STUDENT PERCEPTION TO THE PHYSICS TEXTBOOK USEDAND ITS RELATIONSHIP WITH STUDENT ODD SEMESTER PHYSICS LEARNING ACHIEVEMENT IN SENIOR HIGH SCHOOL YEAR XI IN MEDAN IN ACADEMIC YEAR 2012/2013.

(1)

STUDENT PERCEPTION TO THE PHYSICS TEXTBOOK USED AND ITS RELATIONSHIP WITH STUDENT ODD SEMESTER

PHYSICS LEARNING ACHIEVEMENT IN SENIOR HIGH SCHOOL YEAR XI IN MEDAN

IN ACADEMIC YEAR 2012/2013

By:

Abdul Majid Syukri Matondang 408 121 022

Bilingual Physics Education Study Program

A THESIS

Submitted to Fulfill the Requirements for the Degree of Sarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

STATE UNIVERSITY OF MEDAN

(2)

(3)

ii

STUDENT PERCEPTION TO THE PHYSICS TEXTBOOK USEDAND ITS RELATIONSHIP WITH STUDENT ODD SEMESTER PHYSICS LEARNING ACHIEVEMENT IN SENIOR HIGH SCHOOL YEAR XI IN

MEDAN IN ACADEMIC YEAR 2012/2013

Abdul Majid Syukri Matondang (408121022)

ABSTRACT

This study was conducted with student year XI IA SMA in Medan that becomes the population of this study. The sample of this study is the student year XI IA in SMA S Al-Ulum Terpadu, SMAS As-Syafi’iyah Internasional, SMA S Al-Azhar, and SMA S Plus Muhammadiyah medan.

The student perception of the Physics textbook used gives effect to the student Physics achievement and being explained in this thesis. This study goal is to know the student year XI in Senior High School level perception to the Physics textbook used and student Physics achievement and the effect of student perception of the Physics textbook and student Physics achievement in 1st semester. The instruments used are questionnaire of textbook perception to gain the student perception and multiple choice Physics test to see the students’ achievement. The instrument of research is standardized by used validity and reliability test.

Based on data analysis obtained 28 valid items from 35 items in questioner instrument with the reliability value 0,939 while the rtable is 0.334. The percentage contribution of student perception of Physics textbook to student physics achievement for SMA S AL-Ulum Terpadu Medan is 13.6%. With tcount value is 2.012 and ttable is 2.048. In SMA S As-Syafi’iyah Internasional, the percentage contribution of student perception to the Physics textbook and student achievement of Physics is 27%, and the value of tcount = 3.168 with significance is 0.003. In SMA S Al-Azhar is 21.6% with tcount = 2.407 and the ttable value is 2.080 for significance of 0.05. And in SMA S Muhammadiyah plus is 26.9%. And, from the t-test analysis, it yields the tcount = 2.846 with significance is 0.009. And the ttable value is 2.074 for significance of 0.05.

(4)

vi

1.2 Problem Identification 4

1.3 Research Scope 5

1.4 Problem Statement 5

1.5 Problem Limitation 5

1.6 Research Objectives 6

1.7 Research Benefits 6

1.8 Operational Definition 7

CHAPTER II: LITERATURE REVIEW

2.1 Theoretical review 8

2.1.1 Education 8

2.1.2 Purposes of Education 8

2.2 Learning 9

2.2.1 Definition of learning 9

2.2.2 Learning Properties 10

2.2.3 Learning Supporting Factors 11

2.2.4 Learning Facility 11

2.3 Textbook 12

2.3.1 Definition of Textbook 12

(5)

vii

2.3.3 Textbook as Learning Materials 14

2.3.4 Standardized Textbook 16

2.4 Perception 19

2.4.1 Factors of Perception 20

2.4.2 Perception Process 21

2.4.3 Student Perception and Textbook 22 2.5 Student Learning Achievement and Perception of Textbook 23 2.5.1 Student Learning Achievement Factors 23 2.5.2 Student Learning Achievement Indicators 23 2.5.3 Perception of Textbook, Motivation, and Learning Achievement 25 2.6 National Standard High School

Highlights 28

2.6.1 Definition 28

2.6.2 Curriculum Highlights 28

2.7 Hypothesis 29

CHAPTER III: RESEARCH METHOD

3.1 Location and Time of Research 30

3.2 Population and Sample of Research 30

3.3 Research Methods 30

3.4 Variables and Instruments 31

3.4.1 Research Variables 31

3.4.2 Research Instruments 31

3.5 Research Type and Research Design 32

3.5.1 Research Type 32

3.5.2 Research Design 32

3.6 Research Flow Chart 33

3.7 Data Collecting Technique 34

3.7.1 Questioner Method 34

3.7.1.1 Validity Test 35

3.7.1.2 Reliability Test 35

(6)

viii

3.8 Data Analysis Technique 37

3.8.1 Requirement Analysis 37

3.8.2 Normality Test 37

3.8.3 Homogeneity Test 39

3.8.4 Student Perception Value Test 40

3.8.5 Student Physics Test Value 40

3.8.6 Hypothesis Test of Research 41

3.9 Research Time Table 44

CHAPTER IV: RESULT AND DISCUSSION

4.1 Prior of core research activity 45

4.1.1 Validity Test 45

4.1.2 Reliability Test 45

4.2 Research Result 46

4.3 Discussion 103

CHAPTER V : CONLUSION AND SUGGESTION

5.1 Conclusion 109

5.2 Suggestion 110

REFERENCES 111

(7)

ix

LIST OF TABLE

Table 1.1 : List of studies that measure the use of textbook 2 Table 2.1 : Learning Achievement Indicators 24 Table 3.1 : Questionnaire items value criteria 31 Table 3.2 : Score of student achievement description 32 Table 3.3 : Interpretation of Coefficient Correlation 41

Table 3.4 : Research Time Table 44

Table 4.1 : Reliability Analysis Result 46 Table 4.2 : Distribution of Sample in Al-Ulum 49 Table 4.3 : Homogeneity test result of perception 51 Table 4.4 : Homogeneity test result of achievement 50 Table 4.5 : Criteria of score percentage 51 Table 4.6 : Practical considerations percentage 52 Table 4.7 : Layout design percentage 53

Table 4.8 : Activities percentage 53

Table 4.9 : Skills percentage 54

Table 4.10 : Language type percentage 55

Table 4.11 : Content percentage 55

Table 4.12 : Overall consensus percentage 56 Table 4.13 : Score of student achievement description 57 Table 4.14 : Student physics achievement distribution

in SMA S Al-Ulum Terpadu 58

(8)

x

Table 4.21 : Practical considerations percentage 67 Table 4.22 : Layout design percentage 68 Table 4.23 : Activities percentage 69

Table 4.27 : Overall consensus percentage 71 Table 4.28 : Student physics achievement distribution in SMA S

As-Syafi’iyah Internasional 72

Table 4.29 : Correlational perception and Physics achievement 72 Table 4.30 : Regression test result 73 Table 4.31 : Significance of linearity test result 75 Table 4.32 : Distribution of Sample in Al-Azhar 78 Table 4.33 : Homogeneity test result of perception 79 Table 4.34 : Homogeneity test result of achievement 80 Table 4.35 : Practical considerations percentage 81 Table 4.36 : Layout design percentage 82 Table 4.37 : Activities percentage 83

Table 4.41 : Overall consensus percentage 85 Table 4.42 : Student physics achievement distribution in SMA S As

Al-Azhar 85

(9)

xi

Table 4.50 : Layout design percentage 96 Table 4.51 : Activities percentage 97

Table 4.55 : Overall consensus percentage 99 Table 4.56 : Student physics achievement distribution in SMA S Plus

Muhammadiyah 100

(10)

xii

LIST OF FIGURE

Figure 2.1 : Perceptual Process 21

Figure 2.2 : Perception Process Diagram 25

Figure 2.3 : How people learn 27

Figure 2.4 : Perception, motivation, learning achievement 27

Figure 3.1 : Research Design 33 Figure 4.4 : Graph of student perception percentage in each aspect in

SMA S Al-Ulum 52

(11)

xiii

Figure 4.14 : Graph of student perception percentage in each aspect in

SMA S Al-Azhar 71

Figure 4.15 : Model of regression equation 88 Figure 4.16 : Student Distribution chart based on sex in SMA S

Plus Muhammadiyah 91

Figure 4.17 : Student Distribution chart based on age in SMA S

Plus Muhammadiyah 91

Figure 4.18 : P-P plots of student of SMA S Plus Muhammadiyah 93 Figure 4.19 : Graph of student perception percentage in each aspect in

SMA S Plus Muhammadiyah 95 Figure 4.20 : Model of regression equation 102 Figure 4.21 : Graph of student perception percentage 105 Figure 4.22 : Graph of student achievement value 106 Figure 4.23 : Graph of student achievement of Physics textbook

Contribution percentage to the student achievement of

(12)

1

CHAPTER I

INTRODUCTION

1.1 Background

Learning facilities play important role in effective and efficient learning process. Good facilities help unit of education reach the goals have been fixed. It is stated in Undang-undang Negara Republik Indonesia number 20 in 2003 which state that Learning Facilities/resources are something that used in educational process (Sisdiknas:2003). One of the most important facilities in learning process is textbook. Textbook helps teacher transverse not only knowledge but also value to the student. By using books, teacher is easier to transverse and student also sekolah yang memuat materi pembelajaran dalam rangka peningkatan keimanan dan ketakwaan, budi pekerti dan kepribadian, kemampuan penguasaan ilmu pengetahuan dan teknologi, kepekaan dan kemampuan estetis, potensi fisik dan kesehatan yang disusun berdasarkan standar nasional pendidikan.

So, It can say that book is the bridge of teacher and student. It is suitable with what stated in previous research of (Dyana W:2009), Paulo Freire said that book is the transverse media of information between teacher and student (Freire:2007).

(13)

2

own from 1:10 to 1:2, significantly increase student achievement. (Effendi, Anwar:2009)

As Taylor found in (Swanepoel, S:2010), about the use of textbook in some countries in the world showed in table below.

Table 1.1 : List of studies that measure the use of textbook

Country Research on Textbook Use

USA 1. 96% of grade 9-12 science class use published textbook.

2. 59% of a national sampling of science teachers indicated that textbooks had a major influence on their teaching

France Teachers use textbooks almost all the time (Pepin and Haggerty, 2003) Germany 1. 70% of teachers used mostly textbooks

2. 20% of teachers used textbook often 3. 8% of teachers seldomly used textbook

4. 2% of teachers never used textbooks (Sitte, 1999)

Austria Textbooks are the most used teaching aid. Textbooks were used in 87,4 % of the cases where teaching aids were used (Sitte, 1999)

It is along with my experience during PPL in SMA N 2 Kisaran. The use of textbook in the class especially for Physics subject is an important part. Because the existence of another learning sources is still not enough to cover the textbook used in teaching and learning process. It is known by the access of student to the world wide web is still limited, the existence of Physics textbook in library can not support what student needs, and many others. So, textbook becomes almost the only one source of Physics main information and knowledge, also for the student achievement.

(14)

3

Badan Standar Nasional Pendidikan (BSNP) about points for standardize textbooks used in school in verse 3 of . Permendiknas No. 11 Tahun 2005

Buku teks pelajaran untuk setiap mata pelajaran yang digunakan pada satuan pendidikan dasar dan menengah dipilih dari buku-buku teks pelajaran yang telah ditetapkan oleh Menteri berdasarkan rekomendasi penilaian kelayakan dari Badan Standar Nasional Pendidikan (BSNP).

Furthermore, Minister of education has stated some aspects that must be fulfilled by textbook used in high school, they are content, linguistics, providing style, and profile of the textbook.

The existence of textbook for high school student is very important for student. As we know that student in Indonesia use textbook as primary learning source. The effectiveness of student access to textbook is determined by some factors, one of them is student perception to the textbook used.

Perception is all understanding, believes, and individual feeling about individual, situation, and moments as the result of individual learning that become the main factor of individual response (Prabowo, S.R:2012). Perception yield behavior, attitude, belief, and etc.

Student perception is important, whereas perception of student determine the act that they will do in the next time. Student perception of teacher result his expectation, attitude, and description to the teacher. Student perception about library result their willingness to visit the library. Student perception about textbook, result the willingness of study, explore the book further, and the continuity of learning process.

The student perception of Physics textbook becomes important because in our national education system, student is not as an learning object anymore, but student is the learning subject. The process of teaching and learning actually have to stimulate student to be a long life learner. Not only in formal, but also in non-formal one.

(15)

4

achievement. Prabowo in (Prabowo, S.R:2012) is also shown that student perception relate significantly to the student achievement with value of 7,73%. Febriani in (Febriani, Riska:2012) state that student perception contribute 59,14% to the student learning achievement. Epriyani in (Epriyani, Chyntia:2007) is also state that student perception contribute 23% to the student learning achievement. Based on the data above, we may conclude that student perception have relationship with student learning achievement.

The standardized Physics textbook should yield a good or strong perception by student. The impact is student achievement increase. How student perception to the Physics textbook used in senior high school? Has it fulfill what student needs as the subject learner? And how does it contribute to student achievement in the end of semester? That is questions that will be answered by this research. So, it can be one suggestion for Physics teacher to evaluate the facility of learning that can make learning physics more fun, as needed and can motivate students to be more active during learning activities take place. In addition, the learning facility is also able to attract students to study physics and it has reached the standard of textbook by minister of education. So it can improve the abilities, interests, and facilitate students in understanding the physics of matter and could ultimately increase physical activity and learning outcomes as needed.

1.2 Problem Identification

Based on the background of the problems described above, it can be identified issues relevant to this study are:

1. Physics textbook is still not optimized for student Physics learning activities.

2. Student perception of Physics textbook quality is affected to the student achievement.

(16)

5

1.3 Research Scope

This study will conducted to see the relationship between Physics textbook quality with student achievement of senior high school student in Medan at grade XI academic year 2012/2013, especially in the Physic’s book of grade XI.

1.4 Problem Statement

To give the direction of this research, the problem statements in this research are as follows:

1. How does the student year XI in SMA S Al-Ulum Terpadu Medan, SMA S Al-Azhar Medan, SMA S As-Syafi’iyah Medan, and, SMA S Plus Muhammadiyah Medan perception to the Physics textbook used?

2. How does the student year XI in SMA S Al-Ulum Terpadu Medan, SMA S Al-Azhar Medan, SMA S As-Syafi’iyah Medan, and, SMA S Plus Muhammadiyah Medan Physics achievement in odd semester?

3. Are there relationships between the student year XI perception of Physics textbook used in SMA S Al-Ulum Terpadu Medan, SMA S Al-Azhar Medan, SMA S As-Syafi’iyah Medan, and, SMA S Plus Muhammadiyah Medan as senior high school in Medan with student achievement in the end of odd semester?

1.5 Problem Limitation

1. This research is focus on the descripting of Physics textbook used by student year XI in SMA S Al-Ulum Terpadu Medan, SMA S Al-Azhar Medan, SMA S As-Syafi’iyah Medan, and, SMA S Plus Muhammadiyah Medan and its relationship with student Physics learning achievement in the end of odd semester.

(17)

6

3. This research will be done in SMA S Al-Ulum Terpadu Medan, SMA S Al-Azhar Medan, SMA S As-Syafi’iyah Medan, and, SMA S Plus Muhammadiyah Medan as high school level in Medan academic year 2012/2013.

4. The study will be done to know the student perception of the Physics textbook they used and the student Physics learning achievement in the end of odd semester.

5. The research will be conducted with student and physics teacher at year XI of high school level in Medan academic year 2012/2013.

1.6 Research Objectives

The objectives of this research are:

1. To know the perception to the Physics textbook used by student year XI in SMA S Al-Ulum Terpadu Medan, SMA S Al-Azhar Medan, SMA S As-Syafi’iyah Medan, and, SMA S Muhammadiyah Plus Medan as the SSN high school in Medan.

2. To know the Physics achievement of student year XI in SMA S Al-Ulum Terpadu Medan, SMA S Al-Azhar Medan, SMA S As-Syafi’iyah Medan, and, SMA S Muhammadiyah Plus Medan as the high school in Medan. 3. To know the relationship between students year XI perception of Physics

textbook used in SMA S Al-Ulum Terpadu Medan, SMA S Al-Azhar Medan, SMA S As-Syafi’iyah Medan, and, SMA S Muhammadiyah Plus Medan as senior high school in Medan with student Physics learning achievement in the end of odd semester.

1.7 Research Benefits

The benefits that hoped from this research are:

(18)

7

2. Get the relationship between students perceptions of Physics textbook used in senior high school in Medan with student achievement in the end of semester.

3. Get recommendations for educational units to develop their learning facilities to achieve the national aims of education in their teaching and learning process.

1.8 Operational Definition

The operational definitions of this research are:

1. Perception is student interpretation to the Physics textbook that can be measured by analysis of student responses to the some textbook aspects including, the activities for student, the language type used, the arrangement of textbook content, the skills fulfilled by student, the layout and design of textbook, and the consideration of practical side also with the overall interpretation that yield one valuable meaning of physics textbook.

(19)

110 SMA S Al-As-Syafi’iyah Internasional, SMA S Al-Azhar, and SMA S Plus Muhammadiyah are varied in level of perception. SMA S Al-Ulum Terpadu has a GOOD level of perception with 74.8 %, SMA S

As-Syafi’iyah internasional with 63.3 % and is GOOD categorized,

SMA S AlAzhar Medan is 60.8 % (GOOD), and the last is SMA S Plus Muhammadiyah with 75.9% and is HIGH perception categorized. 2. The Physics achievement of student Year XI IA in the end of odd semester is in LOW categorized for the four schools. Where, the achievement of student year XI IA in SMA S Al-Ulum Terpadu mean score is 49.8 ± 9.8, SMA S As-Syafi’iyah Internasional has the mean score of 57.7 ± 12.1, SMA S Al-Azhar with the mean score of 39.8 ± 15.7, and SMA S Plus Muhammadiyah with mean score of 40.6±8.9. 3. There are positive relationships between student perception of Physics

(20)

111

0.465 and tcount = 2.407 with significance is 0.025. With the degree of freedom= 23-2=21, the ttable value is 2.080. And for SMA S Plus Muhammadiyah Medan, there is also MODERATE positive relationship between perception to the Physics textbook used and the student Physics achievement. With r-value of 0.519 and tcount = 2.846 with significance is 0.009. With the degree of freedom= 24-2=22, the ttable value is 2.074 for significance of 0.05.

5.2 Suggestions

1. For schools as a unit of education, its should have a periodical evaluation to the Physics textbook used through the both teacher and student considerations. Because, the existence of textbook has effect to the student learning process and learning achievement especially in Physics.

2. Physics teachers should used more than one book to development through learning materials, because it is able to increase the student’s achievement, enhance students' ability to think, be active will make learning is a meaningful and makes student’s remembrance more long. 3. The results of this study certainly is not perfect, so expect similar study

could be developed, among others, by conducting similar studies on other populations or other variables.

(21)

111

LITERATURE REVIEW

Amalia, Suci Nurani.2011.Analisis Buku Teks Pelajaran Biologi Smp Kelas Viii Di Kota Bandung Berdasarkan Literasi Sains.Skripsi Jurusan Pendidikan Biologi FMIPA UPI , Bandung. (available in:http://repository.upi.edu/skripsiview.php?no_skrip)

Arikunto.2006.Prosedur Penelitian:Suatu pendekatan Praktik.Jakarta:Rineka Cipta

Bungin, Burhan.2011.Penelitian Kualitatif.Jakarta:KencanaPrenada Media Group.

BSNP.2006.Panduan Penyusunan KurikulumTingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah.Jakarta:BSNP

Department of Education and Children’s Services.2004.Choosing and using teaching and learning materials Guidelines for preschools and schools.The State of South Australia:DECS Publishing (available in: http://www.decd.sa.gov.au/policy/files/links/Choose_use_booklet_FA.pdf)

Direktorat Jenderal Pendidikan Dasar dan Menengah.2009.Buku Saku Kurikulum Tingkat Satuan Pendidikan SMP.Jakarta:Depdiknas

Direktorat pembinan sekolah menengah atas.2008.Panduan Penyelenggaraan

Program Rintisan Sma Bertaraf Internasional (R-Sma

Bi).Jakarta:Depdiknas

Effendi, Anwar.2009.Beberapa Catatan tentang Buku Teks Pelajaran di Sekolah.Jurnal Pemikiran Alternatif Kependidikan (Available in: http://ejournal.stainpurwokerto.ac.id/index.php/insania/article/download/23 1/216)

FakultasMatematikadanIlmuPengetahuanAlamUniversitasNegeri Medan, (2010), Buku Pedoman Penulisan Skripsidan Proposal PenelitianPendidikan, FMIPA Unimed.

Jaya, Indra.2010.Statistik Penelitian Untuk Pendidikan.Bandung:CiptaPustaka

(22)

112

Litz, David R.A.2001.Textbook Evaluation and Elt Management: A south Korea Case Study.SouthKorea:Asian EFL Journal (available in:http://asian-efl-journal.com/Litz_thesis.pdf)

Mudzakir.2003.Penulisan Buku Bahasa Arab.Makalah disampaikan pada Seminar Nasional PengajaranBahasa Arab yang dilaksanakan Program PendidikanBahasa Arab JPBA. Bandung :JURUSAN PENDIDIKAN BAHASA ARAB JPBA FPBS UPI (available in: http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_ARAB/195207

061979031-MUDZAKIR/makalah_%26artikel/PENULISAN_BUKU_TEKS_BAHAS A_YANG_BERKUALITAS.pdf)

Muldjiono, P.2007.Kegiatan Penilaian Buku Teks Pelajaran Pendidikan Dasar dan Menengah.Jakarta:BSNP (www.bsnp.or.id)

Muslich, Masnur.2011.Pendidikan Karakter:Menjawab Tantangan Krisis Multidimensional.Jakarta:BumiAksara

Pohan, L.M.. (2010).Studi Tentang Buku Pegangan yang Digunakan Guru Dalam Kaitannya dengan Hasil Belajar Siswa di Sekolah Menengah Atas

Se-Kecamatan Barus, skripsi Jurusan Pendidikan Fisika FMIPA

UNIMED,Medan.

Prabowo, S.R.2012.PENGARUH PERSEPSI SISWA TENTANG MATA PELAJARAN AKUNTANSI DAN SIKAP BELAJAR TERHADAP PRESTASI BELAJAR SISWA DALAM MATA PELAJARAN AKUNTANSI: Studi Deskriptif di Kelas XI IPS SMA

Negeri 1 Cikarang Selatan.Skripsi jurusan Pendidikan Akutansi UPI Bandung

(Available in: http://repository.upi.edu/skripsiview.php?11650)

Prayoga, Amrih.2011.Analisis Kelayakan Buku Teks Pelajaran SMA.Skripsi Jurusan Ilmu Pendidikan Fisika Institut Agama Islam Negeri Walisongo

Semarang (available

in:http://library.walisongo.ac.id/digilib/files/disk1/118/jtptiain-gdlamrihprayo-5896-1-073611015.pdf)

Swanepoel,Sarita.2010.The Assessment of the Quality of Science Education Textbook:Conceptual Framework and Instrument for Analysis.Thesis of Didactics Subject, University of South Africa. (Available in:http://uir.unisa.ac.za/bitstream/handle/10500/4041/thesis_swanepoel_s.p df?sequence=1)

(23)

113

2008/2009.Skripsi Jurusan Pendidikan Kewarganegaraan FPIPS

UPI,Bandung (http://repository.upi.edu/skripsiview.php?no_skrip)

Slameto,(2005), Belajardan Faktor-Faktor yang Mempengaruhinya, Penerbit Rineka Cipta, Jakarta

Undang-undang RI No 20 Tahun 2003. Tentang Sistem Pendidikan Nasional. (available

in:http://www.bapsi.undip.ac.id/images/Download/Dokumen/uu%20no.20 %20thn%202003%20sisdiknas.pd )

Undang-undang RI No 19 Tahun 2005. Tentang Standard Pendidikan. (available in: http://www.ipdn.ac.id/pp-no-19-2005.pdf)

Wijayanti, D.2009.Analisis Soal Penyelesaian Masalah Pada Buku Sekolah Elektronik Pelajaran Matematika Smp/Mts.Malang:Umm.Skripsi Jurusan Pendidikan MatematikaUniversitasMuhammadiyah Malang

http://www.mathsisfun.com (Accessed on Thursday, December 27, 2012)

http://repository.upi.edu (Accessed on Tuesday, December 25, 2012)