnaire