THE COMPLETENESS, BREADTH AND DEPTH: A COMPARISON BETWEEN INDONESIAN AND CAMBRIDGE HIGH SCHOOL BIOLOGY TEXTBOOK FOR NERVOUS SYSTEM TOPIC.
THE COMPLETENESS, BREADTH AND DEPTH: A COMPARISON
BETWEEN INDONESIAN AND CAMBRIDGE HIGH SCHOOL
BIOLOGY TEXTBOOK FOR NERVOUS SYSTEM TOPIC
By:
Corry Sepvia Br. Pasaribu
4123141016
Biology Billingual Education Study Program
THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
Corry Sepvia Br. Pasaribu was born in Rantauprapat on September 6th
1993. Writer is the second daughter of E. Pasaribu S.Pd and R.Tampubolon S.Pd.
In 1998, the writer started her first educational experience in TK Perguruan
Panglima Polem Rantauprapat and finished in 1999. The writer continued her
study in SD Swasta Perguruan Panglima Polem Rantauprapat in 1999 and finished
in 2005. The writer continued her study in SMPN 2 Rantau Utara in 2005 and
graduated in 2008. Next, the writer continued her study in SMAN 2 Rantau Utara
in 2008 and graduated in 2011. The writer was registered in Biology Bilingual
Education Program, Biology Department, Faculty of Mathematics and Natural
Science, Universitas Negeri Medan in 2012. During her study in university, the
writer is a member of UKMKP (Unit Kegiatan Mahasiswa Kristen Protestan) and
IKBKB (Ikatan Keluarga Besar Kristen Biologi). Beside it, writer was active in
scientific paper writing. Writer with her team have become a finalis in MIPA
untuk Negeri Universitas Indonesia 2016.
iii
THE COMPLETENESS, BREADTH AND DEPTH: A COMPARISON
BETWEEN INDONESIAN AND CAMBRIDGE HIGH SCHOOL
BIOLOGY TEXTBOOK FOR NERVOUS SYSTEM TOPIC
Corry Sepvia Br. Pasaribu (SIN 4123141016)
ABSTRACT
This study’s purpose was to compare the score result of completeness,
breadth, and depth between Indonesian and Cambridge high school biology
textbook for nervous system topic. This research type was descriptive. The
samples were high school biology textbooks from different publisher, Esis,
Erlangga, Ministry of Indonesia Education (Buku Standard Elektronik) and
Cambridge. The data got by using instrument from Badan Standard Nasional
Pendidikan (BSNP). The result showed that book published by Cambridge got
score 3, while three Indonesian’s book got score 4 in completeness assesment. All
books got score 4 in breadth aspect. In Depth assesment, book published by
Cambridge got score 3, while three Indonesian’s book got score 4. Eventhough
the book published by Cambridge got score lower than three Indonesia’s
publisher, the concept clearity is very understable in book published by
Cambridge. Three Indonesian’s books did not explain the concept of impuls
transmission, synapses’s role, receptor’s importance in nervous system clearly,
but book published by Cambridge did.
Keywords : Completeness, Breadth, Depth, Cambridge, Indonesian
iv
ACKNOWLEDGEMENT
Thanks to my extraordinary God, Jesus Christ, who always beside me
when I wrote this thesis. Because of His love and grace, give me strength to
complete this thesis with title “The Completeness, Breadth and Depth: A
Comparison Between Indonesian and Cambridge High School Biology Textbook
for Nervous System Topic”. This thesis I tribute for You.
First, thank you for the Dean of FMIPA UNIMED, Dr. Asrin Lubis, M.Si,
the Head of Biology Department, Dr. Hasruddin, M.Pd, the Bilingual Program
Coordinator, Dr. Iis Siti Jahro, M.Si for their support in completing this thesis.
Special thank you for my thesis supervisor Syarifuddin, M.Sc., Ph.D. for his
guidance, motivation and support during write this thesis.
My greatest thanks for my parents, E. Pasaribu and R. Tampubolon for
their pray, enthusiasm and funds. A big huge for my best sister, Juniar Pasaribu.
They are my best motivator. Thanks to my best friend, Meichy Manik and
Adventina Nababan for their motivation to me. Thanks to my team in thesis
writing, Evi, Chandra, Dahlia, Lia for their idea. Also thanks for all friends in
Bilingual Biology Education 2012, espesially for Arny, Carol, Nesya, Durriyah
and Dwi Purwanti, and PPLT SMAN 2 Balige for their information and their
support.
Medan, 20 July 2016
Writer
Corry Sepvia Br. Pasaribu
v
TABLE OF CONTENTS
Page
Authentication Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of contents
v
List of Table
vii
List of Figure
viii
List of Appendix
ix
CHAPTER I INTRODUCTION
1
1.1
Background
1
1.2
Problem Identification
3
1.3
Problem Scooping
4
1.4
Research Question
4
1.5
Research Objective
4
1.6
Research Significance
5
1.7
Operational Definition
5
CHAPTER II THEORETICAL REVIEW
6
2.1
Theoretical Framework
6
2.1.1
The Textbook Definition
6
2.1.2
The Textbook Writing and Evaluating
6
2.1.3
The Role of Textbook
8
2.1.4
The Textbook Research round the World
9
2.1.5
Nervous System
10
2.1.5.1 Organization of the Human Nervous System
10
2.1.5.2 Glia
13
2.1.5.3 The Peripheral Nervous System
13
vi
2.1.5.4 Nerve Communication
16
2.1.5.5 The Synapse
21
2.1.5.6 Disorder/Disease in Nervous System
25
CHAPTER III RESEARCH METODOLOGY
27
3.1
Research Time and Location
27
3.2
Population and Sample
27
3.3
Research Type
28
3.4
Research Instrument
28
3.5
Data Accumulation Technique
29
3.6
Data Analyzing
30
CHAPTER IV RESULT AND DISCUSSION
31
4.1
Result of Data Analysis
31
4.1.1
Quantitative Data Analysis
31
4.1.1.1 Completeness Analysis
31
4.1.1.2 Breadth Analysis
32
4.1.1.3 Depth Analysis
33
4.1.2
Qualitative Book Analysis
36
4.2
Discussion
45
CHAPTER V CONCLUSION AND RECOMMENDATION
47
5.1
Conclusion
47
5.2
Recommendation
47
REFERENCES
48
Appendix
51
vii
LIST OF TABLE
Page
Table 2.1
Standard and Basic Competence of Nervous System
10
Table 3.1
Analyzed Biology Textbooks
27
Table 3.2
The Research Instrument
28
Table 3.3
Content Completeness Scoring
28
Table 3.4
Content Breadth Scoring
29
Table 3.5
Content Depth Scoring
29
Table 3.6
Table 4.1
Score of the High School Biology Textbook Analyzing
Result Based On Completeness, Breadth, and Depth.
The Concept Comparison
30
36
viii
LIST OF FIGURE
Page
Figure 2.1
The Knee-Jerk Reflex.
11
Figure 2.2
The Vertebrae Nervous System
11
Figure 2.3
Ventricles, Gray Matter, And White Matter
12
Figure 2.4
Glia in The Human Nervous System
13
Figure 2.5
Figure 2.6
Functional Hierarchy Of The Human Peripheral Nervous
System
The Parasympathetic And Sympathetic Divisions Of The
Autonomic Nervous System
14
15
Figure 2.7
Synaptic Transmission
24
Figure 4.1
Completeness Result Graphic
31
Figure 4.2
Breadth Result Graphic
33
Figure 4.3
Depth Result Graphic
34
ix
LIST OF APPENDIX
Page
Appendix 1
The Books Analysis
51
Appendix 2
Quantitatif Data Instrument
87
Appendix 3
The Book’s Curriculum Comparison
95
Appendix 4
Instrument Based on BSNP
98
CHAPTER I
INTRODUCTION
1.1 Background
Textbook is one of learning media which is used by teacher in the
learning-teaching process. Textbook has function as a tool, tutor, guidebook and
gauge in the classroom. (Kulm, et al. 1999). The changing of Indonesia education
paradigm from teacher center learning becomes student center learning makes
textbook present become more necessary (Muljono, 2007). Student center learning
places teacher as the facilitator in the classroom. It makes the student must be
more active by himself in mastering their knowledge. Textbook as a main source
in the classroom will be determine the successful of knowledge transferring.
Textbook is also applied as principal curriculum and source of lesson by
teacher around the world (Liang and Cobern, 2013). Chiappetta and Fillman
(2007) identified that textbooks in all school grade are often applied as the subject
matter fundamental coordinator which students are supposed to studied and give
an complete description of subject to be informed. Supriadi (2001) determined
that the student achievement in Indonesia has correlated with the textbook
ownership.
Albach and Kelly (1998) in Ramnarain and Padayachee (2015) said that in
science class, the textbook assist to interpret the intentions of curriculum to the
class implementation by indicating the objective of science learning, such as
understanding the nature of science and science content, developing inquiry skills,
understanding the interrelationship of science, technology, the environment and
society. It is usual use textbook in teaching biology (Kuechle, 1995). So, textbook
is one of crucial factors to determine the biology student learning outcomes.
Recently, the Indonesia education quality in science is concerned. This can
be noticed by some indicator like the Indonesia grade in International competition.
A survey held by Trends in International Mathematics and Science Study
(TIMSS) in 2011 describe Indonesia students have not yet do adequately. In
1
2
science literation, Indonesia was standing in 40 from 42 countries followed with
score 406. Indonesia score in science is under the International average score, 500.
Meanwhile in International Reading Literacy Study (PIRLS) 2011, Indonesia
student has position in 42 from 45 country with score 428 (Driana, 2012). While,
a study held by PISA (Progamme for International Students Assessment) in 2009
explain Indonesia’s student also don’t do satisfy. Indonesia ranked 57 in reading
competition, 61 for mathematics, and 60 for Science from 65 countries
(Kemdikbud, 2015).
The presence of textbook is crucial in classroom, the textbook quality must
be considered more aggressively again. In Indonesia textbook quality assessment
carried out by National Education Standard Agency (BSNP). Based on
Government Regulation No. 19 of 2005, textbooks were evaluated by BSNP
based on eligibility of content, language, presentation, and graphic in accordance
with Minister Regulation. In addition, based on the Regulation of the Minister of
National Education good book is a book that can be used during a period of at
least five years, both in terms of content and the physical. It is intended to
accommodate the significant changes in the development of science and
technology, and considerations in economic terms for users (Muljono, 2007)
Indonesia high school textbook quality is very diverse (Muljono, 2007). It
because there are so many publisher in Indonesia, like Erlangga, Bailmu, Tiga
Serangkai, Yudhistira, PT Wangsa Jatra Lestari, etc. Government has an effort to
provide a qualified textbook. One of them is the textbooks assessment conducted
by the Center Book of Education Department to school textbook. Although, there
are many textbooks that have not been assessed and require an assessment in order
to fulfill the standards set based on Government Regulation No. 19 of 2005 and
Minister Regulation No. 22 and 23 of 2006 (Muljono, 2007). This makes some of
Indonesia textbook do not have guaranteed quality.
There are some factors which makes student bored in reading book.
Muslich (2008) said that factors consist of : the textbook gives less attention to the
students' understanding abilities in reading textbooks; the textbook’s design does
not comply with the educational curriculum; teaching materials in textbooks
3
sometimes found not fulfill the environmental conditions and student learning;
used teaching materials is outdated. Adisendjaja (2009) also state that the
published textbook is materialistic, not attract the student affective realization
(emotional), although it has a strong cognitive domain, but can’t active the
reader’s critical thinking and curiosity (teacher and student). This factor is
founded in some Indonesia textbook
Research on the quality of the book is quite a lot in Indonesia. But studies
simply compare the quality of books among fellow publishers in Indonesia as an
example of "Analysis of Conformity Textbook Biology Based on Content
Standards KTSP grade X Semester I in Medan Senior High School" by Aryeni
and Hasruddin (2012), "Analysis of Depth and Breadth of Content In Textbook of
Biology Regarding the Concept of Middle and High School Digestive System of
Food by Mulyani (2013). As for the comparative study of textbooks in Indonesia
with foreign countries are very rare. In fact, Indonesia needs a reference from
developed countries education about the quality of a good book.
Based on the previous statement, it is necessary to do a study to compare
the content’s completeness, breadth, and depth of high school biology textbook
between Indonesia’s publisher and overasea’s publisher. This study conducted in
Nervous System topic. It has tightly relation to daily life and one of difficult topic
to understand in biology learning (Tekkaya, et al. 2001). So, a study with a title
“The Completeness, Breadth, Depth: A Comparison Between Indonesian and
Cambridge High School Biology Textbook for Nervous System Topic” have
been done.
1.2 Problem Identification
Based on the previous background, there are identified problem such as:
1). Textbook is one factor that causes the rank of Indonesia’s student in science
international competition and biology learning outcome is low
2). Student textbook in Indonesia has same concept although the curriculum
change and out of date.
3). Comparative study of textbooks in Indonesia with foreign countries is limited.
4
4). Nervous system is one of biology topic that is difficult to understand has
tightly relation to daily life.
1.3 Problem Scooping
This research just discuss about the senior high school textbook that come
from Indonesia’s publisher such as Esis, Erlangga and Ministry of Education
(Buku Standard Elektronik)
and textbook from Cambridge’s publisher. The
books is purposively selected because of its popularity while other books are
based on acknowledge by themselves Education Ministry and can be found in
Indonesia. The book published by Cambridge was choosen because it was used by
International school in Indonesia, Singapore and Malaysia and easily to found in
researcher’s location.
The area comparison in this research is just the
completeness, breadth, and depth in each textbook. It will use the instrument
based on the Badan Standard Nasional (BSNP) assessment to evaluate the best
textbook and syllabus that used in each country. The topic that is researched just
the nervous system.
1.4 Research Question
Based on the background and the problem scooping, the problem
formulation is:
1). How is the difference of completeness aspect between texbook published by
Indonesian and Cambridge in nervous system topic?
2). How is the difference of breadth aspect between texbook published by
Indonesian and Cambridge in nervous system topic?
3). How is the difference of depth aspect between texbook published by
Indonesian and Cambridge in nervous system topic?
1.5 Research Objective
The objective of this research is to:
1). Compare the textbook content’s completeness between Indonesian and
Cambridge high school biology textbook for nervous system topic.
5
2). Analyze the differences of the textbook’s content breadth Indonesian and
Cambridge high school biology textbook for nervous system topic.
3). Evaluate the textbook concept’s depth between Indonesian and Cambridge
high school biology textbook for nervous system topic.
1.6 Research Significance
The benefit in this research is:
1). to get the description of the completeness, breadth, and depth in Indoensian’s
and Cambridge’s publisher, so government can make a review how to analyze the
good textbook
2). Teachers can use the knowledge from this thesis to select the good textbook
for student and it can be references for teachers if they want to write a book.
3). Publisher can use this knowledge for make the best textbook for student.
4). Be a references for teacher, government, and publisher to do correction for
textbook especially to Indonesia.
1.7 Operational Definition
1). Completeness is an aspect that assessing the textbook content completeness. It
means all content cover all the material which present in Standard and Basic
Competence.
2). Breadth is the assessment aspect which discuss about the scope of textbook
content. The textbook content must reflect and support the Basic competence or
learning outcomes.
3). Depth is the aspect which evaluates the present of the textbook material in
detail, discuss the problems specifically not generally. The content must comprise
of introduction, definition, output display, example, case, exercise, procedure and
accordance with syllabus
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusions
Based on the result and discussion, can be concluded that:
1. The book published by Cambridge is quite good, while the book published by
Esis, Erlangga and BSE is very good in the completeness aspect.
2. For the breadth aspect, all books are very good.
3. The three books from Indonesian publisher is very good while the book
published by Cambridge is quite good again in depth aspect
5.2 Recommendation
Several suggestions based on the research result:
1. It is necessary to develop other instrument which more compatable to
measure the quality of concept’s completeness, depth and breadth.
2. Publishers can use this data as a references to increase the book’s quality in
concept’s completeness, depth and breadth.
3. The government should be more careful in assessing the content’s feasibility
of book because the book is one source of student learning.
4. The textbook author must know the curriculum’s request deeply when write a
textbook so, the book’s content does not display overdose knowledgment.
47
REFERENCES
Adisendjaja, Y.H., (2009), Analisis Buku Ajar Biologi SMA Kelas X di Kota
Bandung Berdasarkan Literasi Sains, Jurusan Pendidikan Biologi FMIPA
UPI, Bandung: Tidak diterbitkan.
Arikunto, S.,(2002), Dasar-Dasar Evaluasi Pendidikan, Jakarta, PT Bumi Aksara.
Aryeni, Hasruddin, (2012), Analisis Kesesuaian Buku Ajar Biologi Berdasarkan
Standar Isi KTSP Kelas X Semester I SMA Negeri Se-Kota Medan, Jurnal
Pendidikan Biologi.
Association for Supervision and Curriculum Development, (1997), Education
Update, 39(1).
Fullick, A., (2008), Edexcel AS Biology, United Kingdom, Pearson Education
Limited.
Chiappetta, L. E., & Fillman, A. D., (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): 18471868.
Cobanoğlu, E. O., Sahin, B., & Karakaya, C, (2009), Examination of the biology
textbook for 10th grades in high school education and the ideas of the preservice teachers. Procedia Social and Behavioral Sciences, 1: 2504-2512.
Driana, E., (2012), Gawat Darurat Pendidikan, Kompas. Available on:
(http://nasional.kompas.com/read/2012/12/14/0234 4589/twitter.com)
accessed on February, 10th 2016.
Jones, M., Fosbery, R., Gregory, J., Taylor, D., (2014), Cambridge International
AS and A Level Biology Coursebook Fourth Edition, United Kingdom,
Cambridge University Press.
Kemendikbud, (2015), Survey International PISA, litbang.kemendikbud.go.id.
Available on: (http://litbang.kemdikbud.go.id/index.php/survei
internasional-pisa) accessed on February, 10th 2016.
Kesidou, S., & Roseman, J. E., (2002), How well do middle school science
programs measure up? Findings from Project 2061’s curriculum review,
Journal of Research in Science Teaching, 39: 522-549.
Kuechle, J, (1995), The last word in biology textbooks, The American Biology
Teacher, 57(4): 208-210.
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49
Kulm, G., Roseman, J. E., & Treistman, M., (1999), A Benchmarks-Based
Approach to Textbook Evaluation, Science Books & Films, 35(4).
Liang, Y., Cobern, W. W., (2013), Analysis of a Typical Chinese High School
Biology Textbook Using the AAAS Textbook Standards, Eurasia J.
Math. Sci. Tech. Ed., 9(4): 329-336.
Lu, Q., Liu, E., (2012), Research on the Consistence of Biology Textbooks for
Senior High Schools with the Curriculum Standards—Taking the
Textbooks of People’s Education Press and Zhejiang Science and
Technology Press as an Example, Curriculum, Teaching Material and
Method, 32(5): 75-82.
Marieb, E.N., Hoehn, K., (2013), Human Anatomy and Physiology Ninth Edition.
USA, Pearson Education.
Muljono, P., (2007), Buku Teks Pelajaran Pendidikan Dasar dan Menengah,
Buletin Badan Nasional Standard Pendidikan, 2(1).
Mulyani, S.S., (2013), Analisis Kedalaman dan Keluasan Materi Pada Buku Teks
Biologi SMP dan Mengenai Konsep Sistem Pencernaan Makanan, Jakarta,
Universitas Pendidikan Bandung,
Muslich, M., (2008), Dasar-Dasar Pemahaman, Penulisan, Pemakaian Buku
Teks, dan Penilaian Buku Teks, Jakarta, Bumi Aksara.
Pop-Păcurar, I., Liliana, C., (2010), Biology School Textbooks And Their Role
For Students’ Success In Learning Sciences, Acta Didactica Napocensia.
3(1).
Pratiwi, D.A., Maryati, S., Srikini, Suharno, Bambang, S., (2007), Biologi untuk
SMA Kelas XI, Jakarta, Erlangga.
Ramnarain, U., Padayachee, K., (2015), A comparative analysis of South African
Life Sciences and Biology textbooks for inclusion of the nature of science,
South African Journal of Education, 35(1):1-8
Reece, J..B.,Urry, L., Cain, M., Wasserman, S., Minorsky, P., Jackson, P., (2011),
Campbell Biology Ninth Edition, USA, Pearson Education, Inc.,
Roseman, J. E., Stern, L., & Koppal, M. (2010). A method for analyzing the
coherence of high school biology textbooks. Journal of Research in
Science Teaching, 47(1): 47-70.
Supriadi, D., (2001), Anatomi Buku Sekolah Di Indonesia, Yogyakarta : Adicita
Karya Nusa.
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St. John, M., (2001), The Status of High School Science Program and Curricular
Decision-Making Inverness, CA: Inverness Research Associates.
Tekkaya, C., Özkan, Ö., Sungur,S., (2001), Biology concepts perceived as
difficult by Turkish high school students, Hacettepe Univ. J. Educ., 21:
145-150.
Wai , M.,C., Kim, T., (2011). Nexus Edisi Khas SPM Form 4 & 5 Biology,
Selangor, Sasbadi.Bhd,.
Wang, Q., (2006), Discuss the role of teaching material construction in quality
Education, Education Exploration, 4: 65-66.
BETWEEN INDONESIAN AND CAMBRIDGE HIGH SCHOOL
BIOLOGY TEXTBOOK FOR NERVOUS SYSTEM TOPIC
By:
Corry Sepvia Br. Pasaribu
4123141016
Biology Billingual Education Study Program
THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
Corry Sepvia Br. Pasaribu was born in Rantauprapat on September 6th
1993. Writer is the second daughter of E. Pasaribu S.Pd and R.Tampubolon S.Pd.
In 1998, the writer started her first educational experience in TK Perguruan
Panglima Polem Rantauprapat and finished in 1999. The writer continued her
study in SD Swasta Perguruan Panglima Polem Rantauprapat in 1999 and finished
in 2005. The writer continued her study in SMPN 2 Rantau Utara in 2005 and
graduated in 2008. Next, the writer continued her study in SMAN 2 Rantau Utara
in 2008 and graduated in 2011. The writer was registered in Biology Bilingual
Education Program, Biology Department, Faculty of Mathematics and Natural
Science, Universitas Negeri Medan in 2012. During her study in university, the
writer is a member of UKMKP (Unit Kegiatan Mahasiswa Kristen Protestan) and
IKBKB (Ikatan Keluarga Besar Kristen Biologi). Beside it, writer was active in
scientific paper writing. Writer with her team have become a finalis in MIPA
untuk Negeri Universitas Indonesia 2016.
iii
THE COMPLETENESS, BREADTH AND DEPTH: A COMPARISON
BETWEEN INDONESIAN AND CAMBRIDGE HIGH SCHOOL
BIOLOGY TEXTBOOK FOR NERVOUS SYSTEM TOPIC
Corry Sepvia Br. Pasaribu (SIN 4123141016)
ABSTRACT
This study’s purpose was to compare the score result of completeness,
breadth, and depth between Indonesian and Cambridge high school biology
textbook for nervous system topic. This research type was descriptive. The
samples were high school biology textbooks from different publisher, Esis,
Erlangga, Ministry of Indonesia Education (Buku Standard Elektronik) and
Cambridge. The data got by using instrument from Badan Standard Nasional
Pendidikan (BSNP). The result showed that book published by Cambridge got
score 3, while three Indonesian’s book got score 4 in completeness assesment. All
books got score 4 in breadth aspect. In Depth assesment, book published by
Cambridge got score 3, while three Indonesian’s book got score 4. Eventhough
the book published by Cambridge got score lower than three Indonesia’s
publisher, the concept clearity is very understable in book published by
Cambridge. Three Indonesian’s books did not explain the concept of impuls
transmission, synapses’s role, receptor’s importance in nervous system clearly,
but book published by Cambridge did.
Keywords : Completeness, Breadth, Depth, Cambridge, Indonesian
iv
ACKNOWLEDGEMENT
Thanks to my extraordinary God, Jesus Christ, who always beside me
when I wrote this thesis. Because of His love and grace, give me strength to
complete this thesis with title “The Completeness, Breadth and Depth: A
Comparison Between Indonesian and Cambridge High School Biology Textbook
for Nervous System Topic”. This thesis I tribute for You.
First, thank you for the Dean of FMIPA UNIMED, Dr. Asrin Lubis, M.Si,
the Head of Biology Department, Dr. Hasruddin, M.Pd, the Bilingual Program
Coordinator, Dr. Iis Siti Jahro, M.Si for their support in completing this thesis.
Special thank you for my thesis supervisor Syarifuddin, M.Sc., Ph.D. for his
guidance, motivation and support during write this thesis.
My greatest thanks for my parents, E. Pasaribu and R. Tampubolon for
their pray, enthusiasm and funds. A big huge for my best sister, Juniar Pasaribu.
They are my best motivator. Thanks to my best friend, Meichy Manik and
Adventina Nababan for their motivation to me. Thanks to my team in thesis
writing, Evi, Chandra, Dahlia, Lia for their idea. Also thanks for all friends in
Bilingual Biology Education 2012, espesially for Arny, Carol, Nesya, Durriyah
and Dwi Purwanti, and PPLT SMAN 2 Balige for their information and their
support.
Medan, 20 July 2016
Writer
Corry Sepvia Br. Pasaribu
v
TABLE OF CONTENTS
Page
Authentication Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of contents
v
List of Table
vii
List of Figure
viii
List of Appendix
ix
CHAPTER I INTRODUCTION
1
1.1
Background
1
1.2
Problem Identification
3
1.3
Problem Scooping
4
1.4
Research Question
4
1.5
Research Objective
4
1.6
Research Significance
5
1.7
Operational Definition
5
CHAPTER II THEORETICAL REVIEW
6
2.1
Theoretical Framework
6
2.1.1
The Textbook Definition
6
2.1.2
The Textbook Writing and Evaluating
6
2.1.3
The Role of Textbook
8
2.1.4
The Textbook Research round the World
9
2.1.5
Nervous System
10
2.1.5.1 Organization of the Human Nervous System
10
2.1.5.2 Glia
13
2.1.5.3 The Peripheral Nervous System
13
vi
2.1.5.4 Nerve Communication
16
2.1.5.5 The Synapse
21
2.1.5.6 Disorder/Disease in Nervous System
25
CHAPTER III RESEARCH METODOLOGY
27
3.1
Research Time and Location
27
3.2
Population and Sample
27
3.3
Research Type
28
3.4
Research Instrument
28
3.5
Data Accumulation Technique
29
3.6
Data Analyzing
30
CHAPTER IV RESULT AND DISCUSSION
31
4.1
Result of Data Analysis
31
4.1.1
Quantitative Data Analysis
31
4.1.1.1 Completeness Analysis
31
4.1.1.2 Breadth Analysis
32
4.1.1.3 Depth Analysis
33
4.1.2
Qualitative Book Analysis
36
4.2
Discussion
45
CHAPTER V CONCLUSION AND RECOMMENDATION
47
5.1
Conclusion
47
5.2
Recommendation
47
REFERENCES
48
Appendix
51
vii
LIST OF TABLE
Page
Table 2.1
Standard and Basic Competence of Nervous System
10
Table 3.1
Analyzed Biology Textbooks
27
Table 3.2
The Research Instrument
28
Table 3.3
Content Completeness Scoring
28
Table 3.4
Content Breadth Scoring
29
Table 3.5
Content Depth Scoring
29
Table 3.6
Table 4.1
Score of the High School Biology Textbook Analyzing
Result Based On Completeness, Breadth, and Depth.
The Concept Comparison
30
36
viii
LIST OF FIGURE
Page
Figure 2.1
The Knee-Jerk Reflex.
11
Figure 2.2
The Vertebrae Nervous System
11
Figure 2.3
Ventricles, Gray Matter, And White Matter
12
Figure 2.4
Glia in The Human Nervous System
13
Figure 2.5
Figure 2.6
Functional Hierarchy Of The Human Peripheral Nervous
System
The Parasympathetic And Sympathetic Divisions Of The
Autonomic Nervous System
14
15
Figure 2.7
Synaptic Transmission
24
Figure 4.1
Completeness Result Graphic
31
Figure 4.2
Breadth Result Graphic
33
Figure 4.3
Depth Result Graphic
34
ix
LIST OF APPENDIX
Page
Appendix 1
The Books Analysis
51
Appendix 2
Quantitatif Data Instrument
87
Appendix 3
The Book’s Curriculum Comparison
95
Appendix 4
Instrument Based on BSNP
98
CHAPTER I
INTRODUCTION
1.1 Background
Textbook is one of learning media which is used by teacher in the
learning-teaching process. Textbook has function as a tool, tutor, guidebook and
gauge in the classroom. (Kulm, et al. 1999). The changing of Indonesia education
paradigm from teacher center learning becomes student center learning makes
textbook present become more necessary (Muljono, 2007). Student center learning
places teacher as the facilitator in the classroom. It makes the student must be
more active by himself in mastering their knowledge. Textbook as a main source
in the classroom will be determine the successful of knowledge transferring.
Textbook is also applied as principal curriculum and source of lesson by
teacher around the world (Liang and Cobern, 2013). Chiappetta and Fillman
(2007) identified that textbooks in all school grade are often applied as the subject
matter fundamental coordinator which students are supposed to studied and give
an complete description of subject to be informed. Supriadi (2001) determined
that the student achievement in Indonesia has correlated with the textbook
ownership.
Albach and Kelly (1998) in Ramnarain and Padayachee (2015) said that in
science class, the textbook assist to interpret the intentions of curriculum to the
class implementation by indicating the objective of science learning, such as
understanding the nature of science and science content, developing inquiry skills,
understanding the interrelationship of science, technology, the environment and
society. It is usual use textbook in teaching biology (Kuechle, 1995). So, textbook
is one of crucial factors to determine the biology student learning outcomes.
Recently, the Indonesia education quality in science is concerned. This can
be noticed by some indicator like the Indonesia grade in International competition.
A survey held by Trends in International Mathematics and Science Study
(TIMSS) in 2011 describe Indonesia students have not yet do adequately. In
1
2
science literation, Indonesia was standing in 40 from 42 countries followed with
score 406. Indonesia score in science is under the International average score, 500.
Meanwhile in International Reading Literacy Study (PIRLS) 2011, Indonesia
student has position in 42 from 45 country with score 428 (Driana, 2012). While,
a study held by PISA (Progamme for International Students Assessment) in 2009
explain Indonesia’s student also don’t do satisfy. Indonesia ranked 57 in reading
competition, 61 for mathematics, and 60 for Science from 65 countries
(Kemdikbud, 2015).
The presence of textbook is crucial in classroom, the textbook quality must
be considered more aggressively again. In Indonesia textbook quality assessment
carried out by National Education Standard Agency (BSNP). Based on
Government Regulation No. 19 of 2005, textbooks were evaluated by BSNP
based on eligibility of content, language, presentation, and graphic in accordance
with Minister Regulation. In addition, based on the Regulation of the Minister of
National Education good book is a book that can be used during a period of at
least five years, both in terms of content and the physical. It is intended to
accommodate the significant changes in the development of science and
technology, and considerations in economic terms for users (Muljono, 2007)
Indonesia high school textbook quality is very diverse (Muljono, 2007). It
because there are so many publisher in Indonesia, like Erlangga, Bailmu, Tiga
Serangkai, Yudhistira, PT Wangsa Jatra Lestari, etc. Government has an effort to
provide a qualified textbook. One of them is the textbooks assessment conducted
by the Center Book of Education Department to school textbook. Although, there
are many textbooks that have not been assessed and require an assessment in order
to fulfill the standards set based on Government Regulation No. 19 of 2005 and
Minister Regulation No. 22 and 23 of 2006 (Muljono, 2007). This makes some of
Indonesia textbook do not have guaranteed quality.
There are some factors which makes student bored in reading book.
Muslich (2008) said that factors consist of : the textbook gives less attention to the
students' understanding abilities in reading textbooks; the textbook’s design does
not comply with the educational curriculum; teaching materials in textbooks
3
sometimes found not fulfill the environmental conditions and student learning;
used teaching materials is outdated. Adisendjaja (2009) also state that the
published textbook is materialistic, not attract the student affective realization
(emotional), although it has a strong cognitive domain, but can’t active the
reader’s critical thinking and curiosity (teacher and student). This factor is
founded in some Indonesia textbook
Research on the quality of the book is quite a lot in Indonesia. But studies
simply compare the quality of books among fellow publishers in Indonesia as an
example of "Analysis of Conformity Textbook Biology Based on Content
Standards KTSP grade X Semester I in Medan Senior High School" by Aryeni
and Hasruddin (2012), "Analysis of Depth and Breadth of Content In Textbook of
Biology Regarding the Concept of Middle and High School Digestive System of
Food by Mulyani (2013). As for the comparative study of textbooks in Indonesia
with foreign countries are very rare. In fact, Indonesia needs a reference from
developed countries education about the quality of a good book.
Based on the previous statement, it is necessary to do a study to compare
the content’s completeness, breadth, and depth of high school biology textbook
between Indonesia’s publisher and overasea’s publisher. This study conducted in
Nervous System topic. It has tightly relation to daily life and one of difficult topic
to understand in biology learning (Tekkaya, et al. 2001). So, a study with a title
“The Completeness, Breadth, Depth: A Comparison Between Indonesian and
Cambridge High School Biology Textbook for Nervous System Topic” have
been done.
1.2 Problem Identification
Based on the previous background, there are identified problem such as:
1). Textbook is one factor that causes the rank of Indonesia’s student in science
international competition and biology learning outcome is low
2). Student textbook in Indonesia has same concept although the curriculum
change and out of date.
3). Comparative study of textbooks in Indonesia with foreign countries is limited.
4
4). Nervous system is one of biology topic that is difficult to understand has
tightly relation to daily life.
1.3 Problem Scooping
This research just discuss about the senior high school textbook that come
from Indonesia’s publisher such as Esis, Erlangga and Ministry of Education
(Buku Standard Elektronik)
and textbook from Cambridge’s publisher. The
books is purposively selected because of its popularity while other books are
based on acknowledge by themselves Education Ministry and can be found in
Indonesia. The book published by Cambridge was choosen because it was used by
International school in Indonesia, Singapore and Malaysia and easily to found in
researcher’s location.
The area comparison in this research is just the
completeness, breadth, and depth in each textbook. It will use the instrument
based on the Badan Standard Nasional (BSNP) assessment to evaluate the best
textbook and syllabus that used in each country. The topic that is researched just
the nervous system.
1.4 Research Question
Based on the background and the problem scooping, the problem
formulation is:
1). How is the difference of completeness aspect between texbook published by
Indonesian and Cambridge in nervous system topic?
2). How is the difference of breadth aspect between texbook published by
Indonesian and Cambridge in nervous system topic?
3). How is the difference of depth aspect between texbook published by
Indonesian and Cambridge in nervous system topic?
1.5 Research Objective
The objective of this research is to:
1). Compare the textbook content’s completeness between Indonesian and
Cambridge high school biology textbook for nervous system topic.
5
2). Analyze the differences of the textbook’s content breadth Indonesian and
Cambridge high school biology textbook for nervous system topic.
3). Evaluate the textbook concept’s depth between Indonesian and Cambridge
high school biology textbook for nervous system topic.
1.6 Research Significance
The benefit in this research is:
1). to get the description of the completeness, breadth, and depth in Indoensian’s
and Cambridge’s publisher, so government can make a review how to analyze the
good textbook
2). Teachers can use the knowledge from this thesis to select the good textbook
for student and it can be references for teachers if they want to write a book.
3). Publisher can use this knowledge for make the best textbook for student.
4). Be a references for teacher, government, and publisher to do correction for
textbook especially to Indonesia.
1.7 Operational Definition
1). Completeness is an aspect that assessing the textbook content completeness. It
means all content cover all the material which present in Standard and Basic
Competence.
2). Breadth is the assessment aspect which discuss about the scope of textbook
content. The textbook content must reflect and support the Basic competence or
learning outcomes.
3). Depth is the aspect which evaluates the present of the textbook material in
detail, discuss the problems specifically not generally. The content must comprise
of introduction, definition, output display, example, case, exercise, procedure and
accordance with syllabus
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusions
Based on the result and discussion, can be concluded that:
1. The book published by Cambridge is quite good, while the book published by
Esis, Erlangga and BSE is very good in the completeness aspect.
2. For the breadth aspect, all books are very good.
3. The three books from Indonesian publisher is very good while the book
published by Cambridge is quite good again in depth aspect
5.2 Recommendation
Several suggestions based on the research result:
1. It is necessary to develop other instrument which more compatable to
measure the quality of concept’s completeness, depth and breadth.
2. Publishers can use this data as a references to increase the book’s quality in
concept’s completeness, depth and breadth.
3. The government should be more careful in assessing the content’s feasibility
of book because the book is one source of student learning.
4. The textbook author must know the curriculum’s request deeply when write a
textbook so, the book’s content does not display overdose knowledgment.
47
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