Development of Fructuweb “A Learning Website of Banten’s Exotic Fruits” to Support Local Potential-Based Learning in Digital Era

Teaching-learning in the 21-century is influenced by technological advances, such as the use of online media. In addition, based on Indonesia’s curriculum requirements, teachinglearning has to utilize the local potential of the environment. This study aims to develop a Fructuweb, a learning website with Banten’s exotic fruits as content to support local potential-based learning in the digital era. A 3D research and development methodology was used comprise of define, design, and develop. The subjects for expert validation were five lecturers, and for individually user response tests were four teachers and fifteen students of 10-grade representatives from senior high school in Serang city and Lebak district, Banten Province, Indonesia. Descriptive analysis were carried out to identify learning process and media need in schools at Banten, Indonesia, also to validate the feasibility of the website. The expert validation result has an average value of 95.1% for the content material aspect of Fructuweb and 92.7% for the media aspect; as for the user response (student and teacher) was 93.4%. These results indicated that the Fructuweb is very feasible to use as an online learning source.


INTRODUCTION
Along with the technological advances, people are considered as a digital society due to the use of digital media and the internet in their daily activities (Krishnaprabu, 2019). The use of computers and the development of information technology also have a major influence on teaching-learning in the 21st century (Keengwe & Georgina, 2012;Flake, 2017;and Thota & Negreiros, 2019). Particularly, in this pandemic Covid-19 period, online learning and the use of learning technology are effective ways for continuity of learning (Bhaumik & Priyadarshini, 2020;Crawford et.al., 2020;Mailizar et.al., 2020;and Mumtaz et.al., 2021).
Information technology can be used as a learning resource to assist the teaching-learning process, which involves searching for references and sources of information (Appana, 2008;Shen et.al., 2013;and Wekke & Hamid, 2013). Most students already use digital technology, such as tablets, smartphones, and computers in various learning activities (Maphosa et.al., 2019).
Digital platform technology in education can improve access to education since the learning materials can be used for distance learning, and also more extensive and flexible use (Moore et.al., 2011;Westermann, 2014;González-Gómez et.al., 2016;and Krishnaprabu, 2019). Then, opening up opportunities to learn new and important issues, with empowering innovation as well (Brodie, 2018).
The use of internet-based technology in learning, such as websites (Thota & Negreiros, 2019;Hammad et.al., 2020), is currently being developed since the website provides extensive information sources, which can be accessed fast, anywhere, anytime, with easy-to-use procedures (Wasim et.al., 2014;Hardyanto & Surjono, 2016;Hammad et.al., 2020;and Nagel et.al., 2020). Moreover, the website content learning can be presented interactively because it contains pictures, videos, graphics, and other digital content as well as discussion forum facilities to stimulate active contributions in the form of comments that allow students for discussing (Tambunan, 2013;Widyastuti, 2014;and Waugh & Su, 2016) Website-based learning supports distance learning which saves costs because there is no need for a hardcopy of material. It can be downloaded and shared in the form of a link, so it can minimize the transportation costs to get to the learning place, at one blow students are triggered to study independently (Hrastinski, 2009;Tambunan, 2013 Marianingsih, et al Vol. 7, No. 1, 2021, p. 66-83 68 enthusiasm and improve their scientific skills (Åberg et.al., 2016;Hudha et.al., 2019;and Kumi-Yeboah et.al., 2020).
While, the website can be modified as needed (Chang et.al., 2011) and will have an optimal impact if it is designed properly (Peterson, 1998). can be applied to support local potentialbased learning, the learning with utilizing the student surrounding potential (Putri et.al., 2014;Jumriani & Prasetyo, 2017).
Learning through local potential content and wisdom can induce environmental awareness of society to preserve their natural resources (Saefullah et.al., 2017;Nuangchalerm & El Islami, 2018;and Nisa & Wilujeng, 2020) also able to encourage student's critical and creative thinking (Sunarsih et.al., 2020).
One of the local potential resources in Banten, Indonesia, which students and the society need to know are exotic fruits. Exotic fruits are fruits that generally grows in nature. They are very unique in shape, taste, color, and smell.
Detailed research procedures are shown in Figure 1.

Research instruments
The research instrument consists of 1) interview guide and questionnaires to analyze the learning process and the needs of teachers and students in schools regarding online learning resources; 2) content material expert validation form; 3) learning media expert validation form; 4) teacher response questionnaires; and 5) student response questionnaires to determine the feasibility of Fructuweb as an online learning source.

Procedure and data collection
The

Data process and analysis
The data obtained through learner analysis, task analysis, and concept analysis were then processed and analyzed descriptively. Furthermore, the data from expert validation and user response questionnaires were processed using the formula below: (1) With: NP = value obtained (%) R = score obtained SM = maximum score The value obtained, categorized based on the feasibility criteria of the product shown in Table 3.  were "about us", "biodiversity", "Banten's exotic fruit", "fruit conservation", "educational applications", "contact", and  Marianingsih, et al Vol. 7, No. 1, 2021, p. 66-83 78 biodiversity concept, which provides seven menus, consist of "about us", "biodiversity", "Banten's exotic fruit", "fruit conservation", "educational applications", "contact", and "testimonials" menu.