Integrated Science Textbook Research Articles

Analisis Konten Buku Teks IPA Terpadu Kelas VIII Semester 1 Ditinjau Dari Aspek Literasi Saintifik

Science learning has an important role for students to understand natural phenomena with scientific methods. Science learning is taught in an integrated manner and contains literacy in it. Skills in literacy are needed to help students understand learning resources. One type of literacy is scientific literacy. Scientific literacy is the ability to understand or get involved with science issues and ideas around the environment. Scientific literacy consists of four aspects, namely 1) the scientific context, 2) the scientific process, 3) the scientific concept and 4) the scientific attitude. This research is a descriptive research that contains a description of the object under research. The object of this research is the integrated science textbook for grade VIII in junior high school. The instrument used in the form of a questionnaire assessment of integrated science textbooks related to scientific literacy aspects. The results showed that, among the five textbooks researched, the best book reviewed in terms of the scientific context and the scientific process was book D with grades of 78.6 and 78.1, respectively. In terms of scientific concepts, the best integrated science textbooks are books A and D with a value of 82.1. Meanwhile, the integrated science textbook that is good to use is seen from the aspect of scientific attitude is book E with a value of 75. After processing the data, it is found that the best book used to improve students' scientific literacy ability is book D with a value of 77.4.

Validity of integrated science textbook with the theme of meteor fall using immersed model based on IDEAL problem solving

The validity of textbooks is important to gain recognition of the textbook’s suitability to the needs. The aim of this research is to produce a valid integrated science textbook with the theme of meteor fall using immersed model based on IDEAL problem solving for junior high school. The method used in this research is descriptive statistics. The textbook’s validity was assessed by three experts and three practitioners using a validation sheet. The validity textbook was analysed by using Aiken’s V formula. The analysis of data shows the results of the expert validity with an average of 0.90 and validation of practitioners with an average of 0.82. These findings indicate that integrated science textbook meteor fall theme using immersed model based on IDEAL problem solving by experts and practitioners are in a valid category. Overall, this integrated science textbook with the theme of meteor fall using immersed model based on IDEAL problem solving declared eligible to be used in learning.

The effectiveness of integrated science textbook using networked model with example problem based learning to enhance students’ smog preparedness

Preparedness is an important effort to reduce disaster risk. It can be measured through knowledge and attitude parameters. Previously, an integrated science textbook on smog theme using networked model with EPBL has been developed to enhance students’ smog preparedness. The aim of this research is to evaluate the effectiveness of textbook on the enhancement of students’ smog preparedness. Quasi experimental research with One Group Pretest and Post-test design was carried out with 38 seventh grade students assigned randomly as research subjects. The obtained data were analyzed using descriptive statistic, N-gain, and effect size. The result shows that more than 75% of all students achieved prepared and highly prepared level on both of preparedness parameters. The enhancement of preparedness on both of parameters based on N-Gain is in the moderate category. The effect size of textbook on the enhancement of students’ smog preparedness on both of parameters is in the moderately strong category. The implication of this research is that the developed integrated science textbook is effectively used to enhance students’ smog preparedness.

Analysis of teachers need in developing integrated science text book IPA adaptation system human body to temperature change using integrated 21st century learning

In science learning there needs to be a learning resource that is an integrated IPA text book that in accordance with 21st century learning. The propose of this study is to find out the needs of science teachers in junior high school in the face of 21st century learning. The method used in this research is descriptive method. Data analysis qualitatively and quantitatively. The result of the research show that the problem of integrated science learning in SMP Pasaman wets is, 1). The implementation in integrated type integrated science learning is not optimal yet at west Pasaman, 2). Have not been able to provide integrated science learning materials that are integrated with 21st century learning abilities, 3). The absence of science teacher books developed in accordance with 21st century skills. Based on the result of research is very important to do the development of integrated science text book with the theme. The adaptation system of the human body to temperature changes using integrated integration type 21st century learning to deliver learners have 21st century learning abilities.

Integrated science analysis of student text books with the theme of blood fluids using integrated connected type 21st century learning

In the Integrated Science learning, an integrated science textbook is needed according to 21st century learning demands. This study aims to analyze the books of integrated science students with the theme of blood fluids using the connected integrated type of 21st century learning. This research is a descriptive method with qualitative research. Research conducted using instruments, namely questionnaire. The analysis carried out is analyzing the books of Integrated Science students. Based on the results of the study obtained, the book analysis of Integrated Science students was developed so that a book of Integrated Science students with the theme of blood fluid using connected, integrated type 21st century learning was developed to encourage students to have 21st century learning skills.

Analysis of learning media in developing science textbooks with theme energy in life using integrated model for integrated 21st century learning

Science textbooks should contain learning and assessment that is relevant to the learning characteristics of the 21st century that aims to develop talents, interests, and potential learners to character, competent and literate. Pilot study was conducted to determine the basic needs in designing and developing the Integrated Science textbooks, The purpose of this study was to analyze the instructional media in the development of Integrated Science textbook Integrated mode with the energy theme in the lives of 21st century learning integrates research was conducted by a descriptive study with a qualitative approach. Samples were taken from the students of Junior High School 1 Sijunjung. The data used are primary data collected through questionnaires and interviews. The result of this research is the book used the school still does not meet the educational character of the 21st century (4C) where textbooks being used has not seen critical thinking skills and problem-solving that helps improve students’ thinking skills, the ability to create update based on prior knowledge of the students still low, and could not help express ideas - creative ideas of students are conceptually and practically. Conclusions needed media that can help relate the competencies and context should stimulate learners to have a Low Other Thinking Skills (LOTS) to the Higher Order Thinking Skills (HOTS). Design of Integrated Science textbook required a textbook that integrates 21st-century learning can help students to think a Higher Order Thinking Skills (HOTS).

Evaluating the validity of integrated science textbook on the theme of tsunami using webbed model based on Polya problem solving to enhance students’ preparedness toward disaster

The evaluation of the validity of textbook is important to determine whether a textbook has a proper quality. This study sought to evaluate the validity of the textbook on the aspects of content, presentation style, language and face using a valid questionnaire which was developed based on Likert scale. The validity of the textbook was assessed by three educational experts and practitioners. The data was later analyzed to determine the value of V of Aiken. The V of Aiken value of experts and practitioners on the aspect of content is 0,81 and 1, on the aspect of textbook presentation style is 0,81 and 0,94, on the aspect of language is 0,88 and 0,92, on the aspect of face is 0,89 and 1. The value of V showed that the content, presentation style, language and face of the textbook is categorized as valid. This means the textbook has satisfied most of its standard quality criteria.

Effectiveness of integrated science textbook theme earthquake using connected model SSCS problem solving

Integrated science learning is a concept that can be thought of as a learning approach that connects concepts in science to provide a more meaningful learning experience to students. all these scientific concepts can be linked to textbooks. Textbooks are the main source of learning that learners should use. This study aims to describe the improvement of the competence of learners after using the earthquake disaster of Junior high school integrated (SMP) earthquake with the type of connected problem solving problem SSCS. The method used is pre-test, post-test design, n gain and effect size with one group using class as research subject. In the competence of pre-test knowledge is given before the treatment to measure the problem of students’ initial understanding, while the post-test is given to measure the final understanding of the students as for the competence of responsiveness and skill seen classical mastery. The subject of this research is the students of class VII of SMP Negeri 4 Padang. The results show that there is a very effective use to improve student responsiveness and skills. On score n gain shows student’s knowledge competence categorized increase significantly and high and effect size is in category with great influence.

Effectiveness of integrated science textbook on volcanic eruption theme with creative problem solving to improve students’ preparedness

Students’ preparedness towards volcanic eruptions should be encouraged early through education. Learning science that contains volcanic eruption theme has been done as the preparedness effort. Preparedness parameters are measured by knowledge and attitude. This study aims to analyze the effectiveness of integrated science textbook theme of volcanic eruption to improve the students’ preparedness. The research method used is quasi experiment with one-group pretest-posttest design conducted on 32 students of seventh grade student in junior high school 1 Solok. The students’ preparedness parameter is measured by the knowledge test sheet and the attitude questionnaire. Data were analyzed using statistic descriptive, n-gain, and effect size. The results shows the students’ preparedness on knowledge and attitude parameters are in the medium category and effect size are in strong effect. Thus, scince textbook on volcanic eruption theme with the CPS model is effective to improve students’ preparedness.

Effectiveness of using sequenced model student books for integrated science lessons with themes of the human body adaptation system at temperature on student learning outcomes

Learning science should be developed as an integrative science between physics, biology, and chemistry. The real conditions in schools that science subjects are not yet integrated. One of the solutions that can be done is to apply integrated science book sequenced models. The theme used is the human body’s adaptation system at temperature. The aim of the study was to determine the effect of integrated science books on sequenced models on student learning outcomes. The type of this research is Quasi experiment with the design of Randomize control-Group. The population of this study was all seventh-grade students at SMP 8 Padang in West Sumatra who were enrolled in school in 2017/2018. The data of this study were analyzed using descriptive, hypothesis testing, simple linear regression and correlation test. At the real level at 0.05 for both aspects. The results of the study found that the integrated science textbook sequenced model had a significant influence on learning outcomes in the knowledge aspect at a 95% confidence level.

Practicalities in the development of integrated science textbook of junior high school drought theme using problem based learning

Practicalities refers to the degree that the user or other experts consider interventions can be used and preferred under normal conditions. The purpose of this study was to investigate the practicality of a textbook. The practicality test was conducted with one to one evaluation (3 learners), small group test (8 learners), and field test (30 learners) and 2 teachers using questionnaires. This type of data is primary data. Practical questionnaire prepared for learners with easily understood aspect, attractive, and efficient through the evaluation one by one, with the result of 80.21; 83.33 category of very practical, and 70.83 practical categories. Then, to test the response of learners in small groups, with the result of 81.39; 84.24 category of very practical, and 72.82 practical categories. At the end of the study conducted field tests on the response of learners with the result 82.19; 85.00; 80.00 categories very practical. After that the teacher’s response questionnaire, with the result 87.50; 90.62; 85.00 categories very practical. The practical implication is that textbook is used in the learning process and the learning process using textbook is done.

The content analysis, material presentation, and readability of curriculum 2013 science textbook for 1st semester of junior high school 7th grade

Based on the early observation by researchers of the two Science textbooks 7th Grade about biological material, 1st and 2nd semester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.

School Science Refashioned

Science for High School Students Pp. 1040. Single-volume Library Edition. 5.50 A.dollars. Two-volume Students' Edition. 3 A.dollars each volume. Teachers' Manual. Pp. 480. 3 A.dollars. Abridged Science for High School Students Vol. 1: Pp. 288. 2 A.dollars. Vol. 2: Pp. 334. 2 A.dollars. Senior Science for High School Students Part 1: Physics. Pp. 480. 3 A.dollars. Part 2: Chemistry. Pp. 448. 3 A.dollars. Part 3: Biology. Pp. 320. 2.75 A.dollars. Teachers' Manual. Pp. 320. 6 A.dollars. By the Nuclear Research Foundation School Certificate Integrated Science Textbook Group of Authors and Editors, under the Chairmanship of H. Messel. (Sydney: Nuclear Research Foundation within the University of Sydney; London: Pergamon Press, Ltd., 1964, 1966.)

School Science in Australia

Science for High School Students An integrated four-year course in physics, chemistry, biology and geology based on and covering the science syllabus approved by the New South Wales Secondary Schools Board. By the Nuclear Research Foundation School Certificate Integrated Science Textbook Group of Authors and Editors under the Chairmanship of Prof. H. Messel. Pp. 1040. (Sydney: Published by the Nuclear Research Foundation within the University of Sydney, 1964.) 52s. sterling; 65s. Australian; 7.50 dollars. Science for High School Students Teachers' Manual for use in conjunction with the integrated four-year course in physics, chemistry, biology and geology based on and covering the science syllabus approved by the New South Wales Secondary Schools Board presented in the textbook. By the Nuclear Research Foundation School Certificate Integrated Science Textbook Group of Authors and Editors under the Chairmanship of Prof. H. Messel. Pp. 480. (Sydney: Published by the Nuclear Research Foundation within the University of Sydney, 1964.) 24s. sterling; 30s. Australian; 3.50 dollars.