CONLUSION AND SUGGESTION STUDENT PERCEPTION TO THE PHYSICS TEXTBOOK USEDAND ITS RELATIONSHIP WITH STUDENT ODD SEMESTER PHYSICS LEARNING ACHIEVEMENT IN SENIOR HIGH SCHOOL YEAR XI IN MEDAN IN ACADEMIC YEAR 2012/2013.

LIST OF TABLE Table 1.1 : List of studies that measure the use of textbook 2 Table 2.1 : Learning Achievement Indicators 24 Table 3.1 : Questionnaire items value criteria 31 Table 3.2 : Score of student achievement description 32 Table 3.3 : Interpretation of Coefficient Correlation 41 Table 3.4 : Research Time Table 44 Table 4.1 : Reliability Analysis Result 46 Table 4.2 : Distribution of Sample in Al-Ulum 49 Table 4.3 : Homogeneity test result of perception 51 Table 4.4 : Homogeneity test result of achievement 50 Table 4.5 : Criteria of score percentage 51 Table 4.6 : Practical considerations percentage 52 Table 4.7 : Layout design percentage 53 Table 4.8 : Activities percentage 53 Table 4.9 : Skills percentage 54 Table 4.10 : Language type percentage 55 Table 4.11 : Content percentage 55 Table 4.12 : Overall consensus percentage 56 Table 4.13 : Score of student achievement description 57 Table 4.14 : Student physics achievement distribution in SMA S Al-Ulum Terpadu 58 Table 4.15 : Correlational perception and Physics achievement 59 Table 4.16 : Regression test result 60 Table 4.17 : Significance of linearity test result 61 Table 4.18 : Distribution of Sample in As- afi’iyah Internasional 64 Table 4.19 : Homogeneity test result of perception 65 Table 4.20 : Homogeneity test result of achievement 66 Table 4.21 : Practical considerations percentage 67 Table 4.22 : Layout design percentage 68 Table 4.23 : Activities percentage 69 Table 4.24 : Skills percentage 69 Table 4.25 : Language type percentage 70 Table 4.26 : Content percentage 70 Table 4.27 : Overall consensus percentage 71 Table 4.28 : Student physics achievement distribution in SMA S As- Syafi’iyah Internasional 72 Table 4.29 : Correlational perception and Physics achievement 72 Table 4.30 : Regression test result 73 Table 4.31 : Significance of linearity test result 75 Table 4.32 : Distribution of Sample in Al-Azhar 78 Table 4.33 : Homogeneity test result of perception 79 Table 4.34 : Homogeneity test result of achievement 80 Table 4.35 : Practical considerations percentage 81 Table 4.36 : Layout design percentage 82 Table 4.37 : Activities percentage 83 Table 4.38 : Skills percentage 83 Table 4.39 : Language type percentage 84 Table 4.40 : Content percentage 84 Table 4.41 : Overall consensus percentage 85 Table 4.42 : Student physics achievement distribution in SMA S As Al-Azhar 85 Table 4.43 : Correlational perception and Physics achievement 87 Table 4.44 : Regression test result 88 Table 4.45 : Significance of linearity test result 89 Table 4.46 : Distribution of Sample in SMA S Plus Muhammadiyah 92 Table 4.47 : Homogeneity test result of perception 93 Table 4.48 : Homogeneity test result of achievement 94 Table 4.49 : Practical considerations percentage 95 Table 4.50 : Layout design percentage 96 Table 4.51 : Activities percentage 97 Table 4.52 : Skills percentage 97 Table 4.53 : Language type percentage 98 Table 4.54 : Content percentage 98 Table 4.55 : Overall consensus percentage 99 Table 4.56 : Student physics achievement distribution in SMA S Plus Muhammadiyah 100 Table 4.57 : Correlational perception and Physics achievement 101 Table 4.58 : Regression test result 102 Table 4.59 : Significance of linearity test result 103 LIST OF FIGURE Figure 2.1 : Perceptual Process 21 Figure 2.2 : Perception Process Diagram 25 Figure 2.3 : How people learn 27 Figure 2.4 : Perception, motivation, learning achievement 27 Figure 3.1 : Research Design 33 Figure 3.2 : Research Flowchart 33 Figure 4.1 : Student Distribution chart based on sex in SMA S Al Ulum Terpadu 47 Figure 4.2 : Student Distribution chart based on age in SMA S Al Ulum Terpadu 47 Figure 4.3 : P-P plots of student of SMA S Al-Ulum Terpadu 48 Figure 4.4 : Graph of student perception percentage in each aspect in SMA S Al-Ulum 52 Figure 4.5 : Model of regression equation 60 Figure 4.6 : Student Distribution chart based on sex in SMA S As- Syafi’iyah Internasional 63 Figure 4.7 : Student Distribution chart based on age in SMA S As- Syafi’iyah Internasional 64 Figure 4.8 : P-P plots of student of SMA S As- Syafi’iyah Internasional 65 Figure 4.9 : Graph of student perception percentage in each aspect in SMA S As-Syafi ’iyah Internaional 67 Figure 4.10 : Model of regression equation 74 Figure 4.11 : Student Distribution chart based on sex in SMA S Al-Azhar 77 Figure 4.12 : Student Distribution chart based on age in SMA S Al-Azhar 77 Figure 4.13 : P-P plots of student of SMA S Al-Azhar 79 Figure 4.14 : Graph of student perception percentage in each aspect in SMA S Al-Azhar 71 Figure 4.15 : Model of regression equation 88 Figure 4.16 : Student Distribution chart based on sex in SMA S Plus Muhammadiyah 91 Figure 4.17 : Student Distribution chart based on age in SMA S Plus Muhammadiyah 91 Figure 4.18 : P-P plots of student of SMA S Plus Muhammadiyah 93 Figure 4.19 : Graph of student perception percentage in each aspect in SMA S Plus Muhammadiyah 95 Figure 4.20 : Model of regression equation 102 Figure 4.21 : Graph of student perception percentage 105 Figure 4.22 : Graph of student achievement value 106 Figure 4.23 : Graph of student achievement of Physics textbook Contribution percentage to the student achievement of Physics 107

CHAPTER I INTRODUCTION

1.1 Background

Learning facilities play important role in effective and efficient learning process. Good facilities help unit of education reach the goals have been fixed. It is stated in Undang-undang Negara Republik Indonesia number 20 in 2003 which state that Learning Facilitiesresources are something that used in educational process Sisdiknas:2003. One of the most important facilities in learning process is textbook. Textbook helps teacher transverse not only knowledge but also value to the student. By using books, teacher is easier to transverse and student also easier to absorb information and value. Even student can study themselves by textbook when there is no teacher in their class. Because of some concepts of material can be understand by reading textbook. As stated in Permendiknas No. 11 Tahun 2005 verse 1; Buku teks pelajaran adalah buku acuan wajib untuk digunakan di sekolah yang memuat materi pembelajaran dalam rangka peningkatan keimanan dan ketakwaan, budi pekerti dan kepribadian, kemampuan penguasaan ilmu pengetahuan dan teknologi, kepekaan dan kemampuan estetis, potensi fisik dan kesehatan yang disusun berdasarkan standar nasional pendidikan . So, It can say that book is the bridge of teacher and student. It is suitable with what stated in previous research of Dyana W:2009, Paulo Freire said that book is the transverse media of information between teacher and student Freire:2007. The provision effort of textbook by Indonesian government is very contrast during years. Supriadi 2000 in Effendi, Anwar:2009 state that from the year 1969-1988 Indonesia published 500 millions of books, and in 2000, Indonesia published about 85,1 millions books. It has positive effect that the level of student that own textbook make impact to the student achievement. As World Bank report in 1995, show that in Philippines, the increasing of ratio textbook own from 1:10 to 1:2, significantly increase student achievement. Effendi, Anwar:2009 As Taylor found in Swanepoel, S:2010, about the use of textbook in some countries in the world showed in table below. Table 1.1 : List of studies that measure the use of textbook Country Research on Textbook Use USA 1. 96 of grade 9-12 science class use published textbook. 2. 59 of a national sampling of science teachers indicated that textbooks had a major influence on their teaching France Teachers use textbooks almost all the time Pepin and Haggerty, 2003 Germany 1. 70 of teachers used mostly textbooks 2. 20 of teachers used textbook often 3. 8 of teachers seldomly used textbook 4. 2 of teachers never used textbooks Sitte, 1999 Austria Textbooks are the most used teaching aid. Textbooks were used in 87,4 of the cases where teaching aids were used Sitte, 1999 It is along with my experience during PPL in SMA N 2 Kisaran. The use of textbook in the class especially for Physics subject is an important part. Because the existence of another learning sources is still not enough to cover the textbook used in teaching and learning process. It is known by the access of student to the world wide web is still limited, the existence of Physics textbook in library can not support what student needs, and many others. So, textbook becomes almost the only one source of Physics main information and knowledge, also for the student achievement. In order to provide Textbook that can support effective and efficient learning process, government along with minister of education has published standards that must be filled by the Textbooks publisher. It is stated clearly in