Chapter III Research Methodology - UPI Repository

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Reval Hermawan, 2016 THE EFFECT OF INTERGRATED SCIENCE TEXT BOOK TOWARDS STUDENTS’ CONCEPTUAL UNDERSTANDING AND MOTIVATION IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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:

1. Integrated Model is the model of learning materials which is one subject

with another subject in science are integrated or correlates each other. In

this research the subject is biology, chemistry and physic. Learning

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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.

H1: There is an effect in students’ understanding in learning global

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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.

6) The result of trial test was analyzed.

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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

by researcher using integrated model

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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.

c. Conclusions were obtained based on the result of experiment in both

groups.

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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

Conclusions

Preparation

Stage

Implementation

Stage

Completion

Stage

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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:

Table 3.3 Validity Sheet of Integrated Science Text Book

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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

perkembangan peserta

didik

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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

1) Keutuhan makna dalam

bab/ sub bab/ alinea/

kaliamt

2) Keterkaitan bab/ sub bab/

alinea/ kalimat

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

1) Konsisten sistematika

sajian dalam bab

29



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.

Objective test in this research is multiple choice and essay. Objectives

test have purpose to measuring the cognitive process dimension based on

Revised Bloom’s Taxonomy from C1 until C3 only. The cognitive process

dimension is:

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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 No Concept 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, meaningfulness, 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.

Validity can be measured using correlation formula stated by

Person. The formula as a follow:

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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:

R: number of test items on the test

M: mean of the set of test scores

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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

3 0.71 – 1.00 Easy

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(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

Distractors play a vital role for the process of multiple choices

testing, in that good quality distractors ensure that the outcome of

the tests provides more credible and objective picture of the

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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

Aktivitas Guru Keterlaksa

naan

Ket

.

Aktivitas

siswa

Keterlaksa

anaan

Ket

.

Ya Tidak ya tidak

Pendah

uluan

Membuka

pelajaran

dengan berdoa

dan

mengecheck

kehadiran siswa

Siswa

berdoa,

memperhatik

an penjelasan

guru

Memberikan

apersepsi

berupa materi

pelajaran yang

telah dipelajari

sebelumnya

yang berkaitan

dengan

pemanasan

global

Siswa

menjelaskan

dan

menjawab

pertanyaan

guru

Inti Guru Siswa

35


Langkah

pembelaj

aran

Aktivitas Guru Keterlaksa

naan

Ket

.

Aktivitas

siswa

Keterlaksa

anaan

Ket

.

Ya Tidak ya tidak

memberikan

arahan kepada

siswa agar

membaca

materi pelajaran

yang ada

dibuku sebelum

belajar

membaca

bahan ajar

yang telah

dibagikan

oleh guru

sebagai

sumber

utama belajar

Guru

menjelaskan

materi dengan

sumber utama

dari buku ipa

terpadu

Siswa

memperhatik

an penjelasan

guru

Penutu

p

Guru

memberikan

kilas balik dan

pertanyaan

kepada siswa

terhadap apa

yang telah

dipelajari hari

ini

Siswa

memperhatik

an dan

menjawab

pertanyaan

dari guru

Guru menutup

pelajaran

dengan

hamdalah

Siswa

mengucap

hamdalah

dan menutup

pelajaran

36


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

No.

soal

Pernyat

aan Soal

Jawaban

SS S TY TS STS

1 (+)

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

dipahami dan sangat menarik

untuk dibaca (Attention)

5 (-) Saya menjadi malas untuk

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No.

soal

Pernyat

aan Soal

Jawaban

SS S TY TS STS

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)

13 (+) Saya sangat puas belajar IPA

dengan menggunakan bahan

38


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:

M: Students’ motivation index

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: 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

Si : Pretest score

40


(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

This test has purpose to analyze how homogeny the population

(control group and experiment group). In this research, the researcher

uses SPSS application version 16.1 by using T test with significance

level (α) = 0.05. when significance level ≥ 0.05, the data can be

described as homogeneous (Sudjana, 2005)

41


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

(Tanner, 2012)

42


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

Table 3.15 Recapitulation of Multiple choice

No Discrimina

ting Power Cate

gory

Valid

ity

Catego

ry

Difficulty

Level Catego

ry

Status

1 0.60 Good 0.498 Enough 76.47 Easy Accepted

2 0.60 Good 0.536 Enough 64.71 Mediu

m

Accepted

3 0.40 Good 0.425 Enough 82.35 Easy Revised

4 0.80 Excel

lent

0.575 Enough 52.94 Mediu

m

Accepted

5 0.80 Excel

lent

0.632 High 70.59 Mediu

m

Accepted

6 0.20 Satisf

actor

y

0.307 Low 88.24 Easy Revised

7 0.60 Good 0.621 High 58.82 Mediu

m

Accepted

8 0.00 Poor 0.139 Low 64.71 Mediu Accepted

43


No Discrimina

ting Power Cate

gory

Valid

ity

Catego

ry

Difficulty

Level Catego

ry

Status

m


10 1.00 Poor 0.702 High 47.06 Mediu

m

Revised

11 0.20 Satisf

actor

y

0.391 Low 88.24 Easy Accepted

12 0.40 Good 0.307 Low 76.47 Easy Accepted

13 0.40 Good 0.425 Enough 82.35 Easy Revised

14 0.20 Satisf

actor

y

0.389 Low 82.35 Easy Accepted

15 0.60 Good 0.564 Enough 64.71 Mediu

m

Accepted

16 0.60 Good 0.658 High 76.47 Easy Revised

17 0.80 Excel

lent


m

Accepted

18 0.80 Excel

lent

0.656 High 35.29 Mediu

m

Revised

19 0.80 Excel

lent


m

Accepted


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

In this research, non-test requirements are needed for measuring

students’ motivation using ARCS model. The results of judgement

show that the questions are able to measure the students’ motivation

because it is relevance with ARCS model which is contain attention,

relevancy, confidents and satisfaction in the questionnaire.

44


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

2 3

45


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 4

3 3

2 3

3 4

4 3

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.

b. Component of linguistics

46


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


a. Kesesuaian dengan tingkat


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

3 3

47


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


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

3. Penyajian pembelajaran

48


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


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

The total average of integrated science text book validity judged

by two experts is 3.17. its mean that the science text book quality are

good and can be used with little revision.

49


Figure 3.1 Results of Integrated Science Text Book Validity

Judged by expert

4 3,05 3,05 3,41 3,17

Integrated Science Text Book Validity

Documents

Chapter III Research Methodology - UPI Repository