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

By:

Chandra Sinurat 4123342003 Bilingual Biology Education

THESIS

Submitted to Fulfill the Requirement for The Degree of Sarjana Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCE

STATE UNIVERSITY OF MEDAN MEDAN

The Completeness, Breadth and Depth : A Comparison between Indonesia and Cambridge High School Biology Textbook for Respiratory System

(Chandra Sinurat, 4123342003) ABSTRACT

This research was aimed to compare High School Biology Textbook Indonesia Publisher and Cambridge Publisher. Comparison was made based on completeness, breadth and depth of book content got by using assesment instrument from Badan Standard Nasional Pendidikan (BSNP). The biology textbooks from Indonesia are Buku Standard Elektronik (BSE) published by Departemen Pendidikan Nasional, Biologi SMA dan MA Kelas XI by Erlangga Esis, Biologi SMA/MA Bailmu Kelas XI by Bumi Aksara and from Cambridge University Publisher is Cambridge International AS and A Level Biology Course book Fourth Edition. The books sample was taken purposively. The result show that book from Cambridge got score 4 and so do three Indonesia books for completeness aspect. All books got score 4 for breadth aspect. Cambridge book got score 3 and for three Indonesia books got score 4 for depth aspect. Although the book from Cambridge publisher got score lower than Indonesia book but the concept is more understandable and clear. The explanation about Smoking, Tobacco smoke and Disease in human respiratory more clear in Cambridge than Indonesia book.

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ACKNOWLEDGEMENT

Thanks to the God which are in heaven for his bless and love in everyday and every time. Because of his love and grace, strength that given to me in completimg this thesis. The writer also give thanks to all people that can’t be listed all the names who supported her in completing this thesis.

The deepest gratitude and thanks for my thesis supervisor, Mr Syarifuddin M.Sc., Ph.D. who has given support, suggestion and motivation in writing this thesis, without his guidance, this thesis would not have been possible to finish. The writer also thanks to academic supervisor Dr. Ely Djulia, M.Pd who has given support at least four years to the writer from beginning until the end of examination.

This thesis wouldn’t be completed without supports, gudances, and suggestion from many division. First and foremost, my appreciation goes to the Dean of Mathematic and Science Faculty, Dr. Asrin Lubis, M.Pd, Coordinator of Bilingual Study Program, Dr. Iis Siti Jahro, M.Si, the Head of Biology Department , Dr. Hasruddin, M.Pd, and for thesis examiners, Prof. Dr. Herbert Sipahutar, M.S., M.Sc, Dr. Tumiur Gultom, S.P., M.P, Dra. Meida Nugrahalia, M.Sc and Drs. Tri Harsono, M.Si for their important comments and suggestions to make this thesis better.

The writer also greatly appreciate for the contribution of Digital Library State University of Medan and all the staff for the kindness to give the writer chance to do research there.

Special greatest thanks also give to my awesome parents, Morlen Sinurat and Senneria Sihombing for their unending love and care from I started this research until finished, to my best brother Rafael Sinurat and my sisters Sani and Vita Sinurat.

Thanks a lot for all of my family in Bilingual Biology 2012 especially and my friends in cost for all of their care. Writer try the best to finished this thesis, but realize that are so many lackness and weakness especially in content. The critics and advices are welcome from the reader in order to make this thesis better.

Medan, 25 July 2016 Writer,

Chandra Sinurat IDN: 4123342003

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TABLE OF CONTENTS

Page

Approval sheet i

Biography ii

Abstract iii

Acknowledgement v

Table of Contents vii

List of Table viii

List of Figure ix

List Of Appendix x

CHAPTER I INTRODUCTION 1.1 Background 1

1.2 Problem Identification 4

1.3 Problem Scope 4

1.4 Problem Formulation 5

1.5 Research Objectives 5

1.6 Significances of Research 5

1.7 Operational Definitions 6

CHAPTER II THEORETICAL REVIEW 2.1 Theoretical Framework 7

2.1.1 Definition of Textbook 7

2.1.2 Importance of Textbook 8

2.1.3 Characteristics of Good Textbook 9

2.1.4 Assessment of Textbook 11

2.2 Mammalian Respiratory System 13

2.3 The Essential Concepts of Biology Textbook 16

2.4 Curriculum 18

2.3.1 Indonesia Curriculum 20

2.3.2 Cambridge Curriculum 21

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Time and Location 23

3.2 Sample 23

3.3 Research Type 24

3.6 Research Instrument 24

3.7 Data Collecting Technique 25

3.8 Data Analyzing 26

CHAPTER IV RESULT AND DISCUSSION 4.1 Result of Data Analysis 27

4.1.1 Data Quantitative Analysis 27

4.1.1.2 Breadth Aspect 29

4.1.1.3 Depth Aspect 29

4.1.2 Data Qualitative Analysis 30

4.2 Discussion of Result 37

CHAPTER V CONCLUSION AND RECOMMENDATION 5.1 Conclusion 41

5.2 Recommendation 41

REFERENCES 42

ix

LIST OF FIGURE

Page

Figure 1.1 Mammalian respiratory system 14

Figure 4.1 Result of Completeness Book Content 31 Figure 4.2 Result of Breadth Book Content 33

LIST OF TABLE

Page Table 3.1 Domain about Respiratory System in KTSP Indonesia 21 Table3.2 Domain about Respiratory System in Cambridge Curriculum 22

Table 3.3 Analyzed Biology Textbooks 23

Table 3.4 The Research Instrument 24

Table 3.5 Content completeness scoring 24

Table 3.6 Content breadth scoring 25

Table 3.7 Content depth scoring 25

Table 3.8 Percentage of the Senior High School Biology Textbook 26 Analyzing Result Based On Breadth, Depth and Completeness

x

LIST OF APPENDIX

Page

Appendix 1 Syllabus of Book Sample 45

1

The textbook have a role as source of potential learning as what students learn from textbooks and the practicality of that learning is mediated by the school context teacher, peers, instruction, and assignments. (Mahmood, 2011) Indonesia, textbooks required to be used in primary and secondary education units or colleges that contains the subject matter (Ministerial Regulation No. 11 of 2005). Textbook is one important variable in successful learning. Textbooks play an important role in the learning process, curriculum and instruction, especially in developing countries (Chiapetta ,2007)

Usability textbooks described by Satromiharjo (2012) that textbook is a book that is designed for use in class carefully structured and prepared by experts and equipped with the tools appropriate and equitable in teaching. The textbook is a learning tool that is commonly used in schools and university to support a teaching program. It relates to statement Wardani (2012) said that a textbook compiled by experts in their field, used at certain levels and is equipped with a means of learning. In many parts of the world, the textbook is the only resource for the teacher and to make matters worse, textbooks become the curriculum and determine to a great extent what is taught and learned in the classroom (Khalick et al. 2008).

Related to PISA (Programme for International Student Assessment) an international program to evaluate the ability of reading, science and math of students that scientific literacy skills of students Indonesia is still below standard. results of PISA 2009, Indonesia was ranked 61 of 65 participating countries with an average score of 391, while international average 500 (OECD, 2010). The results of PISA 2012, Indonesia was ranked 64 of 65 participating countries with an average score of 375, while the international average score 500 (OECD, 2013). Related to scientific literacy, besides the syllabus, curriculum and teachers, textbooks play an important role in the development of scientific literacy of

2

students. Textbooks are the most frequently used learning support material and the availability of high quality textbooks is one of the critical factors in the successful implementation of educational reform. Learning from textbook add another dimension to the completeness of the learning process, these dimensions are texts and information process. Science textbooks need to show science in various parts that support students in mastering the learning material (Swanapoel, 2010). The existence of textbooks is very important because it the textbook is one of the basic tools in science education.

Chiappetta & Filman (2007) stated that in general science textbooks combines discussion about the nature of science, to engage students in activities to collect information and conduct laboratory investigations, outlining the relationship between science, technology and society. That science text book will be able to encourage the students to improve thinking ability and is not just understand terminology. Science text book should aid in development of learned societies in technology and science (Deani, 2013). It is not only contains about knowledge or science concepts but also develop science process and the link science to technology and society.

Leads to the biology, the main thing that until now found on biology textbooks which the contents of the book that has been through several curriculum tend to be equal or less unchanged. Redjeki (1997) in Purnomo (2003) said that textbooks Indonesian students who consumed at least 50 years of the latest developments of modern science, some common weaknesses are translations of foreign books and incompatible with the conditions of Indonesian society, the language used does not fit with the level of education, too many materials. On the other hand Kamil (2010) Textbooks used in class need careful reviewing by teachers. If, for example, there are too many new words on a page, these need to be clarified so meaningful reading occurs. Adequate time then needs to be given each new word so that pupils understand what is read.

Indonesia based on National Education Ministerial Decree No. 2 of 2008 chapter 4 section 1: ”Textbooks in primary and secondary education levels assessed the feasibility-useful beforehand by the National Education Standards

Agency ( BSNP ) before being used by teachers or students as a learning resource in the educational unit”. Aspects to be considered is suitability materials, presentation materials, use of language and readability the quality of training and the questions presented, and accessibility of textbooks.

In other country like Malaysia, they also did an evaluation of textbooks which is called “ Vetting of Textbooks”, which is the minister of education said that textbooks must be accordance with the curriculum and has two important aspects in the text book are graphic and design.

According to PP No. 19 of 2005, which is a good text book has four components, namely worthiness component content, language, presentation, graphic, and explanation. A good textbooks are books:

1. Minimal refers to the standards and basic competencies.

2. Contains information, messages, and the knowledge contained in the form written which be communicated to the reader especially teachers and students, logically, easily accepted.

3. The concepts presented in an interesting, interactive and stimulate the process of critical thinking, creativity, innovation, Breadth of thinking and self evaluation.

4. Attractive display, easy to read and use and physical quality of the book. The selection of topic is based on random sampling, which is all the topics in the book samples drawn by researcher then the topics selected when the draw occur the respiratory system got by researcher and use to be discussed. Furthermore system of the body is a very important matter and is closely related to daily activities of living things include human. Respiratory system is the subject matter that has been introduced at elementary schools continues even in junior high school and discussed more in senior high school. In senior high school body systems obligated subject that will always exist. Based on research Tekayya (2002)that students have difficulty learning, especially in the discussion of body systems such as the concept of the nervous system, respiratory, excretion and digestion are considered the most difficult after genetics. Supported by (Cimer, 2011) Many concepts or topics in biology, including water transport in plants,

4

protein synthesis, respiratory and photosynthesis, gaseous exchange, energy, cells, mitosis and meiosis, organs, physiological processes, hormonal regulation, oxygen transport, genetics, Mendelian genetics, genetic engineering, and the central nervous system can be perceived as difficult to learn by secondary school students.

Based on some reasons or background above this research important to held to know about biology textbook in senior high school with title “The Completeness, Breadth and Depth : A Comparison Between Indonesia and Cambridge High School Biology Textbook for Respiratory System Topic” and is expected to enhance the knowledge of students, especially in the matter respiratory system.

1.2 Problem Identification

Based on the background description above, researcher identified the problem as follows :

1) There are difference in feasibility content between Indonesia and Cambridge Science textbook.

2) Textbook in Indonesia contain same concept although the curriculum have changed.

3) Research about book comparison in Indonesia with other countries is limited.

4) Respiratory system is one of topic in biology that difficult to learn for secondary school.

1.3 Problem Scope

Scope of problem for directing the research namely :

1) Textbooks that compared namely biology textbooks from Indonesia and Cambridge publisher.

2) The comparison area completeness, breadth and depth and in each book using Badan Standar Nasional Pendidikan (BSNP) assessment to evaluate the books.

3) The topic discussed in this research is Respiratory System.

1.4 Problem Formulation

The problem formulation namely :

1) Which is book that has the most complete in respiratory system ? 2) Which is book that discuss respiratory system breadther ?

3) Which is book that discuss respiratory system depther ?

1.5 Research Objectives

Some objectives of this research are :

1) Conducting a study about the breadth of matter in Senior High School Biology textbooks with topic Respiratory System.

2) Conducting a study about the depth of matter in Senior High School Biology textbooks with topic Respiratory System.

3) Conducting a study about the completeness of matter in Senior High School Biology textbooks with topic Respiratory System.

4) Finding the country which has most understanding textbook in respiratory system.

1.6 Significances of Research

This observation expected benefit for : 1) Teachers

a. Helping for choosing the right biology textbook for using in learning appropriate levels of student.

b. Matching the breadth, width and completeness of textbooks with curriculum that exist.

2) Publisher

a. Helping editing of textbooks to match the demands of the curriculum and the level of students' knowledge.

b. Describing about comparison depth, breadth and completeness of text books correspond with the development of curriculum.

6

3) UNIMED

This thesis can using as additional research literature about book comparison in width, breadth and completeness.

4) Other Researcher

Addition as reference and comparative material in relevant field in the future.

1.7Operational Definition

There are some several point that using for evaluation on samples :

1. The Completeness of materials means materials presented includes all matter contained in the Competency Standards and the Basic Competency.

2. The Depth aspect that is The material presented introduction of the concepts, definitions, procedures, views, examples, cases, exercises, accordance with syllabus and competence and accordance with education level learners.

3. The Breadth aspect that is reflects description that support achievement of Basic Competence.

41

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.

5.2Recommendation

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.

42

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, 41(2):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.uk/images/164500-2016-2018-syllabus.pdf)

Campbell, N.A., Reece, J. B. (2011). Biology 9th 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. 29(15), 1847-1868.

Cimer, A. (2012). What makes biology learning difficult and effective: Students” Views. Educational Research and Reviews Vol. 7(3), 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. 3(4): 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.

Deani, U. (2013). Quatitative analysis of secondary school biology textbooks for scienctific literacy themes. Research Journal in Organizational Psychology & Education Studies 2 (1): 39-43.

Depdiknas, (2006). Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Departemen Pendidikan Nasional.

Departemen Pendidikan Nasional, (2005). Peraturan Pemerintah Nomor 19 Tahun 2005, tentang Standar Nasional Pendidikan, Jakarta: Depdiknas. Departemen Pendidikan Nasional, (2005). Peraturan Pemerintah Nomor 11

Tahun 2005, tentang Buku Teks Pelajaran, Jakarta: Depdiknas.

Fingel, F. (2009). UNESCO Guided on Textbook Research and Textbook Revision Second Revised and Updated Edition. Langenhagen: Popdruck Print. http://maslatip.com/tag/soal-olimpiade-biologi-sma accessed on March 15th, 2016. https://www.zenius.net/cg/45/sbmptn-snmptn-simak-ui-ujian-mandiri acessed on

March 15th, 2016.

Horsley, M. (2010). The role of textbooks and other teaching and learning resources in higher education in Australia: change and continuity in supporting learning. Journal Volume 3, No. 2, 2010.

Kamil, M.L. (2010). Adolescent Literacy and Textbooks: An Annotated Bibliography. New York, NY: Carnegie Corporation of New York.

Kementrian Pendidikan dan Kebudayaan. (2016). Survei Internasional PISA ( Programme for International Student Assesment)., Jakarta: Kemendikbud. Kolavou, A., Panhuizen. M., Bakker. M. (2009). Non-Routine Problem Solving

Tasks in Primary School Mathematics Textbooks – A Needle in a Haystack. Mediterranean Journal for Research and Mathematic Education, Volume 8, 2, 31-66, 2009.

Mahmood K. (2011). Textbook evaluation in pakistan: issue of conformity to the national curriculum guidelines. Bulletin of Education & Research 32 (1): 15-36.

Mohammad, F. K. (2010). Effective Use of Textbooks: A Neglected Aspect of Education in Pakistan. Journal of Education for International Development 3:1

Muslich, M. (2010). Text Book Writing. Jakarta: Ar-Ruzz Media

OECD. (2013). PISA 2012 Results in Focus What 15-year-olds Know and What

44

http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. [8 Desember 2013]

Peraturan Pemerintah. (2008). Peraturan Pemerintah Nomor 2 Tahun 2008 Tentang Buku. Jakarta: Menteri Pendidikan Nasonal.

Pop-Pacurar, I., and Ciascai. (2010), Biology School Textbooks And Their Role For Students’ Success In Learning Sciences, Journal Volume 3, No. 1, 2010.

Pratiwi, D. (2012). Analisis Representasi Salingtemas Buku Ajar Biologi Kelas XI SMA Negeri Sekota Semarang, Unnes.J.Biol.Educ. (2) (2012).

Purnomo. H. S. (2013). Buku yang Membodohkan. http://www.suaramerdeka .com/harian/0312/08/kha2.htm (Accesed on February 11th, 2016)

Sastromiharjo, A. (2012). Penulisan Buku Ajar. www.file.upi.edu.pdf (Accessed on February 9th, 2016).

Sitepu, B, P. (2005). Memilih Buku Pelajaran. Jakarta: Jurnal Pendidikan Penabur, No.04/Th.IV/Juli 2005.

Swe, K. (2014). Critical Analysis of Science Textbooks: Evaluating instructional effectiveness. Journal Vol. 4 Year 2014

Swanapoel, S. (2010). The assessment of the quality of science education textbooks: Conceptual framework and instruments for analysis. Doctorate Dissertation University of South Africa: published.

Susan, W. (2006). Textbook selection and respect for diversity in the United States. Promoting social cohesion through education: Case studies and tools for using textbooks and curricula, International Reading Association (pp. 107- 121).

Tekayya, C. (2002). Misconception as Barrier to Understanding Biology. Journal of Hacettepe University Education Faculty, 23, 259-266.

Wanjira, A. (2003). Textbook selection experiences among secondary school teachers of English in Kenya, International Journal of Education and Research Vol. 1, No. 12 Desember 2003

Wardani, W. (2012). Analisis Teks Buku Sekolah Elektronik (BSE) IPS Terpadu Kelas VII SMP/MTS Terbitan Depdiknas. http://www.scribd.com/ doc/36098854/skripsi-analisis-teks-atau-analisis-bukuteks (Accessed on february 9th, 2016)

Wen su, S., Shan Chen, Y. (2012). A Genre-based approach to teaching EFL summary writing. ELT Journal. 66 (2 April 2012, pp.184-195).

3) The topic discussed in this research is Respiratory System.

1.4 Problem Formulation

The problem formulation namely :

1) Which is book that has the most complete in respiratory system ? 2) Which is book that discuss respiratory system breadther ?

3) Which is book that discuss respiratory system depther ?

1.5 Research Objectives

Some objectives of this research are :

1) Conducting a study about the breadth of matter in Senior High School Biology textbooks with topic Respiratory System.

2) Conducting a study about the depth of matter in Senior High School Biology textbooks with topic Respiratory System.

3) Conducting a study about the completeness of matter in Senior High School Biology textbooks with topic Respiratory System.

4) Finding the country which has most understanding textbook in respiratory system.

1.6 Significances of Research

This observation expected benefit for : 1) Teachers

a. Helping for choosing the right biology textbook for using in learning appropriate levels of student.

b. Matching the breadth, width and completeness of textbooks with curriculum that exist.

2) Publisher

a. Helping editing of textbooks to match the demands of the curriculum and the level of students' knowledge.

b. Describing about comparison depth, breadth and completeness of text books correspond with the development of curriculum.

6

3) UNIMED

This thesis can using as additional research literature about book comparison in width, breadth and completeness.

4) Other Researcher

Addition as reference and comparative material in relevant field in the future.

1.7Operational Definition

There are some several point that using for evaluation on samples :

1. The Completeness of materials means materials presented includes all matter contained in the Competency Standards and the Basic Competency.

2. The Depth aspect that is The material presented introduction of the concepts, definitions, procedures, views, examples, cases, exercises, accordance with syllabus and competence and accordance with education level learners.

3. The Breadth aspect that is reflects description that support achievement of Basic Competence.

41

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.

5.2Recommendation

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.

42

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, 41(2):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.uk/images/164500-2016-2018-syllabus.pdf)

Campbell, N.A., Reece, J. B. (2011). Biology 9th 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. 29(15), 1847-1868.

Cimer, A. (2012). What makes biology learning difficult and effective: Students” Views. Educational Research and Reviews Vol. 7(3), 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. 3(4): 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.

Deani, U. (2013). Quatitative analysis of secondary school biology textbooks for scienctific literacy themes. Research Journal in Organizational Psychology & Education Studies 2 (1): 39-43.

Depdiknas, (2006). Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Departemen Pendidikan Nasional.

Departemen Pendidikan Nasional, (2005). Peraturan Pemerintah Nomor 19 Tahun 2005, tentang Standar Nasional Pendidikan, Jakarta: Depdiknas. Departemen Pendidikan Nasional, (2005). Peraturan Pemerintah Nomor 11

Tahun 2005, tentang Buku Teks Pelajaran, Jakarta: Depdiknas.

Fingel, F. (2009). UNESCO Guided on Textbook Research and Textbook Revision Second Revised and Updated Edition. Langenhagen: Popdruck Print. http://maslatip.com/tag/soal-olimpiade-biologi-sma accessed on March 15th, 2016. https://www.zenius.net/cg/45/sbmptn-snmptn-simak-ui-ujian-mandiri acessed on

March 15th, 2016.

Horsley, M. (2010). The role of textbooks and other teaching and learning resources in higher education in Australia: change and continuity in supporting learning. Journal Volume 3, No. 2, 2010.

Kamil, M.L. (2010). Adolescent Literacy and Textbooks: An Annotated Bibliography. New York, NY: Carnegie Corporation of New York.

Kementrian Pendidikan dan Kebudayaan. (2016). Survei Internasional PISA ( Programme for International Student Assesment)., Jakarta: Kemendikbud. Kolavou, A., Panhuizen. M., Bakker. M. (2009). Non-Routine Problem Solving

Tasks in Primary School Mathematics Textbooks – A Needle in a Haystack. Mediterranean Journal for Research and Mathematic Education, Volume 8, 2, 31-66, 2009.

Mahmood K. (2011). Textbook evaluation in pakistan: issue of conformity to the national curriculum guidelines. Bulletin of Education & Research 32 (1): 15-36.

Mohammad, F. K. (2010). Effective Use of Textbooks: A Neglected Aspect of Education in Pakistan. Journal of Education for International Development 3:1

Muslich, M. (2010). Text Book Writing. Jakarta: Ar-Ruzz Media

OECD. (2013). PISA 2012 Results in Focus What 15-year-olds Know and What

44

http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. [8 Desember 2013]

Peraturan Pemerintah. (2008). Peraturan Pemerintah Nomor 2 Tahun 2008 Tentang Buku. Jakarta: Menteri Pendidikan Nasonal.

Pop-Pacurar, I., and Ciascai. (2010), Biology School Textbooks And Their Role For Students’ Success In Learning Sciences, Journal Volume 3, No. 1, 2010.

Pratiwi, D. (2012). Analisis Representasi Salingtemas Buku Ajar Biologi Kelas XI SMA Negeri Sekota Semarang, Unnes.J.Biol.Educ. (2) (2012).

Purnomo. H. S. (2013). Buku yang Membodohkan. http://www.suaramerdeka .com/harian/0312/08/kha2.htm (Accesed on February 11th, 2016)

Sastromiharjo, A. (2012). Penulisan Buku Ajar. www.file.upi.edu.pdf (Accessed on February 9th, 2016).

Sitepu, B, P. (2005). Memilih Buku Pelajaran. Jakarta: Jurnal Pendidikan Penabur, No.04/Th.IV/Juli 2005.

Swe, K. (2014). Critical Analysis of Science Textbooks: Evaluating instructional effectiveness. Journal Vol. 4 Year 2014

Swanapoel, S. (2010). The assessment of the quality of science education textbooks: Conceptual framework and instruments for analysis. Doctorate Dissertation University of South Africa: published.

Susan, W. (2006). Textbook selection and respect for diversity in the United States. Promoting social cohesion through education: Case studies and tools for using textbooks and curricula, International Reading Association (pp. 107- 121).

Tekayya, C. (2002). Misconception as Barrier to Understanding Biology. Journal of Hacettepe University Education Faculty, 23, 259-266.

Wanjira, A. (2003). Textbook selection experiences among secondary school teachers of English in Kenya, International Journal of Education and Research Vol. 1, No. 12 Desember 2003

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