<![CDATA[ABSTRACT. Based on the results of interviews with biology teachers of SMA Muhammadiyah 1 Pontianak, that not implemented yet local potential based learning is because of limited information. This research aims to develop local potential of West Kalimantan based booklet media on biodiversity material in Grade X of SMA Muhammadiyah 1 Pontianak.. Media development of this booklet used the Brog&Gall model development method, with stages:(1) Research and data collection,(2) planning,(3) Initial product development,(4) Initial field trials,(5) initial product repairs, and (6) field trials. The results research phase (1) that the book and worksheets teacher have not shown local potential, stage (2) the designed booklet contains core competencies, basic competencies, indicators, objectives, contents, evaluations, and bibliography, stage (3) shows the validity booklets on language aspects 85.3% (very valid), material aspects 95.3% (very valid) and media aspects 90.6% (very valid), stage (4) student responses was 85,7% (very positive) and the teacher's response was 88.7% (very positive). Then stage (5) and stage (6), student responses 90.0% (very positive) and teachers 90.4% (very positive), it concluded that developed booklet media valid and received very positive response from students and teachers. ABSTRAK. Berdasarkan hasil wawancara dengan guru biologi SMA Muhammadiyah 1 Pontianak, belum dilaksanakannya pembelajaran berbasis potensi lokal karena keterbatasan informasi. Penelitian ini bertujuan untuk mengembangkan media booklet berbasis potensi lokal Kalimantan Barat pada materi Keanekaragaman Hayati pada siswa kelas X SMA Muhammadiyah 1 Pontianak. Pengembangan media booklet ini menggunakan metode penelitian pengembangan model Brog & Gall, dengan tahapan:(1) Penelitian dan pengumpulan data,(2) Perencanaan, (3) Pengembangan produk awal, (4) uji coba lapangan awal, (5) perbaikan produk awal, dan (6) Uji coba lapangan. Hasil penelitian tahap (1) buku dan LKS yang digunakan guru belum menampilkan potensi lokal, tahap (2) booklet yang dirancang memuat kompetensi inti, kompetensi dasar, indikator, tujuan, isi, evaluasi, dan daftar pustaka, tahap (3) menunjukkan kevalidan booklet pada aspek bahasa sebesar 85,3% (sangat valid), aspek materi 95,3% (sangat valid) dan aspek media 90,6% (sangat valid), tahap (4) didapatkan respon siswa sebesar 85,7% (sangat positif) dan respon guru sebesar 88,7% (sangat positif), kemudian tahap (5) dan tahap (6), respon siswa 90,0% (sangat positif) dan guru 90,4% (sangat positif), disimpulkan media booklet yang di kembangkan valid dan mendapatkan respon sangat positif dari siswa dan guru.]]>
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