THE FEASIBILITY STUDY OF PHYSICS TEXT BOOK USED BY SENIOR HIGH SCHOOL RSBI GRADE X IN MEDAN.
THE FEASIBILITY STUDY OF PHYSICS TEXTBOOK USED BY
SENIOR HIGH SCHOOL RSBI GRADE X IN MEDAN
By :
Rahmat Nawi Siregar
NIM 408121078
Physics Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2012
PREFACE
Alhamdulillah, praise and thanks to Allah SWT who has give a flood of
merci and guidance to writer. Shalawat and Salam to Rasulullah Muhammad
SAW, hopefully His Syafaat will abundant.
This thesis which is titled “The feasibility study of Physics Textbook used
by Senior High School RSBI grade X in Medan”, is arranged to acquire scholar
degree of Physics Education, Faculty of Mathematics and Nature Science State
University of Medan.
In this occasion, let me say a million thanks to Mr. Prof. Moltan, M.Sc,
Ph.D as thesis supervisor who has guide and give suggestion to writer from initial
research until finished this research. A million thanks also to Mr. Prof.Dr. Sahyar,
MS,MM, Mr. Drs. Sehat Simatupang, M.Si, and Mr. Drs. Jhoni Panggabean, M.Si
who have gave critics and suggestions to writer . A million thanks to Mr. Dr.
Nurdin Bukit, M.Si as academic supervisor and to all Mr. and Mrs. Lecturer and
staff employee of Physics FMIPA State University of Medan who have encourage
writer.
Gratefully to : Dear Mother Hj. Ummi Binti Hasibuan and father H.
Mandagar Siregar for grow me up and educate me, Syarifa Hannum Siregar,
Khairunnisa Siregar, Minta ito Siregar, Rizky Romayanti Siregar, and Ahmad
Munawir Siregar, Raihan sadika Qana’ah, Suci Wahyuni, Amira Nafisa, Bang
Jumadi, Bang Sahrin, Ka’ ika, Syafwan and ka’ Nur.
To all of my colleagues in Physics Department FMIPA UNIMED,
especially to 2008 students of Physics Bilingual 2008. Majid, Alfan, Rini, Azwar,
Boby, Wita, Ester, Zia, Febri, Laila, Laurent, Luqman, Nurul, Risdo, Ruth, and
Tika.
Rightfully proud to my friends Halim, Andri, Rudi, Umar,Firman, Suryati,
Putri. And Desi, thanks for support my dreams.
I realize this thesis is out of perfect caused by my literature or knowledge.
That’s why, I do hope constructivism’s advice and suggestion in order to make
this thesis is useful for all of us.
Medan,
July 2012
Rahmat Nawi Siregar
NIM 408121078
THE FEASIBILITY STUDY OF PHYSICS TEXTBOOK
USED BY SENIOR HIGH SCHOOL RSBI STUDENT GRADE X IN MEDAN
Rahmat Nawi Siregar (ID 408121078)
ABSTRACT
This research was done to know whether Physics textbook of Senior High School RSBI
which is used by student grade X in Medan nowadays is proper or not based on National
Curriculum (Education Unit Level Curriculum) and Cambridge International Curriculum
(additional curriculum). Kind of this research is descriptive research. Subject in this research is
Physics book grade X used by student in SMAN 1, SMAS Shafiyyatul Amaliyya, and SMAS
Prime One School.
This result shows that all of book which is used by RSBI school is proper due to National
Curriculum and Cambridge International Curriculum. Physics textbook used in SMAS
Shafiyyatul Amaliyyah published by Esis with author Mikrajudin Abdullah (Book I) is proper
due to National Curriculum (92.75 %) and Cambridge International Curriculum (83.58 %).
Physics textbook used in SMAS Prime One School published by University of Cambridge
International Examinations with author David Sang (Book II) is proper due to National
Curriculum (91.26 %) and Cambridge International Curriculum (100 %). Physics textbook used
in SMAN 1 published by Tiga Serangkai with author Budi Purwanto (Book III) is proper based
on National Curriculum (87.45 %) and not proper based on Cambridge International Curriculum
(69.67 %).
Based on research has done, all RSBI school in Medan need to assess book as a learning
process, especially content feasibility based on Cambridge International Curriculum.
i
CONTENT LIST
Legitimating sheet
Biography
Abstract
Preface
Content List
Figure List
Table List
Appendix List
Page
i
ii
iii
iv
v
vii
viii
ix
CHAPTER I INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Formulation
1.5 Research Objective
1.6 Research Benefit
1
5
5
5
6
6
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Definition of Learning
2.1.2 Learning Achievement
2.1.3Learning Facility
2.1.4 Text Book
2.1.4.1 Textbook Definition
2.1.4.2 How to Comprehend Textbook
2.1.4.3 Textbook Quality
2.1.4.4 Physics Book Evaluation
2.1.4.5 Content of Book
2.1.5 Pre International Standard School
2.1.5.1 Education Unit Level Curriculum (KTSP)
2.1.5.2 Cambridge International Curriculum
2.2 Conceptual Framework
7
10
11
12
12
13
14
16
17
18
19
21
24
CHAPTER III RESEARCH METHOD
3.1 Universe of the Study
3.2 Population and Sample
3.3 Research Method
25
25
25
ii
3.4 Data Collecting Technique
3.5 Variables and Instrument
3.5.1 Research Variables
3.5.2 Research Instrument
3.5.3 Instrument used based on BSNP
3.5.4 Instrument used based on CIC
3.6 Research Design
3.7 Data Analysis Technique
25
26
26
26
35
37
43
43
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Result
4.1.1 Feasibility of Physics book based on KTSP
4.1.2 Feasibility of Physics book based on CIC
4.2 Discussion
4.2.1 Reviews of Books in General
45
45
61
64
64
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Research Conclusion
5.2 Suggestion
66
66
LITERATURE REVIEW
67
iv
TABLE LIST
Table 3.1 Criteria of Score
Table 4.1 Aspect percentage of book content feasibility
Table 4.2 Percentage of research item for feasibility aspect of
book content
Table 4.3 Percentage feasibility aspect book presentation
Table 4.4 Percentage of research item for feasibility of book presentation
Table 4.5 Percentage feasibility aspect of linguistic
Table 4.6 Percentage of research item for linguistic feasibility
Table 4.7 Percentage of profile aspect feasibility
Table 4.8 Percentage of items observed from profile aspects
Table 4.9 Percentage of each feasibility aspect
Table 4.10 Percentage of content feasibility based on CIC
Table 4.11 Excess and deficiency of Book
Page
42
45
49
50
53
54
57
58
60
61
63
64
iii
FIGURE LIST
Figure 2.1 Curriculum assessment and Teacher Support (Cambridge
International Curriculum)
Figure 2.2 Cambridge International Curriculum Level (Cambridge
International Curriculum)
Figure 4.1 Percentage of book content feasibility
Figure 4.2 Percentage of book presentation feasibility
Figure 4.3 Percentage of book linguistic feasibility
Figure 4.4 Percentage of book profile feasibility
Figure 4.5 Percentage of book feasibility
Figure 4.6 Percentage of content feasibility based on CIC
Page
22
23
50
54
58
60
61
63
v
APPENDIX LIST
Page
App 1 Questionnaire of Physics Handbook Analysis Based on KTSP
App 2 Questionnaire of Physics Handbook Analysis Based on KTSP
App 3 Questionnaire of Physics Handbook Analysis Based on KTSP
App 4 Indicator of Physics Handbook Analysis Based on
National Curriculum
App 5 Questionnaire of Physics Textbook Content Analysis Based on CIC
App 6 Questionnaire of Physics Textbook Content Analysis Based on CIC
App 7 Questionnaire of Physics Textbook Content Analysis Based on CIC
App 8 Figure list of book sample in research
App 9 List of Research Letters
70
73
76
79
92
96
100
104
105
CHAPTER I
INTRODUCTION
1.1 Background
In the beginning of this century, education achievement of Indonesia has decreased
drastically if we compare to another country,
such as Singapore, Japan, and Malaysia.
Moreover, if we observe from human resource index as indicator of education sector, it was
decreasing. Whereas, this country is one the world society who have to compete with another
one. If we cannot hold out in this competition, so we would be left and chance to get job which is
not bordered by country line but move widely start from south east Asia is going smaller. That’s
why, human resource preparation who have a high quality, competitive, and have superiority
should become attention in education sector.
Indicator form this phenomenon is the weakness of education quality which can be seen
from student achievement index of Indonesia. From PISA (Program for International Survey
Assessment) data 2009, Indonesian students (under 15) sit in position 72 from 79 countries. If we
compare to another South East Asia Countries such as Singapore, Malaysia, Thailand, and
Vietnam, our country have the latest rank. From Trends in International Mathematics and
Science Study Advanced 2007 International Report, Indonesian Student year 8 have
development index
0.728 and ranked in position 36 from 59 participant countries, where
Singapore in the first position, Malaysia in 23 and Thailand
in 24.
Condition of global era which more competitive, in order to Indonesia have preparation
to face globalization challenge and able to use every chance available, demand availability
Indonesian Human Resource with high quality. Development of knowledge and technology is
parallel with competition in international level or global as well as tendency of Indonesian
society who want to study abroad with some matriculation programs.
In order to increase Indonesian human development, current department have developed
International Standard School. Activity or program of International Standard School is
implementation of national scale education with international quality, so national education can
be “host” in this own country.
Government make regulation about International Standard School like stated on law of
National Education System clause 50 verse 3 : “Pemerintah dan/atau pemerintah daerah
menyelenggarakan sekurang-kurangnya satu satuan pendidikan pada semuan jenjang
pendidikan untuk dikembangkan menjadi satuan pendidikan yang bertaraf internasional ”.
That’s why implementation of International Standard School demands preparation all
aspects such as national government, local government (province/district/major),society
stakeholders (parent, school committee, school society, education council, and institutes with
education movement).
As an international standard school, learning facility is one factor should prepare with
international standard. Facility of learning are intimately associated with learning achievements
obtained, without facility, students will not be able to absorb the lessons well. If learning process
is not helped by textbook as a learning tool that can assist students in absorbing the lessons
delivered by teachers, most likely the expected learning achievements are not achieved its full
potential. But on the contrary, if the textbook is used as a learning tool, it is possible the expected
results achieved to the maximum, of course textbooks are used in accordance with the applicable
curriculum in achieving the expected standard of competence.
Educational resources are all things that are used in providing education that includes
staff, community, funds, facilities, and infrastructure. (In the Law of the Indonesia Republic
number 20 of 2003 on National Education Systems in Chapter 1 General Provisions clause 1,
verse 23): “buku pegangan yang digunakan dalam proses belajar mengajar termasuk sumber
daya pendidikan, jika sumber daya yang digunakan memiliki kualitas yang baik maka besar
kemungkinan hasil pendidikannya juga baik, dan sebaliknya, jika kualitas sumber daya
pendidikan tersebut kurang baik dan memadai, maka dikhawatirkan hasil pendidikan itu sendiri
tidak baik dan tidak cukup memadai.”
In Government Regulation Indonesia Republic Number.19 year 2005 on Chapter VII
clause 42 about Content Standards state that: “Standar Sarana dan Prasarana (1) Setiap satuan
pendidikan wajib memiliki sarana yang meliputi perabot, peralatan pendidikan, medaia
pendidikan,buku dan sumber belajar lainnya, bahan habis pakai, serta perlengkapan lain yang
diperlukan untuk menunjang proses pembelajaran yang teratur dan berkelanjutan.”
Result of previous research (Rita W : 2006) about the using of textbook in “Analysis of
Suitability Physics Textbooks in Senior High School on Competency-Based Curriculum (CBC)
in Medan municipal”, said that not all textbooks are used in accordance with the applicable
curriculum. Research results states that from 5 books are studied, there is a book that is
inconsistent with competency-based curriculum that has only a score of 181 (73.33%). Another
resource (Rachmawati : 2008) about “Analisis Kesesuaian Materi dan Penyajian Buku Teks
Mata Pelajaran Matematika SMP RSBI Kelas VII di Kota Semarang Terhadap Tujuan
Pembelajaran Matematika”, said that consistency of Mathematics textbook with English medium
language doesn’t have recognition from Education Department. That’s why analyzing of
feasibility textbook is really important in order to improve RSBI learning process.
From another previous resource ( Liana M : 2010) about the using of textbook in “ Study
about Textbook used by Teacher related to Senior High School Student Achievement in Barus
District”, state that from two Physics Text Book, one is invalid (not suitable to use). Another
book which is suitable to used, have a higher student achievement.
Previous thesis was taken data from one instrument based on Standard Department of
National Education. In this research, the instrument has been developed with some indicators in
order to get the best result. Actually, pre international school has enriched their curriculum with
Cambridge International Curriculum. So, the content instrument has been developed from
Cambridge International Examination.
Book selection is more important since there are so many books with title bilingual book
but the content is not qualified. One of solution to solve the problems is a teacher must be able to
choose the facility of learning that can make learning physics more fun, as needed and can
motivate students to be more active during learning activities take place. In addition, the learning
facility is also able to attract students mind to study physics. So it can improve the abilities,
interests, and facilitate students in understanding the physics of matter and could ultimately
increase physical activity and learning achievements.
Even though so many RSBI School we’ve find in this city, but students grade X in each
school don’t use Physics textbook with International Standard. Researcher interesting to observe
it and analyze whether textbook used are suitable with the international standard or not.
There are three kinds of Physics textbook used by Senior High School RSBI grade X in
Medan:
1. Physics For Senior High School Grade X (Mikrajudin Abdullah) is used by SMAS
Shafiyyatul Amaliyya.
2. Cambridge ICGSE Physics Course Book (David Sang) is used by SMAS Prime One
School, SMAS Sutomo, and SMAS St. Thomas 1.
3. Theory and Application of Physics for Grade X (Budi Purwanto) is used by
SMAN 1 Medan and SMAS 1 Muhammadiyah Medan.
Based on the description above, this research will apply studies with the title:
“The Feasibility Study of Physics Textbook used by Senior High School RSBI Grade
X in Medan.”
1.2 Problem Identification
Based on the background of the problems described above, it can be identified issues
relevant to this study are:
1. Learning facility available is lack
2. Incompatibility of textbook that used by the teacher as learning facility
3. Ineffectiveness of learning without textbook
4. Students don’t have textbook, just expecting the delivery of the teacher
5. Book used by the teacher as textbook is still not in accordance to the applicable
curriculum
1.3 Problem Limitation
1. In this study only carried observation by looking at a learning facility (in this case,
textbook) which teachers used as a tool in the learning process in the classroom
2. This research is implementing in high school of RSBI in Medan academic year 20112012
3. The research was conducted only on the teacher who teaches physics at class X of high
school of RSBI in Medan academic year 2011-2012
1.4 Problem Formulation
Based on the problem statement, so the justification of this study are:
1. How feasibility Physics book used in High School of RSBI grade X in Medan now based
on National Curriculum (Education Unit Level Curriculum and Cambridge Curriculum).
2. How feasibility Physics book used in High School of RSBI grade X in Medan now based
on Cambridge International Curriculum.
1.5 Research Objectives
This study has objectives to:
1. Knowing whether grade X Physics textbook High School which is used by RSBI in
Medan now is suitable to National Curriculum (Education Unit Level Curriculum).
2. Knowing whether grade X Physics textbook used in High School of RSBI which is used
by RSBI in Medan now is suitable to Cambridge International Curriculum, especially in
content feasibility.
1.6 Research Benefit
This research have some benefits, such as:
1. School. This research can give objective data as a reference to choose Physics Textbook
with high quality and study to increase physics learning achievement.
2. Researcher. While this is a first scientific research for researcher, it can be a writing skill
implementation as a basic for the next research in post graduate.
3. Other Research. This research gives objective data and reference to apply accurate
research.
CHAPTER V
CONCLUSION AND SUGGESTION
1.1 Research Conclusion
Based on research result and data analysis, we can take conclusion as below :
1. a. Book I is suitable to curriculum level of education because the average percentage is
92.75 % ranged between 76 % - 100 %.
b. Book II is suitable to curriculum level of education because the average percentage is
91.26 % ranged between 76 % - 100 %.
c. Book III is suitable to curriculum level of education because the average percentage is
87.45 % ranged between 76 % - 100 %.
2. a. Book I is suitable to Cambridge curriculum because the average percentage is 83.58 %
ranged between 76 % - 100 %.
b. Book II is suitable to Cambridge curriculum because the average percentage is 100 %
ranged between 76 % - 100 %.
c. Book III is not suitable to Cambridge curriculum because the average percentage is
69.67 % ranged between 51 % - 75 %.
5.2 Suggestions
1. An excellent physics book for RSBI school is qualified by four aspects
feasibility: content, presentation, linguistic, and profile. The content
should suitable
to National Curriculum and enriched by Cambridge International Curriculum.
2. Physics phenomenon in Indonesia should be the most notice in order to
to make students are realistic about physics.
SENIOR HIGH SCHOOL RSBI GRADE X IN MEDAN
By :
Rahmat Nawi Siregar
NIM 408121078
Physics Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2012
PREFACE
Alhamdulillah, praise and thanks to Allah SWT who has give a flood of
merci and guidance to writer. Shalawat and Salam to Rasulullah Muhammad
SAW, hopefully His Syafaat will abundant.
This thesis which is titled “The feasibility study of Physics Textbook used
by Senior High School RSBI grade X in Medan”, is arranged to acquire scholar
degree of Physics Education, Faculty of Mathematics and Nature Science State
University of Medan.
In this occasion, let me say a million thanks to Mr. Prof. Moltan, M.Sc,
Ph.D as thesis supervisor who has guide and give suggestion to writer from initial
research until finished this research. A million thanks also to Mr. Prof.Dr. Sahyar,
MS,MM, Mr. Drs. Sehat Simatupang, M.Si, and Mr. Drs. Jhoni Panggabean, M.Si
who have gave critics and suggestions to writer . A million thanks to Mr. Dr.
Nurdin Bukit, M.Si as academic supervisor and to all Mr. and Mrs. Lecturer and
staff employee of Physics FMIPA State University of Medan who have encourage
writer.
Gratefully to : Dear Mother Hj. Ummi Binti Hasibuan and father H.
Mandagar Siregar for grow me up and educate me, Syarifa Hannum Siregar,
Khairunnisa Siregar, Minta ito Siregar, Rizky Romayanti Siregar, and Ahmad
Munawir Siregar, Raihan sadika Qana’ah, Suci Wahyuni, Amira Nafisa, Bang
Jumadi, Bang Sahrin, Ka’ ika, Syafwan and ka’ Nur.
To all of my colleagues in Physics Department FMIPA UNIMED,
especially to 2008 students of Physics Bilingual 2008. Majid, Alfan, Rini, Azwar,
Boby, Wita, Ester, Zia, Febri, Laila, Laurent, Luqman, Nurul, Risdo, Ruth, and
Tika.
Rightfully proud to my friends Halim, Andri, Rudi, Umar,Firman, Suryati,
Putri. And Desi, thanks for support my dreams.
I realize this thesis is out of perfect caused by my literature or knowledge.
That’s why, I do hope constructivism’s advice and suggestion in order to make
this thesis is useful for all of us.
Medan,
July 2012
Rahmat Nawi Siregar
NIM 408121078
THE FEASIBILITY STUDY OF PHYSICS TEXTBOOK
USED BY SENIOR HIGH SCHOOL RSBI STUDENT GRADE X IN MEDAN
Rahmat Nawi Siregar (ID 408121078)
ABSTRACT
This research was done to know whether Physics textbook of Senior High School RSBI
which is used by student grade X in Medan nowadays is proper or not based on National
Curriculum (Education Unit Level Curriculum) and Cambridge International Curriculum
(additional curriculum). Kind of this research is descriptive research. Subject in this research is
Physics book grade X used by student in SMAN 1, SMAS Shafiyyatul Amaliyya, and SMAS
Prime One School.
This result shows that all of book which is used by RSBI school is proper due to National
Curriculum and Cambridge International Curriculum. Physics textbook used in SMAS
Shafiyyatul Amaliyyah published by Esis with author Mikrajudin Abdullah (Book I) is proper
due to National Curriculum (92.75 %) and Cambridge International Curriculum (83.58 %).
Physics textbook used in SMAS Prime One School published by University of Cambridge
International Examinations with author David Sang (Book II) is proper due to National
Curriculum (91.26 %) and Cambridge International Curriculum (100 %). Physics textbook used
in SMAN 1 published by Tiga Serangkai with author Budi Purwanto (Book III) is proper based
on National Curriculum (87.45 %) and not proper based on Cambridge International Curriculum
(69.67 %).
Based on research has done, all RSBI school in Medan need to assess book as a learning
process, especially content feasibility based on Cambridge International Curriculum.
i
CONTENT LIST
Legitimating sheet
Biography
Abstract
Preface
Content List
Figure List
Table List
Appendix List
Page
i
ii
iii
iv
v
vii
viii
ix
CHAPTER I INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Formulation
1.5 Research Objective
1.6 Research Benefit
1
5
5
5
6
6
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Definition of Learning
2.1.2 Learning Achievement
2.1.3Learning Facility
2.1.4 Text Book
2.1.4.1 Textbook Definition
2.1.4.2 How to Comprehend Textbook
2.1.4.3 Textbook Quality
2.1.4.4 Physics Book Evaluation
2.1.4.5 Content of Book
2.1.5 Pre International Standard School
2.1.5.1 Education Unit Level Curriculum (KTSP)
2.1.5.2 Cambridge International Curriculum
2.2 Conceptual Framework
7
10
11
12
12
13
14
16
17
18
19
21
24
CHAPTER III RESEARCH METHOD
3.1 Universe of the Study
3.2 Population and Sample
3.3 Research Method
25
25
25
ii
3.4 Data Collecting Technique
3.5 Variables and Instrument
3.5.1 Research Variables
3.5.2 Research Instrument
3.5.3 Instrument used based on BSNP
3.5.4 Instrument used based on CIC
3.6 Research Design
3.7 Data Analysis Technique
25
26
26
26
35
37
43
43
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Result
4.1.1 Feasibility of Physics book based on KTSP
4.1.2 Feasibility of Physics book based on CIC
4.2 Discussion
4.2.1 Reviews of Books in General
45
45
61
64
64
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Research Conclusion
5.2 Suggestion
66
66
LITERATURE REVIEW
67
iv
TABLE LIST
Table 3.1 Criteria of Score
Table 4.1 Aspect percentage of book content feasibility
Table 4.2 Percentage of research item for feasibility aspect of
book content
Table 4.3 Percentage feasibility aspect book presentation
Table 4.4 Percentage of research item for feasibility of book presentation
Table 4.5 Percentage feasibility aspect of linguistic
Table 4.6 Percentage of research item for linguistic feasibility
Table 4.7 Percentage of profile aspect feasibility
Table 4.8 Percentage of items observed from profile aspects
Table 4.9 Percentage of each feasibility aspect
Table 4.10 Percentage of content feasibility based on CIC
Table 4.11 Excess and deficiency of Book
Page
42
45
49
50
53
54
57
58
60
61
63
64
iii
FIGURE LIST
Figure 2.1 Curriculum assessment and Teacher Support (Cambridge
International Curriculum)
Figure 2.2 Cambridge International Curriculum Level (Cambridge
International Curriculum)
Figure 4.1 Percentage of book content feasibility
Figure 4.2 Percentage of book presentation feasibility
Figure 4.3 Percentage of book linguistic feasibility
Figure 4.4 Percentage of book profile feasibility
Figure 4.5 Percentage of book feasibility
Figure 4.6 Percentage of content feasibility based on CIC
Page
22
23
50
54
58
60
61
63
v
APPENDIX LIST
Page
App 1 Questionnaire of Physics Handbook Analysis Based on KTSP
App 2 Questionnaire of Physics Handbook Analysis Based on KTSP
App 3 Questionnaire of Physics Handbook Analysis Based on KTSP
App 4 Indicator of Physics Handbook Analysis Based on
National Curriculum
App 5 Questionnaire of Physics Textbook Content Analysis Based on CIC
App 6 Questionnaire of Physics Textbook Content Analysis Based on CIC
App 7 Questionnaire of Physics Textbook Content Analysis Based on CIC
App 8 Figure list of book sample in research
App 9 List of Research Letters
70
73
76
79
92
96
100
104
105
CHAPTER I
INTRODUCTION
1.1 Background
In the beginning of this century, education achievement of Indonesia has decreased
drastically if we compare to another country,
such as Singapore, Japan, and Malaysia.
Moreover, if we observe from human resource index as indicator of education sector, it was
decreasing. Whereas, this country is one the world society who have to compete with another
one. If we cannot hold out in this competition, so we would be left and chance to get job which is
not bordered by country line but move widely start from south east Asia is going smaller. That’s
why, human resource preparation who have a high quality, competitive, and have superiority
should become attention in education sector.
Indicator form this phenomenon is the weakness of education quality which can be seen
from student achievement index of Indonesia. From PISA (Program for International Survey
Assessment) data 2009, Indonesian students (under 15) sit in position 72 from 79 countries. If we
compare to another South East Asia Countries such as Singapore, Malaysia, Thailand, and
Vietnam, our country have the latest rank. From Trends in International Mathematics and
Science Study Advanced 2007 International Report, Indonesian Student year 8 have
development index
0.728 and ranked in position 36 from 59 participant countries, where
Singapore in the first position, Malaysia in 23 and Thailand
in 24.
Condition of global era which more competitive, in order to Indonesia have preparation
to face globalization challenge and able to use every chance available, demand availability
Indonesian Human Resource with high quality. Development of knowledge and technology is
parallel with competition in international level or global as well as tendency of Indonesian
society who want to study abroad with some matriculation programs.
In order to increase Indonesian human development, current department have developed
International Standard School. Activity or program of International Standard School is
implementation of national scale education with international quality, so national education can
be “host” in this own country.
Government make regulation about International Standard School like stated on law of
National Education System clause 50 verse 3 : “Pemerintah dan/atau pemerintah daerah
menyelenggarakan sekurang-kurangnya satu satuan pendidikan pada semuan jenjang
pendidikan untuk dikembangkan menjadi satuan pendidikan yang bertaraf internasional ”.
That’s why implementation of International Standard School demands preparation all
aspects such as national government, local government (province/district/major),society
stakeholders (parent, school committee, school society, education council, and institutes with
education movement).
As an international standard school, learning facility is one factor should prepare with
international standard. Facility of learning are intimately associated with learning achievements
obtained, without facility, students will not be able to absorb the lessons well. If learning process
is not helped by textbook as a learning tool that can assist students in absorbing the lessons
delivered by teachers, most likely the expected learning achievements are not achieved its full
potential. But on the contrary, if the textbook is used as a learning tool, it is possible the expected
results achieved to the maximum, of course textbooks are used in accordance with the applicable
curriculum in achieving the expected standard of competence.
Educational resources are all things that are used in providing education that includes
staff, community, funds, facilities, and infrastructure. (In the Law of the Indonesia Republic
number 20 of 2003 on National Education Systems in Chapter 1 General Provisions clause 1,
verse 23): “buku pegangan yang digunakan dalam proses belajar mengajar termasuk sumber
daya pendidikan, jika sumber daya yang digunakan memiliki kualitas yang baik maka besar
kemungkinan hasil pendidikannya juga baik, dan sebaliknya, jika kualitas sumber daya
pendidikan tersebut kurang baik dan memadai, maka dikhawatirkan hasil pendidikan itu sendiri
tidak baik dan tidak cukup memadai.”
In Government Regulation Indonesia Republic Number.19 year 2005 on Chapter VII
clause 42 about Content Standards state that: “Standar Sarana dan Prasarana (1) Setiap satuan
pendidikan wajib memiliki sarana yang meliputi perabot, peralatan pendidikan, medaia
pendidikan,buku dan sumber belajar lainnya, bahan habis pakai, serta perlengkapan lain yang
diperlukan untuk menunjang proses pembelajaran yang teratur dan berkelanjutan.”
Result of previous research (Rita W : 2006) about the using of textbook in “Analysis of
Suitability Physics Textbooks in Senior High School on Competency-Based Curriculum (CBC)
in Medan municipal”, said that not all textbooks are used in accordance with the applicable
curriculum. Research results states that from 5 books are studied, there is a book that is
inconsistent with competency-based curriculum that has only a score of 181 (73.33%). Another
resource (Rachmawati : 2008) about “Analisis Kesesuaian Materi dan Penyajian Buku Teks
Mata Pelajaran Matematika SMP RSBI Kelas VII di Kota Semarang Terhadap Tujuan
Pembelajaran Matematika”, said that consistency of Mathematics textbook with English medium
language doesn’t have recognition from Education Department. That’s why analyzing of
feasibility textbook is really important in order to improve RSBI learning process.
From another previous resource ( Liana M : 2010) about the using of textbook in “ Study
about Textbook used by Teacher related to Senior High School Student Achievement in Barus
District”, state that from two Physics Text Book, one is invalid (not suitable to use). Another
book which is suitable to used, have a higher student achievement.
Previous thesis was taken data from one instrument based on Standard Department of
National Education. In this research, the instrument has been developed with some indicators in
order to get the best result. Actually, pre international school has enriched their curriculum with
Cambridge International Curriculum. So, the content instrument has been developed from
Cambridge International Examination.
Book selection is more important since there are so many books with title bilingual book
but the content is not qualified. One of solution to solve the problems is a teacher must be able to
choose the facility of learning that can make learning physics more fun, as needed and can
motivate students to be more active during learning activities take place. In addition, the learning
facility is also able to attract students mind to study physics. So it can improve the abilities,
interests, and facilitate students in understanding the physics of matter and could ultimately
increase physical activity and learning achievements.
Even though so many RSBI School we’ve find in this city, but students grade X in each
school don’t use Physics textbook with International Standard. Researcher interesting to observe
it and analyze whether textbook used are suitable with the international standard or not.
There are three kinds of Physics textbook used by Senior High School RSBI grade X in
Medan:
1. Physics For Senior High School Grade X (Mikrajudin Abdullah) is used by SMAS
Shafiyyatul Amaliyya.
2. Cambridge ICGSE Physics Course Book (David Sang) is used by SMAS Prime One
School, SMAS Sutomo, and SMAS St. Thomas 1.
3. Theory and Application of Physics for Grade X (Budi Purwanto) is used by
SMAN 1 Medan and SMAS 1 Muhammadiyah Medan.
Based on the description above, this research will apply studies with the title:
“The Feasibility Study of Physics Textbook used by Senior High School RSBI Grade
X in Medan.”
1.2 Problem Identification
Based on the background of the problems described above, it can be identified issues
relevant to this study are:
1. Learning facility available is lack
2. Incompatibility of textbook that used by the teacher as learning facility
3. Ineffectiveness of learning without textbook
4. Students don’t have textbook, just expecting the delivery of the teacher
5. Book used by the teacher as textbook is still not in accordance to the applicable
curriculum
1.3 Problem Limitation
1. In this study only carried observation by looking at a learning facility (in this case,
textbook) which teachers used as a tool in the learning process in the classroom
2. This research is implementing in high school of RSBI in Medan academic year 20112012
3. The research was conducted only on the teacher who teaches physics at class X of high
school of RSBI in Medan academic year 2011-2012
1.4 Problem Formulation
Based on the problem statement, so the justification of this study are:
1. How feasibility Physics book used in High School of RSBI grade X in Medan now based
on National Curriculum (Education Unit Level Curriculum and Cambridge Curriculum).
2. How feasibility Physics book used in High School of RSBI grade X in Medan now based
on Cambridge International Curriculum.
1.5 Research Objectives
This study has objectives to:
1. Knowing whether grade X Physics textbook High School which is used by RSBI in
Medan now is suitable to National Curriculum (Education Unit Level Curriculum).
2. Knowing whether grade X Physics textbook used in High School of RSBI which is used
by RSBI in Medan now is suitable to Cambridge International Curriculum, especially in
content feasibility.
1.6 Research Benefit
This research have some benefits, such as:
1. School. This research can give objective data as a reference to choose Physics Textbook
with high quality and study to increase physics learning achievement.
2. Researcher. While this is a first scientific research for researcher, it can be a writing skill
implementation as a basic for the next research in post graduate.
3. Other Research. This research gives objective data and reference to apply accurate
research.
CHAPTER V
CONCLUSION AND SUGGESTION
1.1 Research Conclusion
Based on research result and data analysis, we can take conclusion as below :
1. a. Book I is suitable to curriculum level of education because the average percentage is
92.75 % ranged between 76 % - 100 %.
b. Book II is suitable to curriculum level of education because the average percentage is
91.26 % ranged between 76 % - 100 %.
c. Book III is suitable to curriculum level of education because the average percentage is
87.45 % ranged between 76 % - 100 %.
2. a. Book I is suitable to Cambridge curriculum because the average percentage is 83.58 %
ranged between 76 % - 100 %.
b. Book II is suitable to Cambridge curriculum because the average percentage is 100 %
ranged between 76 % - 100 %.
c. Book III is not suitable to Cambridge curriculum because the average percentage is
69.67 % ranged between 51 % - 75 %.
5.2 Suggestions
1. An excellent physics book for RSBI school is qualified by four aspects
feasibility: content, presentation, linguistic, and profile. The content
should suitable
to National Curriculum and enriched by Cambridge International Curriculum.
2. Physics phenomenon in Indonesia should be the most notice in order to
to make students are realistic about physics.