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THEORETICAL VALIDITY OF STUDENT TEXTBOOK BASED ON SCIENCE LITERACY

ON ENVIRONMENTAL POLLUTION TO TRAIN PROBLEM SOLVING COMPETENCY

Viki Safitri
Biology Education, The Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
Jalan Ketintang Gedung C3 Lt. 2 Surabaya 60231
Email : safitriviki@gmail.com

Rinie Pratiwi Puspitawati

Biology Education, The Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
Jalan Ketintang Gedung C3 Lt. 2 Surabaya 60231
Abstract
Problem solving is the one of 21th century competency. Its owned by someone who has good literacy.
One way to train science literacy is using student textbook based on science literacy. The purpose of this
research was to produce valid and reliable student textbook based on science literacy that eqquiped with
assessment instrument of problem solving. The theoretical validity of student textbook was measured
based on the result of validation and legibility test using fry graph. While validity of assessment
instrument of problem solving was measured by the result of validation. This research used PPE model
(Planning, Production, and Evaluation). The student textbook was tested to 16 students of X MIA 2 in
SMA Muhammadiyah 2 Surabaya. Based on result, student textbook got validation score 3.68 - 4 and
percentage of agreement 91.67% - 100% with very valid and reliable interpretation. It supported by the
result of legibility test, which got modus 10, it showed that student textbook was appropriate for student X
grade. While assessment instrument of problem solving got validation score 4 and percentage of
agreement 100% with very valid and reliable interpretation. It can be conclude that student textbook and
assessment instrument of problem solving are theoretically valid and reliable.
Key words: student textbooks, science literacy, problem solving, environmental pollution.

INTRODUCTION competency is one of the competencies that people must

The 21st century is an era marked by the existence of
various changes in every aspect of life, both in economic,
social, cultural and even education. This era makes
technology growing more rapidly. Another impact is the
increasing of competition graduate learners in the world
of work. Many jobs require high-level skills such as
critical thinking, reasoning, decision making and
problem-solving competency. Based on American
Association of Colleges for Teacher Education or
AACTE (2010) statement, that nowday people must be
able to develop creativity, critical thinking, and
innovation if want to succed. Partnership for 21st Century
Skill (2010) argues that someone must have critical
thinking skills, solve problems communicate, collaborate,
find information quickly and effectively to enter the work
world.
Human Resources in the national education
paradigm of the 21st century have several competencies,
namely: 1) critical thinking and problem solving ability
2) ability to communicate and cooperation 3) ability to
create and renew 4) literacy of information and
communication technology 5) contextual learning skills,
and 6) ability of information and media literacy
(Nugroho, 2015). Based on description, problem solving
be have to prepare for social life. Problem solving
competency makes people easy to solve problem in their
life.
Problem solving competency can be mastered
through science literacy skills. People who have good
literacy will be able to use the knowledge to solve or
make decisions on issues or phenomena. This statement
is accordance with Turiman (2012), a person with good
literacy can implement the concept of science and
information to solve problems that exist in their life.
Learning activity can be used to train science literacy
skill. In environment pollution materials, students should
be able to analyze environmental change data and causes,
as well as the impact of these changes on life.
Futhermore, students can create idea to solve
environmental change problems or environmental issues
in their own region.
The demand ability in pollution materials are
essentially also a competence in science literacy.
According to the Program for International Student
Assessment or PISA (2015), competence of science
literacy consist of ability to identify phenomena, predict
phenomena, hypothesize, formulate questions, design
steps to answer problems, evaluate troubleshooting steps,

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changing data in other forms and analyzing data. The legability test sheet was used to measure readability level
ability of science literacy leads to the achievement of of the textbook.
problem solving skills such as defining problems, making
problem-solving designs, performing designs that have RESULTS AND DISCUSSION
been made, and evaluating the designs that have been This study produced student textbook based on
done (Polya, 1973). science literacy equipped with assessment instruments to
Learning process based on science literacy focuses measure problem solving skills. Student textbook consist
on assessing the recent phenomena (PISA, 2012). Based of three chapters, which contain of water contamination,
on this statement, researcher sees that sub-topic air pollution and soil contamination materials. While
environmental pollution is very suitable to be presented assessment instrument consist of seven essay questions,
on learning process through variation of environmental that each question contain of problem solving indicators.
pollution phenomenon that occur in various regions in The data of the research are described as follows.
Indonesia. A preliminary study conducted to measure the Table 1. Validation Result of Student Textbooks Based
level of science literacy of local school students showed on Science Literacy on Sub Topics
that 91.3% students have not mastered nominal level, Environmental Pollution to Train Problem
Solving Competency Students of X Class Senior
60.9% have not mastered functional level, 78.3% have
High School
not mastered conceptual level and 56.5% for Validation
No Aspect Validity R (%) Reliability
multidimensional level. The low literacy ability in Score
1. Content 4 Very valid 100 Reliable
student could be effected by the book being used. Based
2. Language 4 Very valid 100 Reliable
on observation, student textbook contained limited 3. Graph 3.68 91.67 Reliable
Very valid
phenomena of environmental pollution. Most of the aspect
4. Science 4 100 Reliable
books context was about material or theory. Literacy Very valid
Based on the description above, the purpose of this Strategies
5. Appropriati 4 100 Reliable
study was to produce student textbook based on science
on of
literacy equipped with assessment instrument of problem science
Very valid
solving competence. The developed textbook has some literacy
strategie
characteristics, for example consisted of various with context
environmental pollution phenomenon and science literacy Note: R= Percentage of agreement
activities. Through reading variations of phenomena, and There were several aspects to determined related validity
doing literacy activities in the textbook, students can of textbooks. The aspects consist of content, language,
build their own concepts as well as practice their graph aspect, science literacy strategies, and appropriate
problem solving skills. of science literacy strategies with context (Table 1).
Based on the introduction that has been described, Based on the data in Table 1, the score of textbook
the purpose of this research was to produce valid and validity was in the range of 3.68-4. Graph aspect got the
reliable student textbook based on science literacy that lowest score, it was 3,68. Graph aspect includes several
eqquiped with assessment instrument of problem solving. criteria such as suitability of book skin design, paper size,
illustration of drawings, layout and typeface used and
METHOD typography. There were several things that need to be
This was developmental research using PPP model improved on this aspect, such as change the cover design,
(Planning, Production, Evaluation) (Richey and Klein, better if cover must reflect the contents of book. Second
2009). The target of this research were student textbook was changing the color on some feature. Third was
and assessment instrument of problem solving. The adding source images that used in textbook, replace some
textbook was tested on 16 students of X MIA class SMA images to be more representative, and changing the
Muhammadiyah 2 Surabaya. The research was background color on some articles.
conducted during September 2016 until Mei 2017 in The cover design, color, fonts and illustration used
Biology Department, The Faculty of Mathematics and in the textbook must be properly considered. BSNP
Natural Sciences, Universitas Negeri Surabaya and tested (2014) and Raharjo (2014), mentioned that cover
on April 2017 in SMA Muhammadiyah 2 Surabaya. textbook should reflect the contents, textbooks should
This research was used validation sheets and fry have a balanced and interesting font size, font type, and
graph legibility test sheet. The validation sheets were motivated illustration for students. In accordance with
used to measure validity of student textbook and Sujanas opinion (2001) illustrations or images helps
assessment instrument of problem solving, which should students to understand and remember the information on
be interpret based on Riduwan 2012 criteria. While book. Illustrations can be form as images, graphs,
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sketches, maps, or diagrams (Sitepu, 2008). In this Table 3 Validation Result of Assessment Instrument to
research, textbook that produced has a variety illustration Measure Problem Solving Skill
(images, maps, diagrams or graphs). The illustrations Question
Aspect
Validation
Validity
R
Reliability
number score (%)
were always present in every part of text in the textbook. 1 Each question 4 Very 100 Reliable
This data supported by student responses as supporting is appropriate valid
with problem
data, it showed 100% students gave opinions that solving
indicators
textbook was interesting. 2 Instruction 4 Very 100 Reliable
Second and third aspects were content and are clear valid
3 Each question 4 Very 100 Reliable
language. Both of them got score validity 4 which is clear and valid
easy to
belongs to very valid category. This result explained the understand
content and language aspects of textbook were in 4 Questions are 4 Very 100 Reliable
possible to valid
accordance with the criteria. The appropriateness of answered
books was supported by the results of the legibility test 5 Question 4 Very 100 Reliable
sentences is valid
using fry graph calculation below. accordance
with the rule
Table 2. Result Legibility Test Using Fry Grapfics of Indonesian
Calculations language
Syllables 6 Question 4 Very 100 Reliable
Book Sentence sentences valid
Sample Amount Level doesnt have
Page Amount
x 0,6 multiple
1 1 3,5 150 11 interpretation
7 The sentences 4 Very 100 Reliable
2 2 5 146 9 are valid
3 30 4 153 11 communicati
ve sentence,
4 34 5 162 12 simple and
5 47 5.5 155 10 easy to
understand
6 53 4.5 160 12
7 74 6.7 157.8 10 Assessment instrument of problem solving was obtained
8 66 5.5 153 10
validity score 4 or very valid category. The main focus on
9 37 6.1 154.8 10
the discussion is the suitability of each question with the
10 52 4.9 152.4 10
problem solving indicator. The developed assessment
Modus 10
instrument can be used to measure problem solving skills
which is trained through the science literacy features on
Based on the result (Table 2), level 10 was appeared five
the textbook. This result is supported by theoretical
times, level 9 was appeared once, both of level 11 and
review of Zitzewitz (1994), that explains there are several
level 12 was appeared twice.The important thing in using
example questions for measuring problem solving
the fry graph is to take one level above and one level
competency, such as : What problems are going on ?
below before taking conclusion (Sulistyorini, 2006). For
Describe how you can do to solve the problem ? Please
example if the result showed level 3, so textbook is
makes a design to solve the problem. Those example
suitable for grade 2, 3, and 4. Measurement using fry
questions was applied in the assessment instrument of
graph should be done at least three times with different
problem solving. The developed assessment instrument
samples (Sulistyorini, 2006). Based on data (Table 2),
was kind of open-ended questions, in accordance with
although the measurement result was showed on level 11,
Ollerton (2007) suggesting that problem-solving questions
it means suitable for grade 10, 11, 12. If the result shows
use more open-ended questions. Open-ended questions
level 9, its suitable for grade 8, 9, 10. While, if the result
allows student to answer questions more freely in
shows level 12, so its suitable for grade 11, 12, 13.
accordance with their own opinions and knowledge. The
The appropriateness of the text level affects
statement was supported by empirical data, which
students achievement. Book is one of learning media
explains that question to measure problem solving is
which is facilitate students to understanding concept. If
better to use case study essay, because it has some
the sentence is difficult to understand, it will affects
advantages such as can measure the extent of student who
students ability to understanding concept.
can solve the problem, little possibility to guessing the
Student textbook based on science literacy was
answer, the student's knowledge can be measured, and can
equipped with instrument to measure problem solving
be used to diagnose the extent of students' understanding
skill. The result of validity instrument was described in
(Novitasari, 2015).
Table 3.

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CONCLUSION Riduwan. 2012. Skala Pengukuran Variabel-Variabel

Based on the results of the analysis and discussion, Penelitian. Bandung: Alfabeta.
it can be concluded that student textbook was very valid Sitepu, B.P. 2008. Buku Teks Pelajaran Berbasis Aneka
and reliable. Score of textbook validity was in the range Sumber. Jurnal Pendidikan Penabur, 7(10): 95-102.
of 3.684 and percentage of agreement was 91.67%- Sudjana. 2001. Kajian Pustaka Hakikat Pembelajaran
100%. In addition, assessment instrument of problem Bahasa Indonesia, (Online),
solving was also very valid and reliable with validation (http://repository.upi.edu/19708/4/s_pgsd_kelas_110
score 4 and percentage of agreement 100%. 2314_chapter2.pdf, diunduh pada 15 Mei 2017).
Sulistyorini, Heni. 2006. Tingkat Keterbacaan Teks dan
Pengaruhnya Terhadap Prestasi Belajar Siswa pada
SUGGESTION Pokok Bahasan Larutan Penyangga di SMA Negeri
Based on the results, there are several suggestions : 1 Kramat Kabupaten Tegal. Skripsi. Semarang:
(1) The textbook can be applied in learning process to Universitas Negeri Semarang.
determine the effectiveness and practicality of textbook Turiman, Punia et.al. (2012). Fostering the 21st Century
(2) Research on other materials to develop textbook Sklls Through Scientific Literacy and Science
based on science literacy can be conducted. Process Skill. Procedia Social and Behavioral
Science, 59, 110-116.
Zitzewitz. 1994. Alternate Assessment in The Science
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