CHAPTER III
RESEARCH METHODOLOGY
A. Research Method and Research Design 1. Research Method
The research method used for this research is quasi experiment. Creswell (2012) stated that quasi experiments include assignment, but not random assignment of participants to group. This is because the experimenter cannot artificially create groups for the experiments. This method is appropriate with the purpose of the research which is investigating the effect of integrated science text book towards students’ conceptual understanding and students’ motivation in learning global warming which are comparing the difference treatment on two difference class.
2. Research Design
The design used in this research is pre-test and post-test design (Creswell, 2012). The researcher assigns intact groups the experimental and control treatments, administers a pre-test to both groups, conducts experimental treatment activities with the experimental group only, and then administers a post-test to assess the differences between the two groups.
Table 3.1 Pre-test and Post-test Design Select Control
Group
Pre-test Cellular text book Post-test Select Experimental
Group
Pre-test Integrated text book Post-test (Adapted from Creswell, 2012)
B. Research Location, Population and Sample
The location of this research is in one of the junior high school in Bandung Regency. The population in this research is all 7th grade students at one of the school in Bandung Regency. The sample are 7th grade students from two different classes in one of the school in Bandung Regency. The sampling technique that used is purposive sampling. This sampling technique based on a certain consideration or purpose (Sugiyono, 2015).
C. Operational Definition
In order to avoid misconception about this research, some operational definitions are explained in this research. Those terminologies are explained as a follow:
process is conducted by lesson plan and the integrated of biology, chemistry and physic is available on research instruments (integrated science text book).
2. Students’ motivation in this research is the feedback from students after they learn using integrated science text book (experiment class) and cellular science text book (control class). The indicators for measuring students’ motivation using ARCS (attention, relevancy, Confidence, satisfaction) Model and the question of the questionnaire is made by researcher by following ARCS indicators. The indicator of ARCS model is available on questionnaire which are: 1-4 questions is attention, 5-9 questions is relevancy, 10-11 questions is confidence and 12-14 is satisfaction.
3. Students’ Conceptual Understanding in this research is the competence of students that covers the level cognitive such as remembering (C1), understanding (C2), applying (C3), and applying (C3). The indicators are the atmosphere of Earth, Electromagnetic waves, greenhouse effect, acid rain, greenhouse gasses, the effect of global warming, cause of global warming and how to overcome global warming. This competence is measured by using multiple choice questions and essay (pre-test and post-test).
D. Assumption
The assumption of this research are:
1. Integrated science text book using integrated model in global warming topic can enhance students conceptual understanding better than science text book using cellular model.
2. Integrated science text book using integrated model in global warming topic can enhance students’ motivation better than science text book using cellular model.
E. Hypothesis
Hypothesis that is tested in this study are as follow:
H0: There is no effect in students’ understanding in learning global
warming between experiment class and control class using integrated science text book and science text book.
warming between experiment class and control class using integrated science text book and science text book.
F. Research Procedures
Generally, the procedure in this research is divided into three stages which are preparation stage, implementation stage and completion stage. Each stage has its own activities which are conducted during the research.
1. Preparation Stage
The steps are including the preparation stage as follows:
a. Analyze the teaching and learning process using science conventional model (cellular model) and science integrated model
b. Analyze the usage of both methods on Indonesian curriculum. c. Determine the sample and populations of this research
d. Literature review was conducted in analyzing the information about: 1) Integrated model
2) Students understanding which is consist of multiple choice and essay
3) Students’ motivation using ARCS model
4) Global warming topic
e. Research problem is identified and elaborate with several research questions. To answer the research questions, research instrument is need for gaining the data. Arrangement of research instrument include: 1) Multiple choices and essay to measure the students conceptual
understanding.
2) Questionnaire of ARCS model to measure the students’ motivation.
3) Observation sheet to describe the condition of teaching and learning process for implementing learning material using integrated model and cellular model.
4) The whole of research instrument was judged by expert.
5) Trial test for multiple choices and essay instrument was conducted to identify the quality of the instrument.
7) The revision of instrument test was done based on the expert judgment result and instrument test analysis.
8) Draft of instrument
2. Implementation Stage
The steps are including the implementation stage as follows:
a. Distribute the pre-test to the control group and experimental group to know the students’ prior knowledge within learning global warming b. Conduct the treatment of conventional method using conventional text
book in learning global warming to the control group which are conducted in four meeting that explain as follows:
1) 1st meeting is pretest and introduction of global warming using text book constructed by curriculum 2006 book written by Sri Sulastri et al. (2012)
2) 2nd meeting learning about pelapukan di kulit Bumi using text book constructed by curriculum 2006 book written by Sri Sulastri et al. (2012)
3) 3rd meeting learning about Pemanasan global include efek rumah kaca, dampak pemanasan global, dan bagaimana cara
menanggulangi efek pemanasan global using text book constructed
by curriculum 2006 book written by Sulastri, S. et al. (2012)
4) 4th meeting is posttest to know how far students understand the topic. At the end of the lessons, students should fulfill the questionnaire to measure their motivation.
c. Conduct the treatment of leaning material using integrated model in learning global warming to the experimental group which are conducted in four meeting that explain as follows:
1) 1st meeting is pretest and introduction of global warming using learning materials constructed by researcher using integrated model
2) 2nd meeting learning about apa itu pemanasan global dan penyebab pemanasan global using learning materials constructed
3) 3rd meeting learning about dampak pemanasan global dan menanggulangi pemanasan global using learning materials constructed by researcher using integrated model
4) 4th meeting is pretest to know how far students understand this topic. At the end of the lessons, students should fulfill the questionnaire to measure their motivation.
3. Completing Stage
The steps are including the implementation stage as follows:
a. The whole of data which is obtained in the both groups was calculated b. The result of data calculation was analyzed.
Literature review: 1. Integrated model
2. Students’ conceptual
understand
3. Students’ motivation
4. Global warming topic
5. Relevant research Analysis of 2013
National Curriculum
Instrument making
Pre-test and post-test
(multiple choice and essay questions)
Test and Expert Validation
Invalid
Revision
Valid
Draft of Instrument
Pretest
Treatment Instrument Test
Post-test
Data Analysis
Preparation Stage
Implementation Stage
Figure 3.1 Flowchart of Research Procedures
G. Research Instruments
In order to make the data gain is arranged well, the research instrument is necessary. There are four type of instrument that is used in this research which is integrated science text book, objective test (multiple choice and essay for pretest and posttest), observation sheet and questionnaire.
Table 3.2 List of Research Instruments
Instruments Used for
Integrated science text book The sources of learning Objective test Test for pretest and posttest
Observation sheet Controlling/ checking the learning activity Questionnaire Measuring students’ motivation (ARCS
Model)
Those instruments are described as follow: 1. Integrated Science text book
This research comparing the two book which have different arrangement (cellular model and integrated model). The researcher made the integrated science text book by following the standard criteria from BSNP or Badan Standar Nasional Pendidikan and judged by some experts
for experiments group while cellular book is using science physic standar isi KTSP 2006 by Sulastri et al. for control group.
The judgement sheet of integrated science text book following by Badan Standar Nasional Pendidikan (BSNP) have three big aspects that judged by some expert such as appropriateness components of contents, component of linguistics and component of displays. The judgements are as follow:
No Aspek Penilaian Skor
Komentar/ saran/ Masukan
1. Komponen Kelayakan isi 1 2 3 4 a. Cakupan materi
1) Keluasan Materi 2) Kedalaman Materi
b. Akurasi Materi 1) Akurasi Fakta 2) Kebenaran Konsep 3) Akurasi Teori
4) Kebenaran prinsip/ hukum 5) Sesuai dengan Integrated
Model
c. Kemutakhiran
1) Kesesuaian dengan perkembangan ilmu
2) Keterkinian/ ketermasaan fitur dan contoh-contoh d. Merangsang keingin tahuan
1) Menumbuhkan rasa ingin tahu
2) Kemampuan merangsang berfikir kritis
3) Mendorong untuk mencari informasi lebih lanjut e. Mengembangkan wawasan
konseptual
1) Menyajikan contoh-contoh konkrit dari lingkungan 2) Apresiasi terhadap pakar
perintis perkembangan sains
Komponen Kebahasaan
a. Sesuai dengan tingkat perkembangan peserta didik 1) Sesuai dengan tingkat
No Aspek Penilaian Skor
Komentar/ saran/ Masukan
2) Sesuai dengan tingkat perkembangan social emosional peserta didik b. Komunikatif
1) Keterpahaman peserta didik terhadap pesan 2) Kesesuaian ilustrasi
dengan substansi pesan c. Dialogis dan interaktif
1) Kemampuan memotivasi peserta didik untuk merespon pesan
2) Menciptakan komunikasi interaktif
d. Lugas
1) Ketepatan struktur kalimat 2) Kebakuan istilah
e. Komperhensif dan keruntutan alur pikir
f. Kesesuaian dengan kaidah bahasa Indonesia
1) Ketepatan tata Bahasa 2) Ketepatan ejaan g. Penggunaan istilah
1) Konsisten menggunakan istilah
2) Ketepatan penulisan 3. Komponen Penyajian
a. Teknik penyajian
No Aspek Penilaian Skor
Komentar/ saran/ Masukan
2) Kelogisan penyajian 3) Ketentuan konsep
4) Keseimbangan sustansi antar bab/ sub bab
b. Pendukung penyajian materi 1) Kesesuaian/ ketepatan
ilustrasi dengan materi 2) Penyajian teks, gambar
disertai dengan rujukan/ sumber acuan
3) Identitas table dan gambar 4) Daftar pustaka
c. Penyajian pembelajaran 1) Keterlibatan peserta didik 2) Berpusat pada peserta
didik
3) Kesesuaian dengan karakteristik mata pelajaran
4) Kemampuan merangsang kedalaman berfikir peserta didik melalui ilustrasi dan latihan soal
Rata-rata skor A
Rata-rata skor B
Rata-rata skor C
Rata-rata keseluruhan
(Muljono, P. 2007)
2. Objective test.
C1. Remembering : Retrieving relevant knowledge from long-term Memory
C2. Understanding : Determining the meaning of instructional messages, including oral, written, and graphic communication
C3. Applying : Carrying out or using a procedure in a given situation.
Table 3.4 Blueprint of Global Warming Concept Objective Test
No NoConcept C1 C2 C3 Total
1 Mengenal apa itu pemanasan global
1,4 5 13 4
2 Penyebab Pemanasan global 9,20 2,7,19,14, 18 7 3 Dampak Pemanasan global 11 12,15,8,6 10 6 4 Menanggulangi pemanasan
global
17 16 3 3
Total test item 6 10 4 20
Percentage (%) 30% 50% 20% 100%
In order to make the objective test is validate using anates version 4.1, the objective test should be analysis first using several test such as:
a. Validity
According to Fraenkel and Wallen (2012) Validity refers to the appropriateness, meaningful-ness, correctness, and usefulness of the inferences a researcher makes. Before the objective test can used for measuring students conceptual understanding, objective test should be validated and validity becoming important aspect of any test.
Note:
r : correlation coeficient between x and y variable n : amount of students
x : total score in test item y : total score of students
(Fraenkel and Wallen,
2012)
Table 3.5 Interpretation of Validity
No Value Criteria
1 0.80 < r < 1.00 Very high
2 0.60 < r < 0.80 High
3 0.40 < r < 0.60 Medium
4 0.20 < r < 0.40 Low
5 0.00 < r < 0.20 Very low
(Arikunto, 2013)
b. Reliability
Reliability are describing the consistency of test results. Reliability will measure how error the consequency of the score in the objective test. The formula for measuring the reliability of test item in this research is using Kuder-Richardson. The formula is as follow:
Note:
SD: standard deviation of the set of test scores
(Fraenkel and Wallen,
2012)
Table 3.6 Interpretation of Reliability
No Reliability Coefficient Criteria
1 0.80 < R < 1.00 Very high
2 0.60 < R < 0.80 High
3 0.40 < R < 0.60 Enough
4 0.20 < R < 0.40 Low
5 0.00 < R < 0.20 Very low
c. Difficulty level
Difficulty level may be defined as the proportion of the examinees that marked the item correctly. Item difficulty is the percentage of students that correctly answered the item, also referred to as he p-value.The range is from 0% to 100%. The formula of dificullty level is as follow:
Note:
Ru: the number of students in the upper group who responded
Ri: the number of student in the lower group who responded
correctly
Nu: number of student in the upper group
N1: number of student in the lower group
(Boopathiraj, 2013)
Table 3.7 Interpretation of Difficulty Level
No Value Criteria
1 0.00 – 0.30 Difficult
2 0.31 – 0.70 Medium
(Arikunto, 2013)
d. Discriminating power
The discrimination index is a basic measure of the validity of an item. Discriminant power calculates the higher item test and lower item test. The formula to find the discriminant in the item test is using formula as a follow:
Note:
DP: discriminating power
RU: number of students in the upper group who responded correctly
RL: number of students in the lower group who responded correctly
NU: number of students in the upper group NL: number of students in the lower group.
(Boopathiraj, 2013)
Table 3.8 Interpretation of Discriminant Power
No Value Criteria 1 0.70-1.00 Excellent 2 0.40-0.70 Good 3 0.20-0.40 Satisfactory 4 0.00-0.20 Poor
5 Negative Very poor and must be rejected
(Arikunto, 2009) e. Distractor
knowledge of the testes involved (Mkrtchyan, 2011). In this research, the wrong answer in the multiple choices are tested to make sure that the test item for each have good distractors.
3. Observation sheet
Observation sheet used for controlling/ checking the learning activity that consist of students activity and teacher activity. The arrangement of the observation sheet following the lessons plan that made by researcher. Observation sheet will be done by observer who observe along teaching and learning activity. The blueprint of observation sheet will be shown in table 3.2 as follow:
Table 3.9 Blueprint of Observation Sheet for Observer
Langkah
pembelaj
aran
Langkah
pembelaj
aran
4. Questionnaire
Questionnaire in this research is to measure the students’ motivation using ARCS model. Keller (1987) mentions that in face-to-face instruction, the instructor can gauge student confidence and motivation adjusting accordingly but it can be difficult in self-directed learning environments to reflect the range of motivational conditions that characterize learners at different points in time. Keller makes ARCS model to provide the guidance for analyzing the motivational characteristics of a group of learners and designing motivational strategies. The question on this questionnaire are made by researcher by following the criteria from ARCS model. The questionnaire sheet will be shown in table 3.3 as follow:
Table 3.10 Blueprint of Questionnaire for Measuring Students’ Motivation
Bahan ajar tersebut sangat menarik untuk dipelajari (Attention)
2 (-)
Saya sulit memahami bahan ajar tersebut karena saya tidak fokus terhadap apa yang saya pelajari. (Attention)
3 (+)
Bahan ajar tersebut membuat saya berminat untuk belajar (Attention)
4 (+)
Penyusunan bahan ajar tersebut sangat mudah
No.
belajar karena bahan ajar tersebut sangat sulit dicerna oleh saya. (Relevance)
6 (+)
Saya sangat tertarik untuk belajar dari bahan ajar tersebut karena sangat berhubungan dengan kehidupan sehari-hari saya. (Relevance)
7 (+)
Saya percaya bahwa bahan ajar tersebut akan sangat berguna untuk kehidupan saya. (Relevance)
8 (-)
Sayangnya bahan ajar tersebut tidak bisa di gunakan pada kehidupan sehari-hari saya. (Relevance)
9 (+)
Bahan ajar tersebut sangat berhubungan dengan tujuan hidup saya. (Relevance)
10 (+)
Saya berfikir bahwa bahan ajar tersebut sangat mudah untuk dipahami. (Confident)
11 (-)
Saya takut saya akan
mendapatkan nilai yang jelek jika saya belajar dengan menggunakan bahan ajar tersebut. (Confident)
12 (+)
Saya tidak tahu bahan ajar tersebut sebelumnya, setelah saya belajar dengan
menggunakan buku terpadu, saya menjadi lebih mengerti tentang maksud dan tujuan buku. (Confident)
No. soal
Pernyat
aan Soal
Jawaban
SS S TY TS STS
ajar tersebut. (Satisfaction)
14 (-)
Saya tidak ingin belajar IPA lagi dengan bahan ajar tersebut. (Satisfaction)
This observation sheet has two statements; the positive statements show that students are motivated in learning process while negative statements show that students are not motivated in learning process. The value of positive statements described as follows:
SS: Sangat Setuju = 5 score
S: Setuju = 4 Score
TY: Tidak Yakin = 3 Score
TS: Tidak Setuju = 2 Score STS: Sangat Tidak Setuju = 1 Score
While the value of negative statements described as follows: SS: Sangat Setuju = 1 score
S: Setuju = 2 Score
TY: Tidak Yakin = 3 Score TS: Tidak Setuju = 4 Score STS: Sangat Tidak Setuju = 5 Score
All of the students’ answer in the observation sheet will be count based on the kind of statements (positive statements and negative statements). In the results, the sum of each answer will be count and divided into sum of questions. The formula is as follow:
M =
Note:
: Sum of students’ answer
: Sum of questions
Table 3.11 Interpretation of Motivation
No Average Score Motivation Category
1 1.00-1.49 Not very good
2 1.50-2.49 Not good
3 2.50-3.49 Enough
4 3.50-4.49 Good
5 4.50-5.00 Very good
(Keller, 1987)
H. Data Processing 1. Objective test
Objective test in this research consists of multiple choice and essay that were given to the students at pretest and posttest. Objective test will test students understanding on the concept before treatment and after treatment. Multiple choice consists of 20 question and each question is given score 1 (one) for the correct answer and 0 for the wrong answer. Essay consist of 5 questions and each question is given score 20 (twenty) for correct answer and 0 for wrong answer.
a. Calculation of gain score and normalized score
After the score of objective test was calculate, the researcher calculates the gain and normalized gain. Gain have purpose to determine the differences between pretest score and posttest score. For calculating the gain, the formula as a follow:
G = Sf – Si
Note:
G : Gain
Sf : Posttest score
(Hake, 1999) For calculating the normalized gain, the formula as a follow:
<g> =
Note:
<g> : Normalized gain S posttest : Posttest score S pretest : Pretest score S max : Maximum score
(Hake, 1999)
Table 3.12 Interpretation of Normalized Gain No Value <g> Category
1 <g> ≥ 0.7 High
2 0.7 > <g> ≥ 0.3 Medium
3 <g> <0.3 Low
(Hake, 1999)
b. Normality test
Normality test has purpose to analyze the variable is in normal distribution or not. If the variable/ data is abnormal, so the variable cannot be measure the research because it is not normal distribution. To gain the value of normality test in this research, the researcher uses Kolmogorov Smirnov Z in 1 Sample K-S using SPSS application version 16.1.
c. Homogeneity test
d. T-test related samples
Independent T-test is one of the method to proof whether the hypothesis is true or not. This test using score of pretest and posttest from both class (control group and experimental group). In this research, the researcher SPSS application version 16.1 by using T-test. Sudjana (2005) stated that if the significance level (sig) ≤ 0.05, H0 is
rejected while the significance level (sig) ≥ 0.05, the H0 is retained.
2. Questionnaire of students’ motivation
The questionnaire has purpose to measure the students’ motivation after teaching and learning activity. The formula for measuring the students’ motivation using ARCS model is as follow:
M =
Note:
M: Students’ motivation index
: Sum of students’ answer
: Sum of questions
(Keller, 1987)
3. Correlation between students’ conceptual understanding and students’ motivation.
After the results of conceptual understanding and students’ motivation are known, the correlation between both variables should be measure. Tanner (2012) makes the analysis between two different variables and figure out the correlation between them. The correlation can be interpreted by some categories as follow (Taner, 2012):
Table 3.13 Interpretation of Correlation Coefficient
No Correlation Coefficient Interpretation
1 0.00 - 0.30 Weak
2 0.31 - 0.70 Moderate
3 0.71 – 1.00 Strong
I. Instrument Analysis Results
1. Recapitulation of Students’ Understanding Instrument
The instruments for measuring students’ conceptual understanding in this research using multiple choice and essay. The researcher was arranged 20 questions for multiple choice and 5 questions for essay. The both instruments were analyze using ANATES version 4.1 to measuring the validity, reliability, difficulty level, discriminant power and distractors. This instruments test tried by 17 students from 8th grade which is have already learn the topic. The recapitulation shown by table 3.6 for Reliability of objective test, 3.7 for recapitulation of multiple choice and 3.7 for recapitulation for essay.
Table 3.14 Test Item Recapitulations
Kind of objective test Reliability Criteria
Multiple choice 0.91 Very high
Essay 0.72 High
No Discrimina
Table 3.16 Recapitulation of Essay
No Validity Category Reliability Category Difficulty Level
Category Status
1 0.609 High
0.72 High
60.00 Medium Accepted
2 0.667 High 72.50 Easy Accepted
3 0.780 High 50.00 Medium Accepted
4 0.731 High 40.00 Medium Revised
5 0.748 High 50.00 Medium Revised
2. Instrument non-test requirements
3. Integrated Science Text Book
Integrated science text book was made by the researcher by following text book standard criteria from BSNP/ Badan Standar Nasional Pendidikan such as appropriateness components, component
of linguistics and component of displays. The judgement was done by three experts and the results of expert judgement was analyzing and discuss with the researcher’s supervisors. Based from discussion and analyze with the researcher’s supervisor, there are only two results of expert judgement that was taken in this research because the other one is not complete yet/ there are several data was missing.
To determine the quality of integrated science text book using the average of total score on each aspect. The criteria of text book quality will be described as follow:
Table 3.17 The criteria of text book quality
No Scale Criteria Description
1 0.01 - 1.00 Very not good Cannot be used
2 1.01 - 2.00 Not good Can be used with major revisions
3 2.01 – 3.00 Enough Can be used with minor revisions
4 3.01 – 4.00 Good Can be used without revision (Muljono, 2007)
a. Appropriateness components
Appropriateness components of contents divided into range of content, accuracy of content, recency of content, curiosity, and intellectual insight. The recapitulation of expert judgement is:
Table 3.18 Recapitulation of Appropriateness Components
No Komponen Kelayakan isi Expert 1 Expert 2
1. Cakupan Materi a. Keluasan Materi b. Kedalaman Materi
4 3
No Komponen Kelayakan isi Expert 1 Expert 2
2 Akurasi Materi
a. Akurasi kebenaran fakta b. Kebenaran konsep c. Akurasi teori
d. Kebenaran prinsip/ hukum e. Terintegrasi
3. Kemutakhiran
a. Kesesuaian dengan perkembangan ilmu b. Keterkinian/ ketermasaan
fitur/ contoh-contoh
3 4
3 4
4. Merangsang keingintahuan a. Menumbuhkan rasa ingin
tahu
b. Kemampuan berpikir kritis
c. Mendorong informasi lebih lanjut
3 3
3 3
2 2
5. Mengembangan wawasan konseptual
a. Menyajikan contoh-contoh konkrit dari lingkungan
b. Apresiasi terhadap pakar perintis perkembangan sains
3 4
3 4
Rata-rata 2.9 3.3
Rata-rata total 3.05
Based on the recapitulation of appropriateness components in table 3.18 first expert gives the average 2.9 and second expert give the average 3.3. Total average from both experts are 3.05 which mean that the appropriateness components is good, it can be used with little revision.
Component of linguistics divided into appropriateness of students’ developments, communication, interactive dialog, standard linguistic, comprehensive and structure, accordance of Indonesian language/ English rules, and terms of use. The recapitulation as a follow:
Table 3.19 Recapitulation of Components of Linguistics
No Komponen Kebahasaan Expert 1 Expert 2
1. Sesuai dengan tingkat perkembangan peserta didik a. Kesesuaian dengan tingkat
perkembangan peserta didik b. Kesesuaian dengan tingkat
emosional peserta didik
4 2
3 2
2. Komunikatif
a. Keterpahaman peserta didik terhadap pesan
b. Kesesuaian ilustrasi dengan substansi pesan
3 3
3 4
3. Dialog dan interaktif
a. Kemampuan memotivasi peserta didik untuk merespon pesan
b. Menciptakan komunikasi interaktif
3 4
2 3
4. Lugas
a. Ketepatan struktur kalimat b. Kebakuan istilah
2 3
3 3
5. Komperhensif dan keruntutan alur pikir
a. Keutuhan makna dalam bab/ sub bab/ alinea/ kalimat b. Keterkaitan bab/ sub bab/
alinea/ kalimat
3 3
3 4
6. Kesesuaian dengan kaidah Bahasa Indonesia
a. Ketepatan tata Bahasa b. Ketepatan ejaan
3 3
No Komponen Kebahasaan Expert 1 Expert 2
7. Penggunaan istilah
a. Konsistensi menggunakan istilah
b. Ketepatan penulisan nama ilmiah/ asing
3 4
3 3
Rata-rata 42/ 14 = 3 44/ 14 = 3.14
Rata-rata total 3.05
Based on the recapitulation of component of linguistics in table 3.19 first expert gives the average 3 and second expert give the average 3.14. Total average from both experts are 3.05 which mean that the component of linguistics is good, it can be used with little revision.
c. Component of displays
of display divided into display of content techniques, supporting display of content and display of learning. The recapitulation as a follow:
Table 3.20 Recapitulation of component of Displays
No Komponen penyajian Expert 1 Expert 2
1. Teknik Penyajian
a. Konsisten sistematika sajian dalam bab
b. Kelogisan penyajian c. Ketentuan konsep d. Keseimbangan substansi
antar bab/ sub bab
4 4
3 4
4 3
4 3
2. Pendukung penyajian materi a. Kesesuaian/ ketepatan
ilustrasi dengan materi b. Penyajian teks, gambar
disertai dengan rujukan/ sumber acuan
c. Identitas tabel dan gambar d. Daftar pustaka
4 4
4 3
4 3
4 4
No Komponen penyajian Expert 1 Expert 2
a. Keterlibatan peserta didik b. Berpusat pada peserta didik c. Kesesuaian dengan
karakteristik mata pelajaran d. Kemampuan merangsang
kedalaman berfikir peserta didik melalui ilustrasi dan latihan soal
2 3
2 3
3 3
3 4
Rata-rata 41/ 12 =
3.41
41/ 12 = 3.41
Rata-rata total 3.41
Based on the recapitulation of component of displays in table 3.20 first expert gives the average 3.41 and second expert give the average 3.41. Total average from both experts are 3.41 which mean that the Component of displays is good, it can be used with little revision.
Table 3.21 Total Average of Integrated Science Text Book Validity
No Aspect Average
1 Appropriateness Component 3.05
2 Component of Linguistics 3.05
3 Component of display 3.41
Total Average 3.17
Figure 3.1 Results of Integrated Science Text Book Validity Judged by expert
4
3,05 3,05 3,41 3,17
