The Use of Horizontal Representation in Students’ Science Book on Energy Subject Matter and its Impact on Students’ Critical Thinking Skills and Visual Literacy

Abstract

The purpose of this study was to identify the use of horizontal representation in the students’ science books in explaining scientific concepts, theories, and phenomena on energy in living system and its impact on students’ critical thinking skills and visual literacy. This study was conducted on a hundred junior high schools students in Bandar Lampung city and used quantitatively descriptive method. The data were collected using questionnaires and an assessment sheet. The result showed that learning material mostly used by students was student’s science books published by Indonesia’s Ministry of Education and Culture in 2017 which in the very high category (97%). The type of horizontal representation that mostly presented was image, which in the very high category (82.8%), while the others type of horizontal representation were in the very low category. The percentage of student activities and evaluation in the student book which in line with critical thinking skill indicators was in the medium category, and which in line with the visual literacy indicators was in the very low category (10%).