The validity of lesson plan with scientific approach: Building curiosity and responsibility character

The instilling of national character value may be achieved through learning. Therefore, this study aims to create a Lesson Plan, which integrates the characters of curiosity and responsibility with a scientific approach and to determine product validity. Research and Development (R&D) was used as a model for conducting this study. The Research and Development used Borg and Gall model. Furthermore, the characteristics of the developed lesson Plan were evident in the syntax/learning steps, which were organized according to curiosity indicators and responsibility characters. This study involved 2 expert validators and 1 school practitioner. The instrument used was a learning plan validation sheet. The results showed that the Lesson Plan with a scientific approach may be used to develop the character of curiosity and responsibility for students in junior high school. This can be seen from the validity of three aspects which is the format (100%), language (98,33%) and content (97,47%) which are very good qualification. It can be concluded that the lesson plan developed is valid and able to building curiosity and responsibility character student.


Introduction
Currently, the public is more concerned about the problems associated with characters [1], which bears witness to scientific progress, creates new problems, which require serious effort to be solved [2]. In most cases, problems caused by the application and utilization of technology in everyday life are often not related to scientific technicalities but moral contents [3]. Therefore, these problems need to be overcome in order to avoid adverse effects on human life [4]. Subsequently, the improvement of intellectual, mental, and spiritual qualities should be balanced with paying attention to the existing values in society [5].
Relevant forms of education are being formulated and developed in the 21st century due to the different problems associated with characters [6]. There have been changes such as a paradigm shift into 3 aspects of learning outcomes including knowledge, skills, and attitudes. However, the most important thing is how to develop the character that is currently depreciating [7].
To overcome the problem, the government, in this case, the Ministry of Education and Culture, has implemented a policy of strengthening through education [8]. It is an educational movement to strengthen character by the process of forming, transforming, transmitting, and developing the students'

Method
This is a developmental study using Research and development (R & D) model proposed by Borg & Gall [35]. This type of study does not test theories but effectively develop products used in schools (gay, nd.). The model was chosen because the procedures and steps in Borg & Gall are more systematic and in line with the expected objectives, including researching, developing, and validating learning products in the form of a Lesson Plan. This was aimed at building the students' character at the junior high school in Banjarmasin City.
Additionally, the lesson Plan describes the procedure and organization of learning to achieve a basic competency set out in content standards. The Borg & Gall development model consists of ten stages, namely (1) research and information collection, (2) planning, (3) initial product development, (4) preliminary field testing, (5) product revision, (6) main field trials, (7) operational product revisions, (8) operational field trials, (9) final product revisions, and (10) dissemination and implementation. The development model used is limited to the fifth stage, which is the main product revision of ten stages [36].
The procedure for product research and development in the form of a lesson plan consists of only five stages which are adjusted to limited time. The first stage is research and information collection, followed by planning, initial product development, preliminary field testing, and product revision (  This study was conducted at Public State Junior High School 13 Banjarmasin, in Indonesia. The research and information collection stage shows that the school used the 2013 curriculum, which was revised in 2017. The lesson plan created by the teacher is adequate but did not show the expected character indicators in the learning steps. Meanwhile, the planning stage is conducted by finding the appropriate lesson plan format, studying the indicators of the curiosity and responsibility in the activities of implementing learning (syntax) and the basic skills to be developed. The product development phase begins with the creation of a draft plan with a scientific approach and the inclusion of curiosity and responsibility indicators in the learning steps, which are reflected in the preliminary, core, and closing activities. Furthermore, this was followed by a preliminary field test with 12 students and product revision.
The indicators of curiosity character included students: 1. Daring to express their opinions on learning activities.
This study used the validation sheet on the lesson plan and the teacher's response. Furthermore, two techniques were used in processing the data, including descriptive qualitative and quantitative approach a) this approach is used to process data from the results of experts, learning tools in the form of comments and suggestions for improvements contained in the validation instrument. In this research, it involved 2 expert validators and 1 school practitioner. Data analysis is used as a reference for improving or revising the product. b) Also, it is used to analyze the data obtained in the form of percentage analysis [37], which presents data as the frequency on the response of the trial subjects to the product analyzed using the percentage formula to determine the validity criteria of the developed tools [38]. The data collected in the validation questionnaire is qualitative because each statement point is divided into very bad, bad, good, and very good categories. Initially, the data is converted into quantitative forms according to the weighted score, and this conversion is done using the following formula.
(1) Description: P = the assessment percentage n = the number of all questionnaire items The data of the assessment results on the learning tools developed were analyzed descriptively, determining the feasibility criteria and product revisions [16] as shown in Table 1.

Lesson Plan with Scientific Approach is characterized by curiosity and responsibility. 3.1.1 Format selection
The Lesson Plan format used is based on the Minister of Education and Culture Regulation No. 22 of 2016 concerning Basic and Secondary Education Process Standards. The lesson plan is a face-to-face learning activity scheduled for one or more meetings. Furthermore, it is developed from the syllabus to direct the learning activities of students and achieve Basic Competence (BC). Every teacher in an education unit is expected to prepare a complete and systematic lesson plan to enhance interactive, inspirational, fun, challenging, and efficient learning. Also, the lesson plan motivates students to participate actively and provides sufficient space for initiative, independence, and creativity following their talents, interests, physical and psychological development. A Lesson Plan is prepared based on Basic Competencies or sub-themes which are conducted in one or more meetings.
This lesson plan component consists of a) School identity, namely the name of the educational unit, b). subject identity or theme/sub-theme, c). class/semester, d). the subject matter, e). time allocation following the need for achieving BC and learning load by considering the total hours of lessons available in the syllabus, f). Learning objectives formulated based on BC using operational verbs observed and measured, which include attitudes, knowledge, and skills, g). basic competencies and competency achievement indicators, h). learning materials containing relevant facts, concepts, principles, and procedures, and written in the form of items based on the formulation of competency achievement indicators, i). Learning methods used by educators to create an atmosphere that allows students to achieve basic competency adjusted to their characteristics, j). learning media in the form of teaching aids to deliver subject matter, k). learning resources in the form of books, printed and electronic media, natural surroundings, or other relevant sources, l). the steps conducted through the preliminary, core, and closing stages, and m). assessment of outcomes.
Furthermore, the Minister of Education and Culture Regulation Number 22 of 2016 also states that lesson plan needs to be prepared according to the individual differences, participation, student-centered learning, the development of a reading culture, the provision of feedback and follow-up to lesson plan, emphasis on linkage and integration between BC materials and activities. It should also be prepared based on integrated thematic learning, and the application of information and communication technology in a systematic, and effective manner [39].
The character to be built is included in the realm of attitude both in preliminary, core, and closing activities [33]. In line with the characteristics of attitude, the expected character indicator in this study shows curiosity and responsibility, starting from the affection process of receiving, executing, appreciating, and living to practice. The activities are designed in such a way that the students are always motivated to perform them. They are usually performed in 5M steps, and are marked with numbers by remembering the scientific approach: Table 2. Learning steps in preliminary activities

Learning Activities Student Activities
The teacher checks the attendance and readiness of students by asking "is anyone absent today?" and "are you ready to follow the lesson?" The teacher invites students to pray Students answer teacher questions (2.1) Students pray (2.1) Description: 2.1 Students participate actively in following the direction of activities (responsibility) Preliminary activities include preparing students psychologically and physically to participate in the learning process, provide motivation, ask questions on the material to be studied, and explain the learning objectives.  The teacher gives apperception and motivation by showing 2 pictures about the conditions in several slum areas, where the soil is not fertile and even plants cannot grow and vice versa: "What do you think about the 2 pictures?" "Why is the land in picture 1 damaged and infertile?" The teacher conveys the learning objectives to be achieved.
Students answer the teacher's questions: "Picture 1 the soil is damaged and infertile Ma'am, picture 2 is clean and the soil is fertile"; "Because many people littering which results in land pollution". Students pay attention.
The teacher asks students to read about soil pollution teaching materials.
Students read soil pollution teaching materials. (
Students form groups according to teacher instructions. ✔ The teacher asks students to collect data or information by recording their observation and discussion results on student worksheet 5.
✔ Students collect data or information and their group discussion.

(associating)
The teacher guides students in their respective groups to be able to analyze the data or information obtained in the group Students analyze the data or information The teacher allows one of the students to represent the group to present their observation and discussion results. The teacher provides the opportunity for other groups to respond.

.5)
The teacher explains the knowledge discussed, by using the explanations of previous students as the basis for the discussion.
The teacher provides opportunities for students to ask questions.
Students listen to the explanation of the teacher. (1.1), (1.4), (2.1), (2.2) In the core activities, almost all indicators of curiosity and responsibility characters are raised by referring to the scientific learning syntax without focusing on knowledge and skills. Table 4. Learning steps in the closing activity Learning Activities Student Activities The teacher asks students to conclude learning ✔ Students conclude learning.

(2.1), (2.5)
The teacher closes the lesson by delivering character messages that match the learning topic ✔ Students listen to character messages. Responsibility character indicator Students, 2.1 Participating actively in following the direction of activities.

Daring to express opinions in learning activities
In the closing activity, the teacher and students individually and collectively evaluate the entire series of activities, provide feedback on the learning process and results, as well as to conduct follow-ups in the form of assignments. Furthermore, the implementation of indicator 2.5 in the closing activities concerns the building of student argumentation skills in solving real-time and future work problems [40,41]. Argumentation skills consist of 3 aspects, namely claim, reasoning, and evidence [42,43]. Also, it is very good at building the responsible character of students in junior high school. The theory of Piaget's development reported that junior high school students (11 -14 years) are included in the formal operation stage, which, therefore, allows them to have problem-solving behavior.

Validation of Lesson Plan
With a scientific approach in building the curiosity and responsibility character, the lesson plan is feasibly useful for trials after several revisions based on the validator's comments and improvement suggestions. The product assessment is very good, meaning that the lesson plans developed are valid. In addition, the results of lesson plan instrument validation showed that the aspects of its format, language and content with the validity percentage of 100%, 98.33%, and 97.47% were included in very good qualifications shown in table 5. The calculation of lesson plan validation results shows that the assessment aspects, including format, language, and content, are included in very good qualifications with an overall validity percentage of 98.60%. Therefore, the lesson plan designed is feasible to be used.
However, the results and suggestions provided by the validator become a reference in making revisions. It was stated that an additional reference book should be provided to support the study material. Moreover, the learning media may use the school environment to provide project assignments for students.
The findings are consistent with the results on the implementation of a scientific approach, character building, and conservation in growth material which has a positive influence on cognitive, affective, and psychomotor learning outcomes as well as in achieving specified classical completeness [44].

Building Curiosity and Responsibility Characters in a Scientific Approach
The Movement for Strengthening Character Education is conducted at every level of education. The implementation at each level involves and utilizes the education ecosystem in the school environment [45] to strengthen the contextual local dimension of education in the regions. Therefore, the PPK movement is inseparable from the character values that grow and develop in the existing education ecosystem [8].
With this movement, all stakeholders, including education implementers, are required to actualize character-building efforts in their respective schools [46]. Based on various phenomena and thoughts, as well as existing policies, the government has made innovations in the education sector to anticipate challenges in the globalization era [47]. This was issued by the 2013 curriculum policy (K13). Through K13, the learning outcomes are developed based on knowledge, skills, and attitudes, which is obtained through the activity of "accepting, performing, appreciating, living, and practicing". On the contrary, knowledge is obtained through the activity of "remembering, understanding, applying, analyzing, evaluating, and creating". Meanwhile, skills are obtained through the activity of "observing, questioning, trying, reasoning, presenting, and creating" [48].
In addition, the development of attitudes in students is an impactful but very important mission for education today. Learning outcomes create productive, creative, innovative, and effective students by strengthening integrated attitudes, skills, and knowledge [24]. The character development process is achieved by integrating education in the curriculum. Therefore, do not only teach knowledge and skills but indirectly grow and strengthen the character of students. These two competencies (attitude and spirituality) are achieved through indirect teaching by exemplary, accession, and school culture, as well as by paying attention to the characteristics of subjects, the needs, and conditions of students [16].
The growth and development of attitude competence are performed throughout the learning process. Moreover, it is useful for developing student character [8]. Teachers need to teach character directly, especially in the context of religion and civic education.
These 18 national cultural characters need to be developed in schools [8]. One of these characters is curiosity, and it is a behavior of seeking to know about a problem. It is a way of thinking, attitudes, and behavior, reflecting the desire to know everything seen, heard, and studied in more depth [50], and it is the initial capital for students in the learning process [51]. With high curiosity, students will learn more to fulfill their thirst for knowledge [17].
Furthermore, responsibility is one of the character values inherent in humans [52]. Responsibility is the ability to respond or answer. It is oriented towards other people, gives a form of attention, and actively responds to what they want. Mastuang defines responsibility as being brave, ready, and steadfast in accepting decisions and actions that are conducted intentionally or unintentionally. Therefore, students are said to be responsible when they are conscious of making decisions and willing to face all the consequences [53]. Meanwhile, the character of responsibility is the attitude and behavior of a person to perform the duties and obligations of the society, environment (natural, social, and cultural), and God Almighty [54].
Yuliyanto specified responsibility indicators based on all actions taken, fulfilling one's obligations, and trustworthy [52]. Based on the above statement, the responsibility indicator is daring to take risks for actions, do the best, be fair, understand the rights and obligations, be confident, and positively utilize the environment to control oneself. Additionally, responsibility involves carrying out obligations, respecting work, and being disciplined and trustworthy. The scientific approach involves several stages that should be passed during the learning process, including; 1.Observing The observation stage is an activity conducted by students with the help of five senses to obtain information. There are two kinds of observations [55]. The first is quantitative observation, and the results are calculated or in the form of numbers, such as shape, temperature, volume, and weight. The second is qualitative observation, and its results are incalculable but are described in the form of a narrative text, such as responses, opinions, habits, and traits. Furthermore, an observation made by students can be conducted inside or outside the classroom according to the material studied. It aims to overcome boredom and gain new knowledge outside the classroom.
This stage builds the student's curiosity character in line with the indicators in lesson plan 1.2, which requires students to read sources other than textbooks on air pollution. Moreover, the observations outside the classroom are in line with lesson plan 1.3, in which students should read or discuss natural, recent phenomena through group discussions.

Asking questions
In this stage, the educator provides the opportunity to ask as many questions as possible about what has been seen, read, heard, and others. Students are trained to ask questions related to the topic studied [56]. This activity helps to form students with a high sense of curiosity in line with the indicators of lesson plan 1.1, which requires students to ask questions about whatever is not understood through learning activities. Similarly, in lesson plan 1.4, students ask questions related to air pollution but outside the class discussion.

Gathering information or experiment
In this case, the educator plays a role as a director or manager of learning activities, providing guidance to students, and exploring information from various sources. However, students will be involved in an investigation to solve a problem following the scientific approach by asking questions. Therefore, the ideas possessed by students may be developed [44] since they can think creatively. Furthermore, students need to conduct an investigation or experiment to explore some information in an effort to answer the question. Finally, educators conduct coordination to enable students to exchange ideas with friends by presenting their investigation results before the class. In some cases, experimenting with students less interested in these subjects arouses their enthusiasm for learning. Students build responsibility character at this stage because they have actively participated in the activity (indicator 2.1).

Reasoning/associating
In the scientific approach of the 2013 curriculum, students need to be more active in the learning process. Reasoning is a process/way of thinking critically, logically, and systematically based on 10 empirical data obtained through observation. Meanwhile, educators may ask students to analyze the data obtained in an effort to reason [49].
This stage is in line with the responsibility character indicators 2.3, requiring students to respect peers in discussion activities. Furthermore, it is in line with the responsibility indicator 2.4, which obligates students to collaborate in completing discussions or joint assignments. 5. Developing a network (communicating) In learning activities, communicating involves presenting research results for criticism [52], and when understood, the learning process at this stage includes 3 outcomes, attitudes, knowledge, and skills. This is in line with the indicator of responsibility character 2.4, which requires students to take leadership roles related to learning activities. Additionally, the communication stage is also in line with the responsibility indicator 2.5, whereby students express opinions in learning activities. Based on the research and development, the implementation is inseparable from various weaknesses, including: 1. This study is only up to preliminary trials therefore the main field test will be conducted outside the context to continue research activities 2. The trial sample for student learning outcomes tests needs to take the low, medium, and high cognitive ranges

Conclusion
This study has developed a Learning Plan with a scientific approach containing curiosity and responsibility characters. The resulting lesson plan with a validity percentage of 98.60% (very feasible) can be used to build the character of curiosity and responsibility for students from junior high school. The results of this lesson plan development can help teachers in developing student competencies not only in the cognitive domain but also in the affective domain, namely the character development of curiosity and responsibility. The limitations of this research are still being carried out in Indonesian national character. This research hopes that in the future it can be carried out by including the character and culture of other countries.