LOCAL WISDOM AND LABORATORY EXPERIMENT-BASED EXTENSION BOOKLET DEVELOPMENT FOR WADI MAKERS OF ELEMENTARY-EDUCATED AND DROPOUT SOCIETY IN CENTRAL KALIMANTAN

Wadi is one of traditionally fermented food types using basic materials of fish, salt, and lumu. As nutritive traditional food, wadi quality needs to be developed and maintained through social education. Wadi production innovation has not been done yet by the wadi makers since their information is limited on production techniques for better quality wadi. To promote local wisdom conservation, non-formal education for low educated-wadi makers is needed using simple media. Laboratory experiment and local wisdom-based booklet development is intended to broad their mind and skill in wadi production in the rural areas of Central Kalimantan. This development followed the model of Peck (1988). It contained non-formal product oriented-education materials for the wadi makers. The booklet has been validated by experts in community education, biotechnology, and learning media, and applied to wadi producing communities. Assessment instruments for booklet validation refer to non-textbook assessment instruments (enrichment books). The results showed that the booklet could be well accepted by the users and possessed very good criteria of understanding and readability value. © 2020 Science Education Study Program FMIPA UNNES Semarang


INTRODUCTION
Dayak communities in Central Kalimantan have made wadi through generations as one of food security efforts (Riwut, 2003). In general, wadi is made from basic material of terrestrial animal's meat, such as pork, deer, cow, or fish, mixed with salt and lumu, and stored for 7 to 15 days, and then can be kept longer before consumed (Riwut & Nila, 2007;Dewi et al., 2017). Salt and lumu put in wadi production give typical taste of the wadi (Restu, 2013;Dewi et al., 2017), i.e. mixture of salty and sour taste. Lumu is made from rice roasted up to brownish cooked, then finely ground. Fish meat-based wadi is the most common wadi, since Central Kalimantan is very rich in fish resources, both freshwater and marine fishes. Wadi is produced by considering weather conditions that do not always support the fish preservation requirement for salt fish production in high fish abundance season. Very high number of fish in fish season will be able to result in problems if there is no effort for storage and preservation in long period of time. Fish preserving technology in the rural area of Central Kalimantan has still employed traditional techniques, such as drying, smoking, and fermentation (Adawyah, 2007;Riwut & Nila, 2007), because electricity has not reached all rural areas, and thus refrigerator or freezer is not available yet.
Community's food security program is an integrated part of Indonesian economic security influenced by many factors, one of which is education level. Dewi et al. (2017) found that the educational profiles of wadi-making communities were heterogeneous enough, 6.52% did not finish elementary school, 33.33% passed elementary school, 7.24% did not finish secondary school, 22.46% passed secondary school, 8.25% did not finish high school, and 23.18% passed high school. Some of the factors that cause school dropouts include early marriage, financial problems, poverty, lack of family support, and juvenile delinquency (Burrus & Robert, 2012;Kurebwa & Mabhanda, 2015;Njagi & Mwania, 2017;Videnović & Lazarević, 2017). However, the last education level of the community is one of the important indicators of the community's educational achievement that could reflect the capability of the human resources (Devkota & Bagale, 2015;Kurebwa & Mabhanda, 2015;Njagi & Mwania, 2017). Reading and counting abilities are one of the basic measures to assess the level of education success (Putri & Setiawina, 2013). Education level is closely correlated with knowledge insight concerning nutrition sources and good food types for family consumption (DKP, 2015).
According to Health Services of Central Kalimantan (2012), reading-writing ability of 10 years old-females and older in Central Kalimantan is less than males, 38.81% and 39.58%, respectively, while most wadi producers (99.8 %) are females. Their knowledge on making wadi has been generated through generations from their mothers and surrounding communities, and their production technique has not used proportional doses of the material composition (Petrus & Suprayitno, 2013;Restu, 2014;Dewi et al., 2017). Material composition dose-related information is also different among sources. Different material concentrations and storage time length for wadi production be relatively different, economically less profitable, and yield wadi different organoleptic responses. Good storage technique for safe consumption has not also been understood by most of the wadi makers.
Therefore, wadi production-related knowledge and skill efforts need to be considered as one of the community's wadi production-related local wisdom conservation and food security efforts. This study was aimed to create learning media for wadi-producing communities.This is bearing in mind that the activity of making Wadi at this time is also less desirable by the younger generation, besides that the ways to make wadi are not taught openly by parents to other than family members. Wadi production-related educa-tion (non formal), as one of the laboratory experiment implications, is important to do, using booklets as learning media. Other studies found that the booklet media utilization is more effective than leaflet media to develop the adult learning process (Zulaekah, 2012;Safitri & Fitranti, 2016;Yustina et al., 2020). According to Novrianda et al. (2015) and Pratiwi & Puspitasari (2017), adult learners have knowledge and skill development after they have got learning activities through talk and booklet media. Booklet of wadi is written simply using attractive design, in the hope that it could become one of learning media of the wadi producers, so that the information of the booklet can stimulate the users to take positive ideas of the booklet content, besides it could also be used as socialization media for wadi development to other communities. The extension media of the booklet can distribute information to people of long distant localities in the short time. It is a thin book with complete information and easy to bring with anywhere. The booklet media are simple and easily understood to use as information media and could result in positive impacts on the learning target, including the adults (Rehusisma et al., 2017). Considering the importance of education for Wadi making communities with a profile of the average level of dropout education, Wadi making communities need an easily understood and implemented simple booklet to bring anywhere. The extension booklet as educational media entitles "Wadi: Healthy and Nutritive Traditional Fermented Food from Central Kalimantan". The booklet contains cultural aspect of the wadi, raw materials, production procedure, storage technique, nutritive content, benefit of hygiene in wadi production and storage, packing technique and marketing strategy, and enrichment material in the form of wadi-based food recipes. Peck's model (1988). Sampling was done in 17 villages of 9 districts in Katingan regency and Palangka Raya municipality, Central Kalimantan province, using 300 respondents. The instrument used were poll of necessity analysis, validation sheet of material expert, learning media expert, community non-formal education expert, and user's validation sheet of booklet readability ( Figure 1). The instrument was validated by two experts in the field of Biological Education. The instrumental guide followed Perbukuan (2012). The community necessity analysis was carried out through distribution of poll sheets to the communities, 300 people who know and can make wadi. This activity was done and published (Dewi et al., 2017). The booklet comprised 3 chapters: chapter one contains introduction (20%), chapter 2 contains main material (60%), and chapter 3 contains supporting material (20%). The end of chapter 3 contains creativityrelated enrichment material. Main material of the booklet contained findings of wadi laboratory experiment. The overall structure of the booklet can be seen in Table 1. The results of the experiments contained in the booklet are information that wadi is one of the fermented food involving the work of bacteria, the nutritional content of the wadi, the nutritional adequacy rate of the wadi, a good and hygienic storage method, the length of fermentation time and the composition of the dose ratio of luminous ingredients, salt and fish meat, to produce the best nutritional and organoleptic value. The booklet validation was carried out by 3 experts, revised, and piloted in a small group as a validation form of the booklet readability of the users.

RESULTS AND DISCUSSION
Food consumption pattern is dependent upon the household's education, the higher the formal education is, the better the knowledge on food quality consumed by the community to improve health and the more varied the food consumed will be. These food consumption variations are expected to yield better nutritive needs and health. Factors affecting food consumption diversification patterns to promote rural household's food security are income, food price, and number of family members (Coelho et al., 2018;Diehl et al., 2019). Low education level and income rate result in notoriously higher insecurity food due to low purchasing power (Mohammad et al., 2016;Videnović & Lazarević, 2017). Wadi making communities consisted of housewives with heterogeneous educational backgrounds and most did not pass the elementary school (Dewi et al., 2017). It makes wadi development towards an innovative flagship food product of Central Kalimantan is difficult to do. Highly heterogeneous education level influences the wadi producing technique of the community. They make wadi just following what has been taught by mothers, grandmothers, friends, or surrounding communities.
There is no specific effort yet to introduce the people outside Kalimantan about production development, marketing strategy, and wadi processing towards different food type variations. Nevertheless, these could be done through nonformal education using the booklet and several adult educational concepts. Booklet is a learning material consisting of no more than 48 pages compiled with the cover page (Al Muhdhar, 2011). The learning media use more figures and symbols to be easily understood by the users, including the illiteracy. Thus, the booklet is filled with illustrations and explanations. Figures used as illustrations can be taken from the environment and cultural symbols inherent in the target society (Wagiran, 2012).
The necessity analysis (Dewi et al., 2017) found that proper learning media selection to educate the wadi makers is very important. It could be conducted through non-formal education referring to several concepts of adult education facilitated with the right learning media. One of the considerations is the heterogeneity of the wadi-producing community's education level profile. Therefore, the appropriate learning media for the wadi-producing communities should be simple, easily understood, and systematic. One of the suitable learning media forms is booklet.
The booklet is structurally composed and validated by experts. The booklet design validation by the experts and the users is presented in Table 2 and Table 3. The evaluation on the content, teaching, and language components gives very good criteria (Table 2). It means that the validated booklet released by the material experts, the community's education experts, and the learning media experts as an educational media for the wadi-producing communities makes the booklet be worth to be used. The material component is systematically written, simple and easily understood. It also stimulates the readers to try positive things of the material presentation through wadi development as local wisdom-based product. The booklet contains packaging technique, marketing strategy, and processing technique of wadi to make several kinds of food. Figures/photographs are presented following the research findings and support the information in the booklet. The materials also disclose the local wisdom values with typical characteristics and national culture. The layout and the design of the booklet content is situated with the educational profiles of the booklet users.
Colors and figures are well selected, appropriate and easily readable. The figures are presented following the theme and explanation that make the booklet materials be clear. The language used is polite and interesting, and communicative employing standard Indonesian language.
The booklet users are adult wadi-producing communities. The adults are considered to be able to distribute the communication networks, have desire to follow the education and to have better living standards (Suprijanto, 2011;Novrianda et al., 2015). The outcome of the study is expected to be able to have positive contribution to wadi producers, especially the low-educated housewives, to be empowered through non-formal educational activities. It is also expected that the wadi-producing housewives could make better quality of wadi with longer durability, higher nutritive content, and be organoleptically accepted at high preference. The booklet revision needs to do following the expert validator's recommendations. It is very important to conduct that the objective of the booklet preparations could be effectively and efficiently achieved. The booklet is situated with the last education profile of the targeted wadi-producing community. In general, wadi-producing communities have education profiles of elementary school, secondary school, high school, and the dropouts. The expert's validation (biotechnology and community's education) on the booklet product in this study showed that the booklet had very good content, performance component, and language usage. Based on this validation, the booklet developed in this study is appropriate to use as wadi-producing community's learning media in non-formal education in Central Kalimantan. This booklet is expected that the information on the benefit of the wadi and its processing could be used and easily socialized. It is practical and attractive with systematic illustrations of the fi-gures (Al Muhdhar, 2011;Smaldino et al., 2019), so that the wadi producers would easily utilize it and distribute it to many places in Indonesia as traditional processed food of Central Kalimantan. The revised components of the booklet are presented in Table 4 and Table 5. The booklet needs to add benefits (the impact of wadi marketing) if the community uses wadi as an alternative to increase their income so that they can become an entrepreneurial alternative with not big capital.
Adds a profit calculation when using wadi as an alternative to entrepreneurship.

Before revision
After Revision 2 Mention the source of the material used for the booklet.
Mention the source of the material used for compile the booklet (picture, writing sources, etc).

Before Revision After Revision
Moreover, the booklet is also made a revision based on learning media expert's recommen-dations that is presented in the table 5 below.

No.
Suggestions for improvement Revision

1
The selection of fonts in the chapter CHAPTER I (heading) like the name of the type of animal, should be considered to be replaced with clearer fonts.
Choose the right typeface to clarify the purpose of the writing.

Before Revision After Revision
Through this research-based booklet, it is expected that wadi could be developed and conserved for food security program of Central Kalimantan communities in particular and Indonesian in general. It is in line with Indonesian Government's Program (Kemenkes, 2007;DKP, 2015), in the hope that human nutrition could be met and makes the Indonesian young generations be healthy, smart, and qualified through sufficient nutrition. CONCLUSION The booklet produced as learning media for wadi-producing communities possesses very good readability. Its usage is implemented to the adult learners through non-formal education program. This finding is expected to be able to increase their knowledge and skill in wadi production, and therefore, it needs development in order to support the food security for Central Kalimantan communities in particular and Indonesian in general.