THE COMPLETENESS, BREADTH AND DEPTH : A COMPARISON BETWEEN INDONESIAN AND CAMBRIDGE HIGH SCHOOL
BIOLOGY TEXTBOOKS FOR CIRCULATORYSYSTEM
By: Dahlia Gultom ID. 4123342004
Bilingual Biology Education Progam
THESIS
Submitted To Fulfill The Requirement For Degree Of Sarjana
Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
Title of Thesis : The Completeness, Breadth and Depth : A Comparison between Indonesian and Cambridge High School Biology Textbooks for Circulatory System
Name : Dahlia Gultom
SID : 4123342004
Study Program : Bilingual Biology Educational Department : Biology
Approved by : Thesis Supervisor,
Syarifuddin, M.Sc., Ph.D. NIP. 19591122 1986011001
Acknowledged by :
Department of Biology, Bilingual Program
Head Coordinator,
Dr. Hasruddin, M.Pd Dr. Iis Siti Jahro, M.Si
NIP. 19640424 1989031027 NIP. 19651015 1992032003
FMIPA UNIMED Dean,
Dr. Asrin Lubis, M.Pd NIP. 19601002 1987031004
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The Completeness, Breadth and Depth : A Comparison between Indonesian and Cambridge High School Biology Textbooks for Circulatory System
Dahlia Gultom ( 4123342004 ) ABSTRACT
This study was aimed to compare the completeness, breadth and depth high school biology textbook of Indonesia and Cambridge publisher. The comparison use an instrument based on National Education Standard Agency ( BSNP ) assesment instrument for book evaluation. The topic that compared in this research is Circulatory system. The sample was taken with purposive sampling method. The biology textbook from Indonesian published by Erlangga, Esis and BSE. One Cambridge book’s publisher that is used in several schools, like Singapore, Malaysia, United Kingdom and Indonesia. The result data quantitative showed that the score of textbooks on a sample based on the completeness aspect of Cambridge book’s publisher has score 4 or 100 % , Erlangga book’s publisher has score 4 or 100 %, Esis book’s publisher has score 4 or 100 %, and BSE publisher has score 4 or 100 %. For the breadth aspect score of textbooks are Cambridge book’s publisher has score 4 or 100 %, Erlangga book’s publisher has score 4 or 90 %, Esis book’s publisher has score 4 or 100 %, and BSE publisher has score 4 or 100 %. In the depth aspect score of textbooks are Cambridge book’s publisher has score 4 or 87.5 %, Erlangga book’s publisher has score 4 or 100 %, Esis book’s publisher has score 4 or 100 and BSE publisher has score 4 or 100 %. Hence, can be concluded that all textbooks that had been analyzed have content feasibility with each syllabus.
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ACKNOWLEDGEMENTS
Thanks for Jesus Christ, my almighty God for the blessing and protection
that writer has been granted that she finally completed this thesis. Thanks God.
There is no one else like You. This thesis is aimed in partial fulfillment of the
requirement for the degree of Sarjana Pendidikan at Faculty Mathematics and
Natural Science UNIMED. This else could have been accomplished without the
guidance, suggestion, and comments from several people, for which the writer
would like to extand her sincere and special thanks.
The writer would like to thank for Dean and Dean assistant of Faculty
Mathematics and Natural Science UNIMED. Dr. Hasruddin, M.Pd. as head
department of Biology and Dr. Iis Siti Jahro, M.Si. as Bilingual Program
Coordinator. Dr. Fauziyah Harahap, M. Si. as her academic guidance as long as
studying. Syarifuddin, M.Sc.,Ph.D. as her consultant, for all suggestions and
supervisions in making corrections to her thesis. All lectures through out her
academic years at Faculty Mathematics and Natural Science UNIMED.
The writer would like to thank for beloved daddy, J. Gultom and great
mother R. Simangunsong, for their love, motivation, sincere prayers support
financial, advices and attention so she could face challenges during her study. The
great Gultom family, Franly, Netty and Sulastri her beloved brother and sisters,
Who give their supports to the writer in finishing her thesis. The writer’s friends
in discussion, Corry, Chandra, Evi and Lia, who always give support to do the
thesis, take and give for the idea. Her friends at Bilingual Biology Education
2012. The writer feels happy to be with them all. It is a true blessing to be to have been able to spend the past four years together with them. All writer’s covenants in Gereja Pohon Tarbantin Kebenaran Medan, thanks for all supporting and
prayers for me. It is a great blessing to be meet with all of them, my papa, my
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will be done on earth as it is in heaven. Her workmates in Prodim Education, for
the experience and challenges that keeps her moving forward. Thanks for all the
supports for helping the writer in finishing her thesis.
Finally, the writer realized that the thesis is still far from the perfection due to the lack of writer’s ability and knowledge, therefore, the writer still expects some constructive critics the reader. Last but not the least, the writer hope that this
thesis would give benefits for writer and readers.
Medan, August 2016
Dahlia Gultom
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TABLE OF CONTENTS
Pages
Legalization Sheet i
Biography ii
Abstract iii
Acknowledgements iv
Table of Contents vi
List of Tables ix
List of Figure x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 3
1.3 Research Scope 4
1.4 Research Question 4
1.5 Objective of Research 4
1.6 Significance of Research 4
CHAPTER II LITERATURE REVIEW 6
2.1 Definition of textbook 6
2.2 Function of Textbook 6
2.3 Criteria for Evaluating Textbooks 7
2.4 Component Assessment Textbooks 8
2.5 Circulatory system 8
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2.5.1.1.Blood Clotting 9
2.5.2 Blood Vessels 11
2.5.3 Mammalian Circulation 12
2.5.4 Heart 12
2.5.4.1 Cardiac Cycle 13 2.5.5 Circulatory Diseases 14
CHAPTER III RESEARCH METHODOLOGY 16
3.1 Location and Time 16 3.2 Population and Sample 16 3.3. Research Type 17 3.4. Research Instrument 17 3.5. Data Accumulation Technique 19
CHAPTER IV RESULT AND DISCUSSION 21
4.1 Result 21
4.1.1 Book Analysis 21
4.1.1.1 Quantitative Book Analysis 21
4.1.1.1.1 The Completeness Aspect 22
4.1.1.1.2 The Beradth Aspect 22
4.1.1.1.3 The Depth Aspect 23
4.1.1.2 Qualitative Book Analysis 24
viii
CHAPTER V CONCLUSION AND RECOMMENDATION 33 5.1 Conclusion 33
5.2 Recommendation 33
ix
LIST OF TABLES
Pages
3.1 Analyzed Biology Textbooks 15
3.2 The Research Instrument 16
3.3 Content completeness scoring 17
3.4 Content breadth scoring 17
3.5 Content depth scoring 18
3.6 The Comparison of Textbooks 19
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LIST OF FIGURE
Pages Figure 2.1 Plasma and Cellular Composition 9
Figure 2.2 Blood Clotting 10
Figure 2.3 Blood Vessels 11
Figure 2.4 Coordinated cycles of heart contraction drive double
circulation in mammals 12
Figure 2.5 Heart 13
Figure 2.6 The cardiac cycle consists of alternating periods of
contraction and relaxation 13
Figure 2.7 (a) Normal coronary artery; (b) Abnormal coronary artery 14
xi
LIST OF APPENDICES
Pages
Appendix A.Quantitative Data 36
1
CHAPTER I INTRODUCTION 1.1 Background
Textbook is one of the most important elements in the teaching learning
process, because textbook can present a variety of material that will be taught. In
addition, textbooks also support the teaching learning process to be going
regularly and effectively. Without textbooks, teaching learning process will not be
going smoothly and effectively. Brown stated that “ The presence of a textbook is necessary to support teaching learning process ” (Brown, 1994). It means that the presence of textbooks can facilitate students to follow the learning process. Many
researchers have claimed that textbooks are the most frequently used instructional
materials for students and teachers at all grade levels (Florida University
Department of Education [FLDOE], 2008). Especially in science, what is taught
and how it is delivered is under the influence of textbooks.
Textbooks play an important role in effective biology education and they
are fundamental sources of information to basic biological concepts, scientific
research process and experimental activities (NRC; Haury, 2000). The studies that
were conducted abroad indicate that 90% of the teachers actively use textbooks as
their main instructional tool and to assign homework (Blystone, 1989). It means
teacher have to select textbooks in learning process. Textbooks as instructional
material guide teachers in topic selection and provide ways to teach those topics.
Textbooks serve to provide the learner with the opportunity to consolidate his/her
understanding independently of the teacher.
If a textbook is the main source of information and order of content at
biology lessons, then it should meet the needs of teachers and students. Teachers
find it logical to follow the textbooks to make sure that the students learn all the
content areas (Kuechle, 1995). However, it was found that students have
2
There are three international studies are credible as instrument to test
global competency, they are PIRLS (Progress in International Reading literacy
study), PISA (Programme for International Student Assesment) and TIMSS
(Trends in International Mathematics and Science Study). These studies measure
student literacy grade of reading, math and science in all the earth. Organization
Programme for International Student Assessment (PISA) assesses the ability of
reading, math, and science field. PISA survey organization does not only measure
the student ability in solving problems or operating technique. The survey
assesses the students' skills in problem solving, which includes identifying and
analyzing problems, formulating reasons and communicating their ideas to others.
The results of the PISA survey report in 2006, Indonesia was at 52nd rank of 57
participating countries in science. In the last PISA test 2012, Indonesia ranked 64 of 65 participant’s countries, whereas in the last TIMSS test 2011, Indonesia ranked 36 of 40 ( TIMSS, 2011). The result of the PIRLS report that the student of
Indonesia can understand only 30 % of the material because they felt difficulties
to answer the text questions that need understanding and analyzing. International
studies report the student of Indonesia are still lower ranking than Singapore (
TIMSS, 2007). The availability of textbook will give the impact students learning
outcomes.
Related to the issue of school textbooks, the government through the
National Education Standards Agency (BSNP) control book by assessment. The
purpose of textbooks assessment is providing textbooks that are suitable to be
used to improve the quality national education, improve the quality resource of
Indonesia textbook, protect learners from books that are not qualified, and
increasing interest of reading. The Governments’ Regulation (No.19/2005 chapter
43 chapter (5) : “ Quality of textbooks must fulfill four elements of feasiblity,
namely the feasibility of the content, the presentation of the feasibility, feasibility
of language, and the feasibility of graphic, they are valued by BSNP. Standart
feasibility content of textboook according to BSNP the material must support
3
feasibility of textbook can be valued of the completing, width and depth
materials.
The completeness, breadth and depth of materials are most important
necessary in a textbook, because it indicates how is greater the understanding of
student to learn the material. based on the result of Tekkaya. et all. (2001) In
Turkey, the student felt difficulties in learning process about Body System, for example the Circulatory system. So that’s why, understanding of Circulatory System conception have to pay attention to the width, depth and up to date of the
materials so that students are able to know more about materials and easy to
understand.
Based on the background, the writer wants to know the quality of
indonesia textbook in three books in different publisher with textbook that
published in Cambridge by the identification of completeness, breadth and depth
use each countries curriculum. There are three textbooks of Indonesia as the
comparison to know which one of the textbook is better to use and compare it to
the Biology Textbook Cambridge’s publisher. Does the quality of textbook that
public in Cambridge country is better than indonesia textbook based on each
curriculum? Therefore, the writer choose to do the research by lifting the title
research “The Completeness, Breadth and Depth : A Comparison between
Indonesian and Cambridge High School Biology Textbooks for Circulatory
System“.
1.2 Problem Identification
Based on the background research, the comparison research of Biology
Textbook of Indonesia with Biology Textbook Cambridge Publication by using
each curriculum are still rare. Therefore, the writer wants to do research to
compare completeness, breadth, and depth of Biology Textbooks Senior High
4
1.3 Research Scope
The limitation of this research are:
1. Comparing the Biology textbook of Indonesia with Cambridge Biology Textbook’s publisher.
2. This research use syllabus of each textbook’s publishers as a standard to
analyze the completeness, breadth, and depth biology textbook senior high school in Indonesia and Cambridge Biology Textbook’s publisher.
3. There are there textbooks of Indonesia, namely Erlangga, Esis and BSE textbooks’ publishers and one biology textbook that published by Cambrigde.
4. The concept that will be discussed is Circulatory System.
1.4 Research Question
Based on the background of this research, the problems formulation are:
1. Which textbook discuss about Circulatory System is more complete?
2. Which textbook discuss about Circulatory System is breadther?
3. Which textbook discuss about Circulatory System is deeper?
1.5 The Objectives of Research
The objectives of this research are:
1. To know which textbook discuss about Circulatory System is more
complete.
2. To know which textbook discuss about Circulatory System is breadther.
3. To know which textbook discuss about Circulatory System is deeper.
1.6 The Significance of Research
The significance of this research are:
1. For Teachers:
a. The teacher gets the information about the width, depth and recency
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b. For helping teacher to choose textbook that is suitable with criteria based
on Curriculum.
2. For Authors :
a. The authors get the information about the width, depth and recency
biology textbook senior high school in Indonesia with criteria based on
curriculum.
b. For helping the authors to edit Biology textbook based on curriculum.
3. For Students:
a. For helping students to understand deeper about the materials in the
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the four Biology Textbooks analysis about the completeness,
breadth and depth aspects, can be concluded that:
1. For the completeness aspect of the four textbooks, all textbooks are
grouped very good . The textbooks have the content that involves all
materials in Standard Competence and Basic Competence.
2. For the breadth aspect of the four textbooks, all textbooks all textbooks are
grouped very good. The textbooks have the content that is provided
reflects the explanation which support the Basic Competence.
3. For the depth aspect of the four textbooks, all textbooks all textbooks are
grouped very good. The textbooks have the content that comprises
Introduction, Definition, Output display, Example, Case, Exercise,
Procedure and Accordance with syllabus.
5.2 Recommendation
Based on the four Biology textbook analysis can be given
recommendation:
1. To obtain the best quality of the textbook and related to the curriculum is
better to be done the best selection by using analysis, namely analysis for
the completeness, breadth and depth aspect.
2. For the using book is better reflects the object of book priority based on
the feasibility aspect of book that related to the curriculum, so the teacher
and student are easier to do learning process.
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BIOGRAPHY
Dahlia Gultom was born in Pangaribuan, on August 3rd 1994. She is the
second child of four belovers. Her father’s name is Jabatahi Gultom and mother’s
name is Rostina Simangunsong. Now, she lives in Medan. While, her parents live
in Pangaribuan. She started her school at SD NEGERI 1 Batunadua in 2001. In
2007, she graduated from elementary school and continued in Junior High School
at SMP NEGERI 2 Pangaribuan. After she finished her studying in SMP, in 2010
years ago she got her next studying in Senior High School at SMA NEGERI 1
Pangaribuan. In 2012, she was graduated and continued her studying by following
SNMPTN. She was accepted in a university in Medan, namely Stated University
of Medan. She choosed Biology department, Bilingual Biology Education study
program at University of Medan.
During studying at University of Medan, she had worked started from the
second semester. She became a private teacher in a institude, namely at Prodim
Education. She had experience to teach several students grade started from
elementary schoool till senior high school. She love to teach. At semester 7, she
got PPL at Berastagi, exactly SMA NEGERI 1 Berastagi. She enjoyed her
experience to teach. At last, for the eighth semester she begun to make a thesis to
fulfill the requirement for degree of Sarjana Pendidikan, she have a title, namely
“The Completeness, Breadth and Depth : A Comparison between Indonesian and
Cambridge High School Biology Textbooks for Circulatory System”. It is an
interested title of her thesis. She was very like the process when compiling her
