Abstract
Instructional materials for static electricity and dynamic electricity for Physics subjects in Vocational High Schools are not in accordance with the scope of the material contained in the Electronics Department: (1) The purpose of this study is to provide an overview of the teaching materials of static electricity and dynamic electricity in Physics in the Electronics Department; (2) Qualitative Content Analysis Method was used to explore the contents of seven book titles with different publishers and is strengthened through inter-views with Physics teachers in the Department of Electronics. In the process of analyzing the content of the contents of this textbook used Atlas.ti computer software; (3) The findings show that the content in the Vocational High School Physics books pub-lished by several publishers does not yet have specific conformity with the Department of Electronics; (4) conclusion. There are code relating to the content content, researchers only specify it into 39 code titles in the VHS Physics Textbook. from qualitative analysis. The level of compatibility of the content of the material with the 2013 Revised Curriculum was 42.86%, the availability of pictures was 75%, examples of questions from the equa-tions of each series were 85.71%, the suitability of the practicum with the Electrical Clump was 14.29%. content conformity with the Revised 2013 Curriculum and electro majors has a slightly low percentage of 42.86%. So in this study, the authors reconstruct VHS Physics teaching materials for the Electrical Department and also make VHS Physics teaching materials for the Electrical Clump.
Highlights
PISA (Program for International Student Assessment) has reported that the literacy skills in reading, Mathematics and Science of students up to the age of 15 in Indonesia was still low
The research design in reconstructing Physics teaching materials related to static electricity and dynamic electricity material in the electronics department is depicted in Figure 1 (Boman et al, 2017)
The process of analyzing the content of Physics instructional materials from Vocational Physics textbooks circulating in bookstores and reinforced by the perception of Physics subject teachers who teach in the Electronics department
Summary
PISA (Program for International Student Assessment) has reported that the literacy skills in reading, Mathematics and Science of students up to the age of 15 in Indonesia was still low. The results was influenced by the learning environment, instructional materials and learning disparities implemented by schools and did not meet the PISA demands (Hayat & Yusuf, 2010 ; Kurnia et al, 2014). Instructional materials are arranged systematically that allow students to learn independently to acquire knowledge or competencies during the learning process (Levrini et al, 2014). In accordance with its function, instructional materials facilitate teachers to teach the most appropriate content to students in accordance with predetermined learning goals (Fatima et al, 2015). As one of the factors influencing students' literacy abilities and the quality of teaching and learning (Attri, 2012), the quality of instructional materials needs to be improved.
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