American Journal of Education

DISCOURSE ANALYSIS NATURE SCIENCE(IPA)TEXTBOOK FOR JUNIOR HIGH

SCHOOL (SMP) AND BIOLOGY TEXTBOOK FOR SENIOR HIGH SCHOOL (SMA)
ON THE TOPIC OF FOOD DIGESTIVE SYSTEM
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Full Title: DISCOURSE ANALYSIS NATURE SCIENCE(IPA)TEXTBOOK FOR JUNIOR HIGH

SCHOOL (SMP) AND BIOLOGY TEXTBOOK FOR SENIOR HIGH SCHOOL (SMA)
ON THE TOPIC OF FOOD DIGESTIVE SYSTEM

Short Title: discourse analysis, image analysis, the digestive system

Article Type: Major Article

Corresponding Author: Ade Derajat, S1

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Abstract: Teaching materials is one of the things that are important and must be considered in
the learning process. Teaching materials most widely used is in the form of textbooks,
which has been facilitated by the government with the presence School Books
Electronics (BSE) which is provided free of charge in printed or soft copy version. For
the subjects of Biology, discourse in textbooks is usually equipped with an image. This
study aims to obtain a picture of the The appropriateness of the global structure of the
Content Standards (SK and KD) on the digestive system for middle and high school
with the global structure of the discourse about the digestive system found in textbooks
and science junior high school biology textbooks. Method to be used is descriptive
qualitative method to subject each of the School of Electronic Books (BSE) IPA SMP /
Islamic Junior High School and Electronic School Books (BSE) Biology for SMA / MA,
which is widely used in middle and high school in Serang district. Digestive System
discourse as scientific discourse is analyzed using a macro rules.Image in scientific
discourse is an important part because the image was instrumental in building the
knowledge. Therefore the images need to be analyzed by several criteria: the shape,
nature, function, and location of the proposition. These results indicate that the
discourse of the digestive system for middle and high school are in accordance with
the Content Standards junior and senior high school. However, teachers must
accompany the textbook for students with a teacher handbook for material enrichment.
Images that meet the criteria to support the text on discourse Digestive System for
SMP 64.29 %%, while the discourse of the digestive system to high school as much as
50%. It can be concluded that the discourse of the digestive system in junior science
textbooks written SaefulKarim et al, and high school biology book written by Suwarno
both still can be used as teaching materials.

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DISCOURSE ANALYSIS NATURE SCIENCE(IPA)TEXTBOOK FOR JUNIOR

HIGH SCHOOL (SMP) AND BIOLOGY TEXTBOOK FOR SENIOR HIGH
SCHOOL (SMA) ON THE TOPIC OF FOOD DIGESTIVE SYSTEM

Ade Derajat
Teacher of Junior High School at 1 Ciruas, Serang-Banten

ABSTRACT
Teaching materials is one of the things that are important and must be considered in the
learning process. Teaching materials most widely used is in the form of textbooks, which has
been facilitated by the government with the presence School Books Electronics (BSE) which
is provided free of charge in printed or soft copy version. For the subjects of Biology,
discourse in textbooks is usually equipped with an image. This study aims to obtain a picture
of the The appropriateness of the global structure of the Content Standards (SK and KD) on
the digestive system for middle and high school with the global structure of the discourse
about the digestive system found in textbooks and science junior high school biology
textbooks. Method to be used is descriptive qualitative method to subject each of the School
of Electronic Books (BSE) IPA SMP / Islamic Junior High School and Electronic School
Books (BSE) Biology for SMA / MA, which is widely used in middle and high school in
Serang district. Digestive System discourse as scientific discourse is analyzed using a macro
rules.Image in scientific discourse is an important part because the image was instrumental in
building the knowledge. Therefore the images need to be analyzed by several criteria: the
shape, nature, function, and location of the proposition. These results indicate that the
discourse of the digestive system for middle and high school are in accordance with the
Content Standards junior and senior high school. However, teachers must accompany the
textbook for students with a teacher handbook for material enrichment. Images that meet the
criteria to support the text on discourse Digestive System for SMP 64.29 %%, while the
discourse of the digestive system to high school as much as 50%. It can be concluded that the
discourse of the digestive system in junior science textbooks written SaefulKarim et al, and
high school biology book written by Suwarno both still can be used as teaching materials.

Keywords: discourse analysis, image analysis, the digestive system.

I. INTRODUCTION
Efforts to improve the quality of education need various aspects, such as improving
the quality of teachers and equip educational facilities such as textbooks as a source of
learning. Books play an important role in teaching and learning activities. Until now, the
textbook is still a very important source of learning for the students, although there are still
many who do not have it, especially for schools that are outside the city, in the countryside,
and in remote areas (Darmadi, 2010). The concepts are presented in a book to be adapted to
the intellectual development so that readers are informed by the contents of the book is easy
to understand.
According to Supriya (2000, books used in schools are classified into four types,
namely: (1) textbook or textbooks, (2) books, (3) a source book, and (4) teacher handbook
that usually accompany textbooks. The textbooks recommended by the teacher to the student
to read the book because it refers to the demands of the curriculum.
In order to facilitate the availability of quality teaching materials, easy, and cheap, the
Government through the Ministry of Education in 2007 and 2008 has bought the copyright of
textbooks from the author / publisher as many as 598 titles (Pusbuk, 2009), and until today
the number has reached 1,334 titles consisting of textbooks elementary, junior high, high
school, and vocational (Puskurbuk, 2011). Electronic School Books (BSE) printable version
with the name Cheap Textbook Program (BPM), good community of individuals, groups of
people, as well as legal entities can utilize and / or disseminate BPM by means of duplicating,
printing, copying and / or trade without going through the licensing procedure and free of
charge royalties. Electronic School Books (BSE) was first launched on August 20, 2008 by
the President of the Republic of Indonesia, which subsequently be disseminated through print
and electronic media and the circular of the Minister of National Education.
The success of the book in the success of the mastery of subject matter related to the
ease of the concept to be understood. The understandability concept determined by how far
the appearance of the structure of semantic (word meaning) in the concept of cognitive
structure accommodatedby the readers (students). When it is low accommodative function
then it leads to misconceptions or reconstruction (Siregar, 1994). If readers (students) can
find the structure of the text, looking for parts, and put it together, it means he /she can
capture the essence of the concept.
In the biology textbooks, each material is always accompanied by pictures. Figure
serves to clarify the subject matter so much to be understood by the students. Good images
will be able to explain a difficult text. Likewise, the text that is difficult to be more easily
understood when it is well represented by the image. So the text and images are an integral
part of a concept.
In the concept of the digestive system, the image sought help students to build their
knowledge of the digestive system. Pictures aims to concrete abstract things that cannot be
directly observed object. But the goal is not necessarily achieved, or may even make students
more confused because the authors consider the images presented have beenfamiliar to the
students, but in facttheyhave not seen them before.
The general objective of this research is to analyze science textbooks ofjunior high
school and senior high school biology textbooks on the subject of the digestive system as
follows:
1. The appropriateness of global structure Content Standards (SK and KD) on digestive
system of food for middle and high school with the global structure of the concept of the
digestive system of food science textbooks for junior high and senior high school biology
textbooks.
2. The appropriateness of media images as data describing the concept of mutual support
with the digestive system of food on science textbooks for junior and senior high school
biology textbooks.
3. How is the digestive system of food assessment discourse on science textbooks junior
high and high school biology textbooks based on the standard BSNP?

II. RESEARCH METHODS

This study used a descriptive method. Descriptive research is research that is intended
to gather information about the status of existing symptoms, namely the state of symptoms
according to what it is at the time of the study (Arikunto, 2007). Descriptive research aims to
describe a situation / circumstances systematically, factual, and accurate. In this case, the
situation in question is the concept of the digestive tract in science textbooks for junior and
senior high school biology textbook that is expected to obtain a clear picture about the
delivery of this material at different levels of schooling.
Digestive System subject matter drawn from science textbooks junior grade 8 and high
school biology textbooks are widely used 11 graders in middle and high school in Serang
District based on the results of previous surveys. The book is used Electronic School Books
(BSE) Junior Secondary Science for grade 8 Semester 1 written by SaefulKarim et al., And
the School of Electronic Books (BSE) and Islamic Senior High School Biology for Grade 11
Semester 2 written by Suwarno, both are published by Center of Books from Ministry of
Education and Culture
.
III. RESULTS AND DISCUSSION
A. Research Result
1. The appropriateness global structure Content Standards (SK and KD) on digestive
system of food for middle and high school with the global structure of the concept of
the digestive system of food science junior high school textbooks and Senior high
school biology textbooks.

Table 1. Comparison of the global structure of the syllabus material Digestive System
junior high and high school levels (Ministry of National Education, 2006)

Syllabus SMP High School Syllabus

Competency Standards (SK):
Understanding the various systems in the
human life.
Basic competency (KD):
Men-described human digestive system and
its relationship to health.
Subject Matter:
a. Food and Function.
b. Digestive organs.
c. Disorders of the Digestive System.
Indicators:
a. Distinguishing between the digestive
tract and digestive gland as a constituent
of the human digestive system
b. Describing the types of foods based
substances in it
c. Comparing mechanical and chemical
digestion
d. Mentioning examples of disorders and
diseases of the digestive system which is
common in our daily lives and efforts to
overcome them.
Competency Standards (SK):
Describes the structure and function of human organs and certain animals, disorders
and / or diseases that may occur and the implications on salingtemas. (science,
environment and society approach)
Basic competency (KD):
Explain the relationship between structure, function, and processes as well as
disorders / diseases that can occur in the digestive tract in humans and animals (eg
ruminants).
Subject Matter:
a. The Food.
Nutrients composed of carbohydrates, fats, proteins, minerals, and vitamins.
b. Digestive System Human Food.
The digestive system includes the structure, function, and food digestive process
Digestive tract such as the mouth, esophagus, stomach, intestines, and glands such
as salivary glands, liver, gastric glands, pancreas, intestinal glands have a special
function.
c. Digestion of ruminant animals.
Ruminant digestion of food has specificity because of the difference structure.
d. Diseases / disorders Digestive System.
Indigestion include constipation, gastric ulcer, etc.
Indicators:
a. Identifying the nutritional value of food students intake in every heart in one
week
b. Estimating the likelihood that occurs when a shortage / excess of one nutrient
c. Describing the structure and function of the digestive apparatus appliance food
d. Explaining the process of digestion, such as carbohydrates, fats, proteins.
e. Identify the structure, functions and processes of ruminant animals.
f. Differentiating the digestive system of humans and ruminants food.
g. Explaining the possible diseases that may occur in the digestive system of the
human diet.

2. The appropriateness of media images as data describing the concept of mutual support
with the digestive system of food on science textbooks junior and senior high school
biology textbooks.
Media images as data that support each other with a description of the concept of the
digestive system of food science textbooks junior high and high school biology textbooks.
 Figure 1. Graph image analysis Digestive System discourse on nature science junior
high schoolbooks and Biologytextbooks forsenior high school

a. In the discourse of the digestive system in junior science books that have been
analyzed, there are 14 pictures, picture of the structure of the digestive organs which
accompanies this discourse 66, 67% serves as the data, the rest, ie 33.33% pictures
are shown not to function as a data, because there is no accompanying text that
cannot be removed proposition and not be coherent with the discourse of the
digestive system.
b. In the discourse of the material on the digestive system are analyzed high school
biology book there are six pictures that accompany this discourse, three as a picture
of data (50%) and three other image as a support (50%).

3. Overview assessment discourse on the digestive system of food science textbooks junior
high and high school biology textbooks based on the standard BSNP. In junior high
science textbooks based on standard BSNP categorized either by percentage of
77.08%. While in high school biology textbooks categorized based standard
BSNP well with the percentage of 69.79%

B. Discussion
Global structure of middle and high school syllabus has a clear enough distinction. Of
Competency Standards (SK), the difference is a physiological system studied not only in
humans and animals, in addition to be able to associate with the physiological system of
science, environment, technology, and society (salingtemas). Of the Basic Competency (KD)
showed that to SMA wider with covers system digestion in animals and abnormalities /
disorders / diseases of the digestive system.
The appropriateness of media images as data describing the concept of mutual support
with the digestive system of food in junior science textbook picture of the structure of the
digestive organs which accompanies this discourse 66.67, 29% serves as the data, meaning
that the image may be issued simultaneously with the issuance proposition text the
accompanying drawings, and is also equipped with image captions and descriptions are
mutually supportive. The rest, i.e. 33.33% images shown do not function as the data, because
there is no accompanying text that cannot be removed proposition and not be coherent with
the discourse of the digestive system. Thus the overall function of the images on this
discourse has not fulfilled the criteria that support the text. While the discourse of the
material on the digestive system are analyzed high school biology book there are six pictures
that accompany this discourse, three as a picture of data (50%) and three other image as a
support (50%) for the discourse. Thus, the overall function of the diagrams in this discourse
has not fulfilled the criteria that support the text.
Assessment discourse on the digestive system of food science textbooks junior high
and high school biology textbooks based on the standard BSNP. In junior high science
textbooks based on standard BSNP categorized either by percentage of 77.08%. While in
high school biology textbooks categorized based standard BSNP well with the percentage of
69.79%

IV. CONCLUSION
Based on the global structure of the middle and high school syllabus there are some
similarities material presented. The difference is only found in the expansion of the
material. Material digestive system in high school textbooks are wider than the digestive
system material contained in the book include system SMP with digestion in animals and
abnormalities / disorders / diseases of the digestive system.
In the discourse of the digestive system in junior science books that have been
analyzed, there are 14 drawings, five images as support (33.33%) and nine images as the data
(66.67%). In the discourse of the material on the digestive system are analyzed high school
biology book there are six pictures that accompany this discourse, three images as a support
(50%) and three other images as the data (50%).
Assessment is based on standard BSNP discourse on the digestive system of food
science textbooks junior high and high school biology textbooks are categorized either by
percentage of 77.08% for junior high and high school level 69.79%.

BIBLIOGRAPHY
Arikunto, S. (2007). Basics Education Evaluation. London: Earth Literacy.

Darmadi, H. (2010). The ability of Basic Teaching. New York: Publisher Alfabeta.

Ministry of National Education. (2006). Standards of Competence and Competency Basic

Biology Lessons SMP / Islamic Junior High School. Jakarta: Ministry of
National Education.

Pusbuk. (2009). Survey / Data Collection School Books Electronics (BSE) Print version
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Available.http://www.pusbuk.or.id/files/forms/Instrumen.pdf [29 January
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Puskurbuk. (2011). Electronic School Books (BSE). [Online]

Available. http://puskurbuk.net/web/bse.html [January 29, 2013].

SaefulKarim (2008). Learning Science: For Grade 8 Junior High School / Islamic. Jakarta:
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Siregar, N., et al. (1994). Handbook of Analysis and Writing Mathematics Textbooks for
Students Intellectual Skills Development. New York: Research and Development
Team of the Faculty of Mathematics and Natural Sciences Teachers' Training
College Bandung.
Supriya, D. (2000). Analysis of School Book in Indonesia. Yogyakarta: AdiCita.

Suwarno. (2009). Biology Study Guide: For SMA / MA Grade 11. Jakarta: Center of Books,
the Ministry of National Education.