Need Analysis of the Science Textbooks
DOI:
https://doi.org/10.37134/ajatel.vol13.2.9.2023Keywords:
Education, Science, Needs Analysis, IPAS, TextbookAbstract
Education encompasses lifelong learning, signifying continuous acquisition of knowledge throughout life. The IPAS curriculum integrates science and social studies, yet the effectiveness of science education at the elementary level remains suboptimal, reflected in low student learning outcomes. Observations at SD 4 Karangmalang revealed an average score of 51.1, with only one student achieving a completion rate of 11.11% out of nine students. Similarly, at SD 9 Gondosari, the average score was 51.1, with an 18.1% completion rate. Interviews with teachers indicated that current science teaching methods predominantly rely on conventional resources available solely within school premises, such as worksheets and government-issued textbooks, lacking engagement with local contexts. Consequently, student motivation suffers, leading to disinterest and disruptive behaviors in class. This study aims to explore the necessity for science and technology textbooks that promote explorative and critical thinking skills rooted in local wisdom. Employing questionnaires, observations, and interviews for data collection, qualitative descriptive analysis was used to assess the impact of these textbooks on student engagement, learning outcomes, and classroom activities.
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Copyright (c) 2023 Syarifa Rahma Amalia, Irfai Fathurohman, Sri Utaminingsih
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