THE DEVELOPMENT AND STANDARDIZATION OF SENIOR HIGH
SCHOOL CHEMISTRY TEXTBOOK FOR YEAR
XI
AT SEMESTER
I
RSBI CLASS BASED ON CONTENTS STANDARD
OF'KTSP
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of Magister
Pendidikan on Program of Study of Chemistry Education
By:
DINA ADREINI Br TARIGAN
NIM:809142027
STATE lJNIVERSH\"
MF:I)AN
2012
THE DEVELOPMENT AND STANDARDIZATION OF SENIOR HIGH
SCHOOL CHEMISTRY TEXTBOOK FOR YEAR
XI
AT SEMESTER
I
RSBI CLASS BASED ON CONTENTS STANDARD
OF'KTSP
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of Magister
Pendidikan on Program of Study of Chemistry Education
By:
DINA ADREINI Br TARIGAN
NIM:809142027
STATE lJNIVERSH\"
MF:I)AN
2012
THE DEVELOPMENT AND STANDARDIZATION OF SENIOR IDGH SCHOOL
CHEMISTRY TEXTBOOK FOR YEAR XI AT SEMESTER I RSBI CLASS
BASED ON CONTENTS STANDARD OF KTSP
Arranged and proposed by:
DINA
ADREINI
DR TARIGAN
NIM: 809142027
Sustained in Front of the Committee of Thesis Examination on 15 March 2012 and
has been Declared to Fulfill A Requirement for Getting the Degree of Magister
Pendidikan of Chemistry Education Program
Medan 15 March 2012
Approved by Supervisors
Supervisor I,
Head of Chemistry Department
Prof. Dr. Ramlan Silaban, M.Si
NIP.l9600618198703 1002
Acknowledge By
Supervisor ll,
~
APPROVAL OF BOARD OF COUNSELORS
THE THESIS EXAMINATION OF MAGISTER PENDIDIKAN
No Name
1. Prof. Drs. Manihar Situmorang, M.&., Ph.D
NIP.l%008041986011 001
(Supervisor l)
2.
Dr. SilbSOn Tarigan, M. Pd
NIP. 19600223 198603 1 OOS
(Supervisor 2)
3. Prof. Dr. Ramlan Silaban
NIP.196006181987031002
(Counselor)
4. Eddiyanto, Ph.D
NIP. 19670425 199403 1 012
(Counselor)
5. Dr. lls Siti Jahro, M.Si
NIP.196S1015199203 2 003
(Counselor)
~
_.
.~
ABSTRACT
Dina Adreini Br Tarigan The Development and Standardization of Senior High School Chemistry Textbook for Class XI at Semester I RSBI Class Based on Contents Standard of KTSP. Thesis. Medan: Postgraduated program of State University of Medan.
The aim of this research is (I) to analyze and develop of standard chemistry textbooks that proper to use in senior high school (shs) in class of XI at semester one RSBI class; (2) To know the subject matter that proper to be taught year XI shs at semester one RSBI class; (3) To get the standard chemistry textbooks that proper to use in shs year XI at semester one RSBI class; (4) To know what the teachers' responds for the standard chemistry textbook development of shs year XI at semester one RSBI class; (5) To know the effectiveness of standard chemistry textbook of shs for year XI at semester one RSBI class. The research was done on October 2011 to February 2012, the population of this research was the chemistry textbooks which used in RSBI schools, chemistry professional teachers, chemistry lecturers who expert in teaching and mastering basic chemistry, and students of RSBI class in north Sumatera .. The sample was that four chemistry textbook that used in second year class of RSBI class of shs 1 Medan, shs 1 Tebing Tinggi and shs I Berastagi, 2 of chemistry lecturers of state university of Medan and 11 of teachers of RSBI class of shs I Medan, shs 1 Tebing Tinggi and shs
1 Berastagi as respondents. The sample of students were selected by using purposive sampling to choose two classes in every school where one was treated as experimental class and another was as a control class. The selected samples in every class were grouped based on their achievement on chemistry in the first semester to make them in to two categories, the relative high achievement (HA) and relative low achievement (LA). Experimental class was taught by using innovated teaching using standard chemistry textbook as a learning media while the control class was taught without using standard chemistry textbook. The data were collected by using instruments from BSNP and by using a set of multiple tests that covering all subjects being taught. The result of analyze the chemistry textbooks showed that: the chemistry textbook from publisher of Tiga serangkai was obtained 80%, Yrama Widya was obtained 67%, Grafindo was obtained 86%, Esis was obtained was obtained 77%. The range validation of standard chemistry textbook sequence was obtained 3.45. The data of students' achievement are distributed normally and homogeny. The results obtained from pretest showed that there is no different between two classes (experimental and control class), where averaging value of pre-test in experimental classes is (35.42±6.77) with 1:catculated 1.74< ~ •• 1.990 and averaging value of pre-test in control classes is (32.34±6.53) with 1Caicu1ated 1.85< ttable
ACKNOWLEDGEMENT
First of all, i am the writer would like to devote the greatest thankfulness
to Almighty God Jesus Christ, for His blessing, guidance, strength and love that
He gives in all my life especially in doing this thesis.
In this opportunity, i would like to express my gratitude for Prof. Drs. M.
Situmorang, M.Sc, Ph.D and Dr. Simson Tarigan, M.Pd as my supervisors and
Prof. Dr. Ramlan Silaban, MSi, Eddyanto, Ph.D and Dr. lis Siti Jahro, M.Si as
my counselors, for their advices, suggestions, guidance and constructive
comments in the process of completing this thesis.
The writer also says thanks for Dr. Retno M.Si as the valuator of
instrument test in this research, Dra. Ifj. Rebekka Girsang, the headmaster of
Senior High School of Government 1 Medan, Drs. Indra Ashar, the headmaster of
Senior High School of Government 1 Tebing Tinggi, Alberto Colia, M.Pd, the
headmaster of Senior High School of Government 1 Berastagi, and for all
chemistry teachers who have been helped me in doing the research.
My special gratitude is devoted for my beloved parents, R. Tarigan and R
Br. Sinuhaji and also my dearest Brother and young sister Briptu. Osvaldo Arbhi
Tarigan, S.H and Henni Demitra Br Tarigan for their loves, supports, prays and
attention that they always give to me.
I have tried as maximal as i can, in doing this thesis but in my
hwnble heart, i hope construct suggestions and critics of the reader for perfection
this thesis. I hope this thesis can be useful and give function of reader's
knowledge especially about the standard chemistry textbook which is researched
in this thesis.
Writer,
Abstract
[image:7.534.43.482.53.612.2]Acknowledgement List of Contents Table Captions Figure Captions List of Appendix
LIST OF CONTENTS
CHAPTER I INTRODUCTION 1.1. Background
1.2. Problems of Identification 1.3. Scope of the Study 1.4. Problems of the Study 1.5. Objectives of the Study 1.6. Significances of the Study
CHAPTER ll LITERATURE STUDY 2.1. Textbooks as Teaching Materials 2.2. Education National Standard
2.3. Institution-Level Curriculum (KTSP) 2.4. The Development of Textbook 2.5. Chemistry Learning Innovation 2.6. Conceptual Framework
CHAPTER III METHODOLOGY OF RESEARCH 3.1. Location and Time of Research
3.2. Population and Sample 3.3. Design ofResearch 3.4. Procedure of Research
3.5. Technique of Collecting and Data Analysis
CHAPTER N RESULT AND DISCUSSION 4.1 The Analyzes of Chemistry Textbooks 4.2. The Proposed of Material Sequences
4.3. The Development of Chemistry Textbook for Class of XI at Semester One
4.4. The Assessment of Standard Chemistry Textbook for Class XI at Semester One
4.4. The Effectiveness of Standard Chemistry Textbooks
Table2.1. Table 3.1. Tabel3.2. Table 3.3. Table4.1 Table4.2 Table4.3. Table4.4. Table4.5. Table4.6 Table 4.7. Table4.8. TABLE CAPTIONS Page
Competency standard, basic competency and chemistry 21 topics in second class of senior high school based on KTSP
The analyzes format of the suitability the second class 30 of senior high school chemistry subject matter with content standard of KTSP
The Criteria of validation of chemistry textbooks 31 analysis
Technique of collecting and analyzing data 31
The presentation of chemistry material from 4 32 publishers based on number of chapters, sub-chapters, map concept, standard of competency- basic competency (SC-BC), key-words, experiment, summary, exercise, glossary, and index
The percentages of chemistry textbooks analyzes year 40 XI senior high school at first semester RSBI class.
The materials proposed of standard chemistry textbook 45 based on the analyzes result of chemistry textbooks for year XI I at semester one.
The assessment of chemistry textbooks sequence for senior high school year XI at first semester 46
The arrangement of standard chemistry textbooks for
year XI at semester one 49
The assessment of chemistry textbooks sequence for senior high school in class of XI at first semester 53
The assessment of the language feasibility of standard of chemistry textbook for year XI I at semester I 56
The assessment of the presentation feasibility of 57 standard of chemistry textbook for year XI I at semester I
Table 4.9.
Table 4.10.
Table 4.11
Table 4.12
Table 4.13
The output data of Kolmogorov-Smimov Test for experimental class
The Output Data of Kolmogorov-Smimov Test for Control Class
Test of homogeneity of Variances
The students' achievement based on pretest on an teaching using standard chemistry textbook as learning media, numbers in table are means and standard deviation.
The students' achievement based on posttest on an teaching using standard chemistry textbook as learning media, numbers in table are means and standard deviation
Table 4.18 The effectiveness percentage of standard chemistry textbook of class XI senior high school at semester one RSBI class
Page
58
59
59
60
62
64
Figure 3.1.
Figure 4.1.
Figure 4.2
Figure 4.3.
FIGURE CAPTIONS
Page
The procedure and step of research to develop standard 28 textbook of the second class senior high school by innovation of teaching material of north Sumatera local potential based on KTSP
Analyzes of the fourth chemistry textbooks in class of 41 XI senior high school at semester one.
Graphic of analyze of chemistry textbooks in class of 42 XI senior high school at first semester
The validity range of each components the contents 55 feasibility standard of chemistry textbook for class XII at semester I
LIST OF APPENDIX
Page
Appendix I Evaluation standard of learning textbook 70
Appendix 2 Description of evaluation points on chemistry learning
textbooks for senior high school 71
Appendix 3 The assessment of chemistry textbook for class XI at semester I based on feasibility of contents 81
Appendix 4 The assessment of chemistry textbook for class XI at semester I based on feasibility of language 83
Appendix 5 The assessment of chemistry textbook for class XI at
semester I based on feasibility of presentation 84
Appendix 6 The assessment of chemistry textbook sequence tor senior high school year XI at first semester 86
Appendix 7 Analysis of chemistry textbook of Tiga Serangkai publisher in year XI senior high school at first semester 87
Appendix 8 Analysis of chemistry textbook of Y rama Widya publisher in year XI senior high school at first semester 89
Appendix 9 Analysis of chemistry textbook of Grafindo publisher in year XI senior high school at first semester 91
Appendix I 0 Analysis of chemistry textbook of Esis publisher in year 93 XI senior high school at first semester
95 Appendix 11 KTSP curriculum of chemistry for senior high school
Appendix 12 Learning planning programmed in experimental class 97
Appendix 13 Learning planning programmed in control class 101
Appendix 14 lnstrwnent test 105
Appendix 15 Table of class based on high and low group
Appendix 16 Normality test
113
Appendix 17 Homogeneity Test 120
Appendix 18 Hypothesis Test
Appendix 11 The Percentage of effectiveness
Page
121
124
1.1. Background
CHAPTER I
INTRODUCTION
The textbook and the teacher's manual are of primary teaching resources.
Even in state school systems where teachers with a better level of training are
employed, textbooks are often the mlijor teaching resources used. In the survey of
ESL teachers in secondary schools, the teachers reported that their primary
teaching resources are textbooks, supplementary materials, and audio tapes. The
primary functions of the textbook are to provide practice activities, a structured
language program for teachers to follow, language models, and information about
the language. Most teachers reported that they do not rely on a single textbook,
but many using a separate textbook for listening, reading practice, and writing
(Apple, 1991). Further, Shannon (1987) reported that textbooks, because they
package learning content effectively, are seen as an efficient way of achieving
learning. Bybee also said that (1997) Textbooks determine 75-90 percent of the
instructional content in schools nationwide
However, process of teaching and learning activities between teachers and
students will not be separated from the book, although teachers can explain the
material clearly and completely. The need for the textbook in teaching learning
still becomes an important priority. Textbooks on the market must be thoroughly
tested quality as a source of learning media (Wibowo, 2005). Every textbook that
will be used in schools as a resource and learning media must be through
assessment process as a national standard of textbooks. But textbooks on the
market still has many fundamental mistake, the subject matter offered in the books
being used in Indonesia, left 50 years of the latest discoveries, from the aspect of
presentation, the condition is no less concerned. The textbooks are too
materialistic, dry and not arouse of student's affective awareness. Although the
textbooks is for cognitive-oriented, but intellectually unable to move the critical
The problem of education is often stated in various meetings and mass
media in Indonesia is the tendency of the low quality of education on several
levels and units of education, especially primary and secondary education.
Various efforts to increase the quality of education is done started from training to
improve the quality of teachers, improving curriculum periodically, repair
facilities and educational infrastructure, and improve the quality of school
management. But indicators to quality of education still have not shown
significant improvement (Mulisch, 2007). Improving the quality of education
should be done continuously, conventionally or through innovation. Improving
the quality of education is done by setting goals and standards of educational
competence in order to anticipate future changes and demands that will face
students as citizens, so they are able to think globally and act in accordance with
local characteristics and potential.
One effort to improve the quality of education is by facilitating of
qualified textbooks. Textbook should be able to present the material in accordance
with the curriculum, following the development of science and technology, and
includes the competencies that have been established (Jippes, et all, 2009). The
World Bank suggests that reforms be initiated in relation to textbooks in
developing countries; textbooks being a "critical part of education, as necessary as
classroom itself, as indispensable as the classroom teacher" (DeGuzman et all,
2000). Through qualified textbooks, children learn vocabulary that they may not
necessarily encounter in daily conversations and learn about conventions of print
and the syntactic structure of language. Children's decontextualized language
skills have been shown to be related to conventional components ofliteracy, such
as decoding, understanding story narratives, and print production.
In this post-modern world of technological advancement, rapidly changing
markets and increasing competition, teachers are faced with new academic and
pedagogical challenges. In order to prepare students, teachers must teach more
challenging and extensive subject areas develop different instructional strategies
and reach a wider range of students. Having a high-quality curriculum to guide
reforms need to take place in such a way that gaps between the curricular
framework and the textbook are bridged and the needs of learners from diverse
backgrounds are reflected in curricula and textbooks. Curricula and the textbooks
should be more meaningful and relevant for the life experiences of the students
and should prepare them for real life (Mohammad and Kumari, 2007).
Educational innovation is a plan or pattern that can be used to build the
curriculum, designing instructional materials and as director of learning activities
within or outside the classroom. Innovation in education is often associated with
the renewal that comes from creative thinking, finding and modification that
includes ideas and methods used to solve a problem of education (Riskin et all.,
2006). Learning innovation by using textbook is necessary to do in increasing
student's achievement so that impressions of learning take long remember by
students (Tompkins et all, 2006). In order the innovation on teaching is succeed
due to the purpose oflearning so it is important to concern several things such as:
theoretical rationale, the justification of learning, and the scope of the study.
Innovative teaching can approved if it can be widely used in learning and proven
effective in improving student learning outcomes (Douthwaite et all, 2009)
The main purpose of chemistry lessons is to acquaint students with nature
or everyday phenomena and help them to understand what is going on in nature:
all guidelines for chemical education, schoolbooks and most curricula should aim
at achieving this goal. The curriculum is currently used in the system of education
in Indonesia is the educational level curriculum (KTSP). KTSP are applied by the
government since 2006. The educational level curriculum (KTSP) is a curriculum
that oriented to the achievement of competencies, which extend the creative
participation of teachers, school administrators, and students in the learning
process based on basic competencies. Furthermore KTSP requires changes in the
structure of matter, and orientation of learning and assessment. Suitability of the
content of books and curricula must be properly addressed appropriate with the
demands of curriculum based on standards of competence and basic competences
in force. But in reality many textbooks available in the market gives the concept
books that are traded when connected to the curriculum does not appropriate with
knowledge. Research and interview data focus only on the marked text and
vocabulary. Depth research to find most textbooks provides too many topics and
poorly developed. All text later includes activities not relevant to the key ideas or
do not help students relate to what they're doing with the basic idea. (Ortlieb,
2010)
Textbook choices determine curricular themes such as science content,
concepts, and processes, and how instruction was delivered textbooks are the most
widely used reading materials in science classrooms (Aivermann and Xu, 2003).
The survey that conducted by a team of researchers at several book stores in the
city of Medan, and based on the type of chemistry books are used as textbooks in
high school chemistry in mind that books are marketed and are commonly used
chemistry textbook written and published outside of North Sumatra, namely:
Jakarta(53.5%); Solo (17.9%); Klaten (10.7%), Bandung (7%), Bogor (3.6%) and
Semarang (3.6%). Analysis of the book based on an assessment of the textbook
contents according to KTSP is known that textbook is very slightly to have a local
content of North Sumatra. If those textbooks used in schools only based on the
textbook without the creativity of teachers in the learning achievement of the
desired chemical materials based KTSP demands will not be realized because the
curriculum and syllabus are described in textbooks without content to integrate
local, namely the potential of North Sumatra. Thus one of the efforts to improve
the quality of learning can begin to ftx the quality of high school chemistry
textbook, so that educational objectives set out in the curriculum can be realized is
through the use of good quality textbooks that integrate local content.
Developing of textbook had researched by Suja (2010), ''the resulted
shown that the implementation of textbook could increase the student's activities
as well as their achievement. Furthermore, the students' response towards the
learning process was very positive". Based on describing above, so writer will
make a research whose title is: "The Development and Standardization of Senior
High School Chemistry Textbook for Year XI at Semester one RSBI Class Based
on Contents Standard ofKTSP"
1.2. Problems of Identification
l) Chemistry textbooks available in the market give the concept of a subject
matter described differently with KTSP.
2) The local content of chemistry textbooks in the market is still very poor
3) It is still has a fundamental mistake
4) The quality of education is less on several levels and units of education,
especially primary and secondary education
1.2. Scope of the Study
The scopes of this study are:
1) The textbooks to be analyzed consist of 4 textbooks that are used of senior
high schools ofRSBI class in north Sumatera.
2) The textbooks to be analyzed and developed are for year XI of senior high
schools ofRSBI class at semester one.
3) The analysis of subject matter according to content standard of KTSP.
4) The respondent teachers must have minimum 3 years in service.
1.3. Problems ofthe Study
The problems of this study are formulated as follows:
1) Are the chemistry textbooks for year XI senior high school that use ofRSBI
class in north Sumatera appropriate with the content standard of KTSP?
2) What subject matter that exact to be taught in year XI senior high school at
semester one RSBI class?
3) How the development of standard chemistry textbooks that proper to use in
year XI senior high school at semester one ofRSBI class?
4) What the responds of the teachers about the product of chemistry textbook
development of senior high school for year XI at semester one RSBI class?
5) How the effectiveness of standard chemistry textbook of senior high school .·.,
for year XI at semester one RSBI class?
1.4. Objeetives oftbe Study
The objectives of this study are:
I) To analyze the chemistry textbooks of senior high school for year XI at
semester one of RSBI class which use in north Sumatera based on contents
standard ofKTSP.
2) To know the subject matter that proper to be taught for year XI senior high
school at semester one RSBI class so that easy to understand by students.
3) To get the standard chemistry textbooks that proper to use in senior high
school for year XI at semester one RSBI class.
4) To know what the teachers' responds for the standard chemistry textbook
development of senior high school for year XI at semester one RSBI class.
5) To know the effectiveness of standard chemistry textbook of senior high
school for year XI at semester one RSBI class.
1.5. Signifieanees of the Study
The significances of the study as foUows:
1) To be an input for teachers and school holders in order selective in using
chemistry textbook in school and make teachers and students easier to
understand the content of textbook.
2) To be an input to publishers so that concerns the suitability of material with
content standard ofKTSP.
3) To obtain the standard chemistry textbooks of senior high school for year
XI at semester one RSBI class of north Sumatera.
4) Researcher will be able developing herself in developing an arranging
chemistry textbook for senior high school on class of XI at semester one
RSBI class.
_,
5.1. Conclusion
CHAPTERV
CONCLUSION AND SUGESTION
The conclusions of the research are:
1. The competency standard and basics competencies of fourth chemistry
textbooks of senior high school year XI at semester one RSBI class
generally, appropriate with the competency standard and basics
competencies ofKTSP.
2. The subject matter that exact to be taught in year XI senior high school at
semester one RSBI class are: quantum mechanics atomic theory, molecular
shapes, thermochemistry, reaction rate, and chemistry equilibrium
3. The teachers respond for the standard chemistry textbook development of
senior high school in year XI at semester one RSBI class, showed that it is
proper to be used as learning media in teaching learning process.
4. The using of standard chemistry textbook as learning media in teaching of
chemistry equilibrium is fmd effective to increase students' achievement in
chemistry.
_,
5.2. Suggestion
Based on the result that obtained in this research, the suggestions are as
follows:
1. Chemistry teachers should be selective in choosing chemistry textbook for
using in teaching activity as learning media. and to take note of the contents
feasibility with the materials sequence of chemistry textbook have to be
appropriate with contents standard of curriculum.
2. The standard chemistry textbook for year XI senior high school at semester
one RSBI class are suggested to be used as instructional media in teaching
learning process because standard chemistry textbook are suited with the
assessment of educational national standard and because of the chemistry
textbook able to increase students' achievement.
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