Operational Definition THE COMPLETENESS, BREADTH AND DEPTH : A COMPARISON BETWEEN INDONESIA AND CAMBRIDGE HIGH SCHOOL BIOLOGY TEXTBOOK FOR RESPIRATORY SYSTEM.

41 CHAPTER V CONCLUSION AND RECOMMENDATION

5.1 Conclusions

Based on the result discussions can be concluded that all the book that have been analyzed compatible with the curriculum, lot of similarities and few topic that do not discussed. 1. All the books from different publisher have same position in completeness aspect for respiratory system topic. 2. The Cambridge and three Indonesia books have the same position for depth aspect in discussion of respiratory system. 3. Three Indonesia books have deeper discussion of respiratory system than Cambridge book for depth aspect.

5.2 Recommendation

Some suggestion based on result of research : 1. The use of textbook for teacher first should be adjust with what curriculum need or specific the matching with Standard and Basic competence in the Curriculum. Book compiled based on requirements of curriculum and not contrary the curriculum developed by the book. 2. Teacher can use the textbook from another country such as Cambridge publisher as reference book as additional material and some new information that existed in that book with related topic. 3. Student should have reference book and not only use one textbook to help for content comparison and some new material as enrichment for the topic that learn. REFERENCES Abd-El-Khalick, F., Waters, M., Le, A. 2008. Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45, 835–855. Aryeni., Hasruddin. 2012. Analisis Kesesuaian Buku Ajar Biologi Berdasarkan Standar Isi KTSP Kelas X Semester I Sma Negeri Se-Kota Medan. Jurnal Pendidikan Biologi :Medan Badan Standard Nasional Pendidikan. 2007. Kegiatan Penilaian Buku Teks Pelajaran Pendidikan Dasar dan Menengah. Jakarta : BSNP. Buxton, A.C., and Austin, P. 2003. Better Books Better Teaching, Science and Children, Educational Periodicals, 412:28. Calado, M., Scharfenberg., F., Bogner, F. 2015. To What Extent do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science Technology-Society-Environment Issues. Educ. Sci. 2015, 5, 255– 280 Cambridge University, 2015, Syllabus Cambridge International AS and A Level Biology. Available on : http:www.cie.org.ukimages164500-2016-2018-syllabus.pdf Campbell, N.A., Reece, J. B. 2011. Biology 9 th Edition. Benjamin Cummings Pearson. United States of America Chiappetta, E.L, Fillman, D.A. 2007. Analysis of Five High School Biology Textbooks Used in the United States for Inclusion of the Nature of Science. International Journal of Science Education. 2915, 1847-1868. Cimer, A. 2012. What makes biology learning difficult and effective: Students” Views. Educational Research and Reviews Vol. 73, pp. 61-71, 19 January, 2012. Chabalengula, V.M and Frackson, M. 2008. Curriculum and Instructional Validity of Scientific Literacy Themes Covered in Zambian High School Biology Curriculum. International Journal of Enviromental and Science Education. 34: 207-220 Cobanoglu, E. O., Sahin, B., Karakaya, C., 2009 Underlining the Problems in Biology Textbook for 10th Grades in High School Education Using the Suggestions of Practicing Teachers, Journal of Turkish Science Education Volume 6, Issue 2, August 2009.