Kependidikan LAPORAN HIBAH BERSAING TAHUN KE II PENGEMBANGAN BUKU TERINTEGRASI WEBSITE UNTUK SAINS SMP SBI DAN RSBI Dr. Diana Rochintaniawati, M.Ed. Dr. phil. Ari Widodo, M.Ed. Tuszie Widhiyanti, S.SL, M.Pd. INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FPMIPA - UPI NOVEMBER 2012
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Kependidikan
LAPORAN HIBAH BERSAING TAHUN K E II
PENGEMBANGAN BUKU TERINTEGRASI WEBSITE UNTUK
SAINS SMP SBI DAN RSBI
Dr. Diana Rochintaniawati, M.Ed. Dr. phil. Ari Widodo, M.Ed.
Tuszie Widhiyanti, S.SL, M.Pd.
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION
FPMIPA - UPI NOVEMBER 2012
Kependidikan
LAPORAN HIBAH BERSAING TAHUN K E II
PENGEMBANGAN BUKU TERINTEGRASI WEBSITE UNTUK
SAINS SMP SBI DAN RSBI
Dr. Diana Rochintaniawati, M.Ed. Dr. phil. Ari Widodo, M.Ed.
Tuszie Widhiyanti, S.Si., M.Pd.
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION
FPMIPA - UPI NOVEMBER 2012
L E M B A R I D E N T I T A S DAN PENGESAHAN L A P O R A N K E M A J U A N HIBAH BERSAING TAHUN H
A. Judul Usui
B. Ketua Peneliti: a. Nama lengkap dangelar b. Jenis kelamin c. Pangkat/Golongan/NIP d. Bidang/Keahlian e. Fakultas/Jurusan
f. Perguruan Tinggi g. Alamat Surat
C. Tim Peneliti:
Pengembangan Buku Terintegrasi Website Untuk Sains SMP SBI dan RSBI
Dr. Diana Rochintaniawati, M.Ed. Perempuan Pembina/IIId/196709191991032001 PendidikanlPA FPMIPA/International Program on Science Education (IPSE) Universitas Pendidikan Indonesia Puri Cipageran Indah I Blok H5 No. 1 Cimahi
No Nama Bidang Keahlian
Fakultas/ Jurusan
Perguruan Tinggi
1 Dr. phil. Ari Widodo, M.Ed.
Pendidikan IPA IPSE UPI
2 Tuszie Widianthi, S.Si. M.Pd.
Pendidikan IPA IPSE UPI
D. Pendanaan dan Jangka Waktu Penelitian: Jangka waktu penelitian yang diusulkan Biaya total yang diusulkan Biaya yang disetujui tahun 1/2011 Biaya yang disetujui tahun n/2012
3 tahun Rp. 150.000.000,00 Rp. 45.000.000,00 Rp. 45.000.000,00
Bandung, 14 November 2012,
dikan MIPA endidikan Indonesia
A><^ Setiawan; M.Si 1991031005)
Ketua Peneliti
Dr. Diana Rochmtaniawati, M.Ed. (NIP. 196709X91991032001)
Ketua Lemba^a^enefliti nYlML Pengabdian Pada Masyarakat ^ ^ t i ^ ^ i ^ P ^ m j l i k a n Indonesia
" "^^enyetuj ui,
\ \ ^ ^ ^ H ^ S ^ n a r t o , MSIE ^ (Nip^^^)51981031005)
KATA PENGANTAR
Puji syukur penulis panjatkan ke hadirat Allah SWT, yang telah melimpahkan kasih .
sayang serta nikmat yang Maha luas, sehingga penulis dapat menyelesaikan penulisan laporan
penelitian tahun pertama yang didanai oleh DP2M DIKTI tahun 2012 dengan judul :
"Pengembangan Buku Terintegrasi Website Untuk Sains SMP SBI dan RSBI".
Harapan penulis laporan ini dapat bermanfaat, khususnya bagi penulis dan umumnya bagi
pembaca, terutama guru dan siswa di sekolah RSBI/SBI. Terselenggaranya penelitian ini tidak
terlepas dari bantuan berbagai pihak, terutama moril maupun materil. Hanya kepada Allah SWT,
penulis memohon memberikan balasan yang sebaik-baiknya kepada pihak yang telah membantu
terselenggaranya penelitian ini. Rasa terimakasih penulis haturkan terutama kepada DP2M
DIKTI yang telah mendanai penelitian ini sehingga penelitian ini dapat terlaksana dan LPPM
UPI yang telah mendukung terlaksananya penelitian ini.
Penulis menyadari masih banyak kekurangan yang terdapat dalam laporan ini. Oleh sebab
itu penulis mengharapkan kritik dan saran sebagai masukan demi penyempurnaan laporan ini.
Bandung, November 2012
Penulis
DAFTAR ISI
IDENTITAS P E N E L I T I A N
A B S T R A K 1 BAB L PENDAHULUAN 2
1.1. Latar Belakang Masalah 2 1.2. Tujuan Khusus 3 1.3. Urgensi Penelitian 3
BAB II . P E R A N B U K U D A L A M P E M B E L A J A R A N IPA 4 A. Buku Sebagai Sumber Belajar 4 B. E-Book dalam Pembelajaran IPA 9
BAB ffl. TUJUAN DAN MANFAAT P E N E L I T I A N 12 3.1. Tujuan Penelitian... 12 3.2. Manfaat Penelitian 12
BAB IV. M E T O D E P E N E L I T I A N 14 4.1. Tahun Pertama 14 4.2. Target Tahun Pertama 14 4.3. Target Tahun Kedua 14 4.4. Metode Penelitian. , 15 4.5. Langkah-langkah Penelitian 15
BAB V. H A S I L P E N E L I T I A N DAN PEMBAHASAN 19 A. Hasil Penelitian 19
1. Penyusunan Perbaikan Terhadap E-book 19 2. Upload E-book ke dalam Website 22 3. Uji Coba Terbatas dan Uji Coba Lebih Luas dari
E-book dan Website 23 B. Pembahasan 24
BAB V L K E S I M P U L A N DAN SARAN 27 6.1. Kesimpulan 27 6.2. Saran 27
DAFTAR PUSTAKA 28 LAMPIRAN 30 Lampiran 1. Riwayat Hidup Peneliti 31 Lampiran 2. Sinopsis Penelitian Lanjutan 38 Lampiran 3. Manual Book E-book of Science 43 Lampiran 4. Artikel Yang Sudah Dipublikasikan Pada Seminar International
Beaton, A. E., Martin, M . O., Mullis, I . V. S., Gonzales, E. J., Smith, T. A., & Kelly, D. L. (1996). Science Achievement in The Middle School Years: IE A's Third International Mathematics and Science Study (TIMSS). Chesnut Hil l : Centre for the Study of Testing, Evaluation, and Educational Policy, Boston College (http://timss.bc.edu/timssl995i/psa_math.html)
Borg, W. dan Gall, M . 2003. Educational Research: An Introduction. USA: Pearson Education Inc
Baki, A. 2010. "E-Book Usage of Graduate Students Studying Educational Sciences in Turkiye". Turkish Online Journal of Distance Education-TOJDE. January, Volume 11 (198-210).
Chiapetta, E. L., Fillman, D.A. (2007). Analysis of Five High School Biology
Textbooks Used in the United States for Inclusion of the Nature of
Science. International Journal of Science Education. Vol. 29, No. 15, 3
December 2007, pp. 1847-1868
Dikmenli, Musa. Cardak, Osman. Oztas, Fulya. (2009). Conceptual Problems in
Biology-Related Topics in Primary Science and Technology Textbooks
in Turkey. International Journal of Environmental & Science Education.
Vol . 4( 4). October 2009, 429-440
Firman, H. Widodo, A. (2008). Panduan Pembelajaran Ilmu Pengetahuan Alam
SD/MI. Pusat Perbukuan. Departemen Pendidikan Nasional.
Fransiska. Asri. 2009. Pengaruh Buku Elektronik Terhadap Hasil Belajar Siswa Dalam Konsep Sistem Pencernaan Manusia. Skripsi Jurusan Pendidikan Biologi: tidak diterbitkan
\/ King, C. (2010). An Analysis of Misconceptions in Science Textbooks: Earth
science in England and Wales. International Journal of Science
Education. Vol 32. No. 5, 15 March 2010, pp. 565-601
' Lee. V. R. (2010). Adaptations and Continuities in the Use and Design of Visual
Representations in US Middle School Science Textbooks. International
Journal of Science Education. 2010, 1-28, iFirst Article
L Martin, M.O., Mullis, I . V. S., Gonzalez, E. J., Gregory, K. D., Smith, T. A.,
Chrostowski, S.J., et al. (2000). TIMSS 1999 International Science
Munadi. Y. 2008. Media Pembelajaran Sebuah Pendekatan Baru. Jakarta: Gaung Persada.
Nugraha, E. J. 2009. Influence E-Book Of Biology Student Learning Outcomes in the concept of Environmental Pollution. Thesis FPMIPA UPI Bandung: not published
OECD. (1996). Lifelong Learning for All Paris: OECD.
OECD. (2001). Knowledge and Skills for Life: First Result from the OECD
Programme for International Student Assessment (PISA) 2000. Paris:
OECD.
(http ://www.pi sa. qecd. org)
OECD/UNESCO-UIS. (2003). Literacy Skills for the World of Tomorrow:
Further results from PISA 2000: OECD/UNESCO-UIS
(http://www.oecd.org/publications)
Permana, S. 2010. Pengaruh Penggunaan e-book Terhadap Hasil Belajar Siswa Pada Pembelajaran Biologi di SMA. Skripsi Pendidikan Biologi: Tidak diterbitkan.
Sutisnawati, A. 2009. Interactive E-Book Usage in the Learning Process in Plant Physiology to Improve Student Results RSBI Junior Class V I I I . Thesis FPMIPA UPI Bandung: not published
v Sato, Manabu. (2006). Tantangan Yang Harus Dihadapi Sekolah. Makalah
disajikan dalam Seminar Nasional IPA di FPMIPA UPI.
\/Tisher. R.P. (1972). Fundamental Issues In Science Education. John Wiley: Adlai.
Widodo, Ar i . 2009. "Effectiveness of E-Module-Based Interactive Constructivism in the Matter of Genetics to Improve Junior High School Biology Teachers". Journal of Educational Research. 3, (2), 153-163
V Wortham Sue. (2006). Early Childhood Curriculum. Fourth Edition. Ohio:
Meningkatkan Kemampuan Inkuiri siswa Melalui Pembelajaran berbasis Hands-on dan Minds-on. (btudi Kasus di BMP Lab-Scnoll UPI)
Ketua penelitian
T-I ikoK T TDT riioan U r l
2006
Peningkatan Profesionalisem Guru Dan Kualitas Pembelajaran Siswa SMA Melalui Lesson Study
Anggota penelitian
Hibah UPI
2006
Ppncpmhfinoat i KfnHpl K i i r i V i i l n m J . t - , v _ i J i L ' C I I i ^ c i i i i v i v j u t i i v u i u w i u m i l Kompetensi Untuk Meningkatkan Kemampuan Siswa SMK merancang Pola
/^.nggoia penelitian Hibah
9 0 0 7
Pengembangan Model Kurikulum Pelatihan Guru Yang Sesuai Dengan Kebutuhan Guru Sekolah Dasar Untuk Meningkatkan Kemampuan Guru Melangsungkan Pembelajaran IPA
Ketua Penelitian
Hibah Bersaing
2008
Daftar Publikasi
Diana Rochintaniawati. 2005. Analisis Kesiapan Guru Dalam Melangsungkan Pembelajaran Bioteknologi di Kota Bandung. Proseding Seminar Nasional Biologi di ITB
Diana Rochintaniawati. 2005. Meningkatkan Kemampuan Mahasiswa Biologi Dalam melangsungkan Pembelajaran Melaui Pembinaan Yang Bersifat Kolaboratif. Proseding Seminar HISPIPAI
Diana Rochintaniawati, Yanti Hamdiyati, Sutarto. 2006. Penerapan Model Pembelajaran Berbasis Kerja Ilmiah Pada Topik Indera Manusia di SLTP. Proseding WGC IMSTEP JICA
Diana Rochintaniawati & Taufik Rahman. 2007. Penggunaan Pertanyaan Pengarah Dalam Lembar Kerja Siswa Untuk meningkatkan Pemahaman dan Retensi Siswa SMA. Jurnal Pendidikan MIPA
Diana Rochintaniawati & Diah Kusumawati. 2007. Penggunaan CCTV Untuk Meningkatkan Pemahaman Terhadap Konsep Mutasi. Proseding Seminar Nasional Biologi.
Diana Rochintaniawati & Yeti Sulastri. 2008. Penggunaan Pembelajaran Kooperatif Tipe Jigsaw Dalam Pembelajaran Biologi di SMPN 2 Cimalaka. Proseding Second International Confrence of Lesson Study UPI.
32
Diana Rochintaniawati. 2009. Analisis Kebutuhan Guru Dalam Melangsungkan Pembelajaran IPA di Sekolah Dasar. Jurnal Pendidikan Biologi Assimilasi No. 1, Vol.1.
Bandung, 14 November 2012
Dr. Diana Rocmntaniawati, M.Ed
NIP.196709191991032001
33
2. Anggota Peneliti
Nama : Dr. Phil. Ari Widodo, M.Ed.
NIP : 131998644
Jenis Kelamin : Laki-laki
Tempat dan Tanggal Lahir : Grobogan, 27 Mei 1967
Pangkat/Golongan : Penata Tk. I / III d
Jabatan : Lektor
Alamat Kantor : J l . Dr. Setiabudhi 229 Bandung
Alamat Rumah : Kp. Babakan RT 02/09 Cikole - Lembang
Telepon : 081321656749
Email : wi dodo@upi. edu
Pendidikan Formal
Nama Perguruan Tinggi Tempat Tahun Gelar Bidang
IKIP Bandung Bandung 1991 Sarjana Pend. Biologi
Deakin University Australia 1996 Master Pendidikan Sains
Universitaet Kiel Jerman 2004 Doktor Pendidikan Sains
Pengalaman Penelitian
Judul penelitian Jabatan Tahun
Arah dan kecenderungan skripsi/tugas akhir Mahasiswa Jurusan Pendidikan Biologi FPMIPA IKIP Bandung
Ketua Penelitian
Dana Rutin IKIP
1999
34
Pengembangan model praktikum morfologi Tumbuhan dan botani phanerogamae dan asesmennya untuk meningkatkan penguasaan konsep, ketrampilan proses dan ketrampilan berpikir tingkat tinggi mahasiswa Jurusan Pendidikan Biologi FPMIPA IKIP Bandung
Anggota
Penelitian DIKTI
1999
Constructivist oriented lessons: The learning environments and the teaching sequences
Disertasi S-3 2004
Peningkatan kemampuan siswa SD mengajukan pertanyaan produktif untuk mendukung pelaksanaan pembelajaran IPA berbasis praktikum sederhana
Ketua Penelitian
PTK
2005
Daftar Karya Tulis llmiah
Widodo, A. Duit, R. & Mueller. C. (2003). Physics lessons as analysed using the Constructivist Oriented Science Classrooms (COSC) categories. In A. Pitton (Ed.), Gesellschaft fuer Didaktik der Chemie and Physik (GDCP): Ausserschulisches Lernen in Physik and Chemie (Band 23), 126-128, Muenster: LIT Verlag.
Widodo, A. (2004). Videos of lessons: A mean to understand classroom reality and a resource to improve science lessons. ISTECS, 5, 65-73.
Widodo, A. & Duit, R. (2004). The practice of constructivist teaching and learning in ordinary classroom settings. Proceedings of the the Annual Meeting of the National Association for Research in Science Teaching (NARST), Vancouver, Canada.
Widodo, A. & Duit, R. (2004). Constructivist teaching sequences. In A. Pitton (Ed). Gesellschaft fuer Didaktik der Chemie and Physik (GDCP): Chemie-andphysikdidaktische Forschung and naturwissenschaftliche Bildung. Muenster: LIT Verlag.
Widodo, A. (2004). Constructivist Oriented Lessons: The Learning Environments and the Teaching Sequences. Frankfurt am Main: Peter Lang.
Widodo, A., & Nurhayati, L. (2005). Tahapan Pembelajaran yang Konstruktivis: Bagaimanakah Pembelajaran Sains di Sekolah? Paper disajikan dalam
, Seminar Nasional Pendidikan Ilmu Pengetahuan Alam, Bandung.
35
Widodo, A. (2005). Analisis Pembelajaran Biologi dengan Menggunakan video. Paper disajikan dalam Seminar Nasional Pendidikan IPA I I I , Bandung.
Widodo, A., & Duit, R. (2005). Konstruktivistische Lehr-Lern-Sequencen and die Praxis des Physikunterrichts. Zeitschrift fur Didaktik der Naturwissenschaften, 11, 131-146.
Widodo, Yeti Sumiati & Cucu Setiawati. (2006). Peningkatan Kemampuan Siswa SD untuk Mengajukan Pertanyaan Produktif. Jurnal Pendidikan dan Pembelajaran. (in print).
Bandung, 14 November 2012
Dr. Phil. Ari Widodo, M.Ed NIP. 196705271992031001
3D
3.Anggota
Nama Lengkap : Tuszie Widhiyanti, S.Si., M.Pd.
NIP :198108192008012014
Jenis Kelamin : Perempuan
Tempat/Tgl. Lahir : Bandung, 19 Agustus 1981
Pangkat/Golongan : Penata muda / Illb
Jabatan
Unit Kerja : Jurusan Kimia FPMIPA UPI
Riwayat Pendidikan:
1. Sarj ana Kimia ITB Bandung, 2003
2. Magister Pendidikan IPA konsentrasi Pendidikan Kimia UPI, 2007
Pengalaman Penelitian / Publikasi:
1. Tuszie Widhiyanti, Ismunandar. Sintesis dan Karakterisasi Senyawa Oksida Mangan o-LiMn02. Makalah pada Seminar Nasional HKI , Jakarta : Oktober
2. Tuszie Widhiyanti, Liliasari, Agus Setiabudi. Pembelajaran Berbasis Teknologi Informasi Untuk Meningkatkan Pemahaman Konsep dan Keterampilan Berpikir Kritis Siswa pada Topik Sifat Koligatif Larutan. Makalah pada Seminar Nasional Pendidikan TPA. UPI Bandung: 2007.
3. Tuszie Widhiyanti. Effectiveness of Information Technology-Based Instruction on Student's Understanding of Colligative Properties. Makalah pada International Conference on Lesson Study. Upi Bandung: 2009.
1. Hasil yang telah dicapai dalam penelitian tahap I
Pada rencana penelitian, target-target utama yang akan dicapai dalam tahap I
adalah:
a. Menganalisis kurikulum KTSP mata pelajaran SAINS di SMP
b. Menganalisis kurikulum Cambridge
c. Menentukan tema/topik untuk pengembangan buku SAINS
terintegrasi
d. Menyusun buku SAINS SMP terintegrasi
e. Menguji coba kelayakan buku sains terintegrasi
Sesuai dengan rencana, tujuan-tujuan yang ditetapkan pada penelitian
tahap I telah tercapai. Tujuan-tujuan pertama dicapai melalui penelusuran
dokumen KTSP mata pelajaran sains di SMP yang menghasilkan Standar
Kompetensi dan Kompetensi Dasar dari bidang fisika, kimia dan biologi yang
dapat diintegrasikan dalam pengajarannya.
Tujuan kedua dicapai melalui analisis terhadap dokumen kurikulum
Cambridge untuk mengidentifikasi kedalaman materi dan cakupan materi yang
dimuat dalam kurikulum Cambridge. Dari hasil analisis terhadap kurikulum
Cambridge ditentukan kedalaman materi yang akan dimuat dalam e-book.
Tujuan ketiga dicapai setelah tujuan pertama dan tujuan kedua tercapai,
untuk menentukan tema-tema yang akan diangkat dalam e-book. Tema-tema
ditentukan berdasarkan keselarasan tema pada SK dan KD mata pelajaran kimia,
fisika dan biologi. -
Tujuan keempat dilakukan dengan melakukan penelusuran pustaka
terhadap buku-buku-sains untuk menyusun e-book yang berisi tema-tema sains.
58
Penyusunan buku dilakukan melalui serangkaian kegiatan yang melibatkan
pelatihan terhadap program flash sebagai program yang digunakan dalam e-book.
Blue print e-book yang telah disusun, dapat dilihat dalam Lampiran 1.
2. Hasil yang telah dicapai pada Penelitian Tahun II
Penelitian tahun I I bertujuan untuk mengembangkan buku sains SMP
terintegrasi berbasis web untuk digunakan dalam melangsungkan pembelajaran
sains di RSBI/SBI. Tujuan ini dicapai melalui dua tahap penelitian yang masing-
masing tahap dilangsungkan dalam satu tahun. Pada tahun kedua penelitian ini
penelitian telah menghasilkan:
a. Buku sains terintegrasi yang dapat dibaca pada website IPSE
b. E-book yang telah diujicobakan dalam skala kecil dan skala lebih luas
c. Buku manual yang berisi petunjuk penggunaan e-book
3. Rencana Penelitian tahun ke III
Pada tahun ketiga akan dilakukan uji validasi terhadap e-book dengan
membandingkan penggunaan e-book yang dikembangkan dalam penelitian
dengan e-book yang diterbitkan oleh Depdiknas. Daari hasil uji validasi akan
diketahui kelemahan dan kelebihan dari e-book yang dikembangkan dan akan
dilakukan penyempurnaan sebelum disosialisasikan pada sekolah sekolah RSBI.
39
4. Langkah Penelitian
Penelitian Tahun Pertama
Analisis Kurikulum Cambridge Sains
Analisis Kurikulum KTSP sains SMP
Indikator integrated
Pengembangan buku ajar integrated
sains SMP
Uji kelayakan buku ajar integrated sains
SMP
Hasil
Produk tahun pertama:
Science E-book
Penelitian Tahun Kedua
Pengembangan website integrated
sains SMP
1 Penyusunan buku manual untuk penggunaan e-book dan web
40
H M W g B M B H M B W a M W W W B I H I I I I I H I H I I till
SUDAH DILAKUKAN
Ujicoba skala luas pembelajaran dengan buku ajar beserta penggunaan website integrated sains SMP
Analisis uji coba lebih luas dan penyempurnaan buku ajar serta website integrated sains SMP O
Hasil Tahun Kedua:
1. E-book yang sudah diuji efektivitas penggunaannya
2. Buku manual penggunaan e-book
3. RPP Pembelajaran
Rencana Penelitian Tahun ke 3
SOSIALISASI
Validasi dan penyempurnaan akhir 1 •
• •
kekuatan
kelemahan
Tanggapan guru dan siswa
Gambar 1. Prosedur Langkah Penelitian Tahun I, II dan Rencana Penelitian Tahun kelll
41
23.Waktu Pelaksanaan
No Jenis Kegiatan Bulan No Jenis Kegiatan
Mar Apr Mei Jun Jul Agt Sep Okt Nov
1 Validasi e-book X X X
2 Penyempurnaan X X
3 Sosialisai X X X
4 Pe laporan X
2.4. Anggaran Penelitian
No Jenis Pengeluaran J U M L A H (Rp)
1 Honor Pelaksana 17.000.000,00
2 Operasional 28.000.000,00
3 Pelaporan 5.000.000,00
Total Anggaran 50.000.000,00
42
L A M P I R A N 3
MANUAL BOOK
E-book of Science
Diana Rochintaniawati Ari Widodo
Tuszie Widianthie
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FPMIPA UPI
INTRODUCTION
This manual book is provided as a complement for integrated science e-book. The . manual provides readers of how to access the e-book from IPSE website and how to use the e-book for your source teaching and learning. With this manual hopefully readers will find that the integrated science e-book can be access easily and motivates readers to learn more about science. The e-book itself hopefully will give readers an overview of integrated science and find that science is interesting topic.
The manual book consisted of two parts, they are:
A. Web where readers can find integrated science manual book B. Facilities of the e-book and how to use those facilities
I N T E G R A T E D S C I E N C E E - B O O K
A. Web where readers can find integrated science manual book
The integrated science e-book was developed to help students and teachers understand the complexity of science. In the real life science is not separated as a sole subject of physic, chemistry or biology, but it all related one to each other.
The e-book is developed by lecturer and students of International Program on Science Education (IPSE) Faculty of Mathematics and Science Education, Indonesia University of Education.
The integrated science e-book can be access when you come to the IPSE website in http: ipse.upi. edu. When you come to the website, directly you can open the e-book with formatted in pdf. Click on the writing of IPSE e-book in the home page of the website and you will find the writing of IPSE science book.
44
Home page IPSE http:www//ipse.upi.edu
• o— •»> i „ i • • B - m p. I H H T * s b
B. The facilities of Integrated Science E-book and How to use it
The integrated Science e-book is formatted in pdf. In the front page you can find some facilities of the e-book. They are:
45
f
1. Menu of theme and page There are two menus in the front page of the e-book. Menu to find out the themes and pages and pages, as well as menu to open the notes. If you click the most lower menu that consisted of tree, flask and waves picture you will come into the menu of themes and pages. There are two ways of using this menu: first click the picture then you will come into the themes or put number of page and the e-book will automatically come into the theme or pages that you want. See in figure below:
menu
Put page number 46
2. Menu of making notes Menu of taking notes located above menu of themes. The notes is provides if there are some additional information that considered important for you. To use the notes, click on the notes menu, then the note will appear. You can take note and save the note, so you can read that information anytime when you need it.
Menu of notes
notes
3. Catamsia recoding
Catamsia recording is used to record the time used to read each page of the e-book. This record will tell you how much time you spend in the pages that only consisted of reading, the pages that consisted of animation and pages that consisted of games.
47
C. Drag mouse Beside menu of theme and pages, you can also open the e-book manually by dragging the mouse as the way you open the printed book. To use the drag mouse, put the pointer in edge of the e-book either in the top or bottom. Drag the mouse like you open the printed book.
Open the pages by dragging the mouse from top
48
Open the pages by dragging the mouse
from bottom
49
LAMPIRAN 4
A R T I K E L Y A N G SUDAH DIPUBLIKASIKAN
PADA SEMINAR INTERN AS ION AL UPI UPSI
D E V E L O P M E N T O F W E B S I T E I N T E G R A T E D S C I E N C E B O O K F O R S C I E N C E A T INDONESIA INTERNATIONAL STANDARDIZED
S C H O O L
Diana Rochintaniawati, Ari Widodo, Tuszie Widhiyanti
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION diana_rochintaniawati@upi,edu
A B S T A R C T
Research on Development of Integrated Website Science Book for International Standardized School aims to provide book that can be used by both teacher and students an International Standardized Schools as learning source. The book hopefully can give an overview to students and teachers in understanding science as an integrated subject, promoting of using English in science teaching and improving skill in using ICT. The research was carried out by Research and Development (R&D) which started from curriculum analysis for both KTSP and Cambridge. The book was constructed in a form of electronic book (e-book) which provides science knowledge in a form of themes that integrate the concepts of biology, physics and chemistry. English is used a formal language of this e-book. Result from trial use of the e-book in bilingual school and standardized school revealed that this e-book fulfilled the criteria as it contain picture, animation, exercise and sound which interest student to read it. The usage of English in this e-book promote student to learning English. Furthermore the e-book can improve student result of science learning and students' technology literacy.
Key Words: Electronic book (e-book) - integrated science - International Standardized School.
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A. Introduction
The future Indonesian Education is projected to be able to compete globally. Aiming to fulfill this purpose, the government launches the project of International standardized school. The objective of the program is to improve the quality of Indonesian education so that can produce outcome capable to compete in international world.
There are three issues which are found in international standardized school program in Junior High School in Indonesia. First, science teaching that previously given separately among subjects (physics, biology and chemistry) should be given integrated among those subjects. This becomes challenge for teachers as they were not prepared for teaching in integrated way. Second, the use of English as formal language in teaching science becomes constraint for teachers in teaching science. Third, is the use ICT in science teaching learning process (Suharno, 2008).
One that may become solution to overcome the problem is developing science book that can meet the need of international standardized school characteristics. The developed book should has science content that integrate the concepts of physic, chemistry and biology facilitated by website to give opportunity for students as well as teachers to access the book. Development of integrated science is aiming to give knowledge to students that science can be studied in integrated way, develop skill to use English and ICT.
The objective of the research is to develop integrated science book which facilitated by website to help teacher to conduct science teaching learning process in international standardized school.
B. Research Method Research and Development (R & D) from Borg and Gall (1998) was employed as a method of the reaseach. The research started by KTSP and Cambridge curriculum analysis to identify the topics that should be given in the book. The topics covers concep of biology, physics and chemistry. The reseach will be ended by experimental method to test and validate the efectiveness of the book.
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The e-book was tested in 3 International standardized school located in Bandung West Java.
C . Result and Discussion
The research begins by constructing e-book which completed with audio visual aids. The program used in the e-book is flash program to perform pictures and animation with sound. The construction of the book involved six students of International Program on Science Education (IPSE), Faculty of Mathematics and Science Education, Indonesia University of Education (UPI) who are taking the sixth semester. The research also involved one student of Computer Science program as a flash instructor program.
The first step of the research was the analysis of Standard competency and basic competency from Government Regulation Number 22 Year 2006 to identify competency standard in physics, biology and chemistry which are be able to be integrated topics. Literature study to physic, biology and chemistry books was carried out to have an overview of the concepts. The content of the e-book is referred to the basic competency stated in the Government Regulation Number 22 Year 2006 and Cambridge curriculum.
The second step of the research was select students who will be got involved in developing the book. Students are given opportunity to freely choose the title for the topic that will be used in each chapter of the book. The themes of the topics are: Wave and Sound; Environment maintenance; Acid, Base and salt. After student determine the title or theme for their topic, they develop the content for their topic and got involved in the flash program training given by student from computer science.
The final step of book construction was to test the usability of the book. The test was carried out in one bilingual school. Based on test, it is resulted that 80 % students respond positively to the book. They said that the book constructed is interesting and meet the criteria to be used as a source of science learning. The language used in book is easy to be understood, by using English the book foster
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them to be more eager to learn English. The picture and animation make students more understand to the concepts and the font letter use is appropriate.
More than 80% students agreed to say that the book is creative and increase their motivation to leam more about science. The deepness content of the concept was also appropriate for junior high school students. As many as 70% students said that the theme provided in book help them to be more understand of science as an integrated knowledge that interconnected each other. The content was also valued as contextual and related to the real life. In general students agreed that the book help them to understand science.
Based on the type, the e-book developed in this research is hypermedia data based e-book which was constructed by programmer. The e-book formatted in flash program in a form of CD so that it easily carried out and used outside of the class. The e-book has some interesting features as it can interact with students. The types of interactions are: dragging mouse to open the pages, open the video and animation, and type summary or comment by using keyboard that can be saved in the pages.
Other that those features, the e-book developed is also completed with database system that can record student activity while they use the e-book. Camtasia Studio 6. E-book was employ in recording students activity aiming at facilitating students learning based on their speed learning. This become important for the e-book to have such kind of facility as the e-book contain of interactive media so that every student has different speed of their learning. Munadi (2008) argues that interactive media can be used in teaching process to improve student learning result.
Information in the e-book will be gained if student interact with the e-book. The component of the e-book such as concept in a form of text, video, animation, test, game and pictures are performed to help student to be able to understand abstract concept and to simplify complex concept. Therefore it is easier for student to understand the concept.
Some research carried out related with using e-book resulted that using e-book as a learning source has some advantage such as creating good environment for learning which in line with constructivism philosophy (Nugraha, 2010; Permana 2010). Research carried by Francisca (2009) resulted that using E-book in instruction process improving students' result of their study. The reason behind these results is because pictures, animation, video, sound, game and interaction test give student feedback for their own learning. Based on this argument it can be
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concluded that e-book can be used as optimum as possible with the teachers' supervision in the teaching process.
Widodo (2004) argue that there are five characteristics of constructivism learning environment, they are: (1) facility that supports learning process for students. Good facility should encourage students to be more actively get involved in constructing their knowledge so they have broad view of their own knowledge, (2) relevancy and meaningful learning experience. Student can develop their learning through discussion, experiment and testing their ideas, (3) social interaction. Students are given opportunity to negotiate with their friends and teacher actively when they communicate to each other or to the teacher, (4) motivation and encourage spirit. Students are encourage to be self learner who responsible for their own learning.
Referred to Widodo (2004) argument, it can be said that e-book facilitate learning in line with constructivism philosophy. E-book that facilitated with multimedia support students to be more engage by their own learning as the student can be actively seek more information as it provides web link that suitable with the concept they learnt Student also can practices their own experiment and test their idea with the games and experiments provided in the e-book. The e-book also provides opportunity for students to share with other student with teachers' help. Teacher can give instruction for students to share the knowledge that they get from the e-book. Finally, the e-book with has multimedia aspect can help student to be self learners, as it provides media to simplify the concept that can make student easier to understand the concept they learnt
C . Conclusion
Based on the result of trial use of the e-book, it can be conclude that the e-book developed can be used science learning source at International Standardized Schools. Students respond positively to the e-book of as it contain interesting pictures, animation, interactive games and test. The integrated science provided in the developed e-book make student to be more understand science as an integrated concept among physic, biology and chemistry. The use of English in the e-book encourages them to be eager to learn English.
Borg, W. dan Gall, M. 2003. Educational Research: An Introduction. USA: Pearson Education Inc
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Baki, A. 2010. "E-Book Usage of Graduate Students Studying Educational Sciences in Turkiye". Turkish Online Journal of Distance Education-TOJDE. January, Volume 11 (198-210).
Fransiska. Asri. 2009. Pengaruh Buku Elektronik Terhadap Hasil Belajar Siswa Dalam Konsep Sistem Pencernaan Manusia. Skripsi Jurusan Pendidikan Biologi: tidak diterbitkan
Munadi. Y. 2008. Media Pembelajaran Sebuah Pendekatan Baru. Jakarta: Gaung Persada. . -
Nugraha, E . J. 2009. Influence E-Book Of Biology Student Learning Outcomes in the concept of Environmental Pollution. Thesis FPMIPA UPI Bandung: not published
Permana, S. 2010. Pengaruh Penggunaan e-book Terhadap Hasil Belajar Siswa Pada Pembelajaran Biologi di SMA. Skripsi Pendidikan Biologi: Tidak diterbitkan.
Sutisnawati, A. 2009. Interactive E-Book Usage in the Learning Process in Plant Physiology to Improve Student Results RSBI Junior Class Vm. Thesis FPMIPA UPI Bandung: not published
Widodo, Ari. 2009. "Effectiveness of E-Module-Based Interactive Constructivism in the Matter of Genetics to Improve Junior High School Biology Teachers". Journal of Educational Research. 3, (2), 153-163
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LAMPIRAN 5
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