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January 21, 2022
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March 31, 2023
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Abstract

ABSTRAK


 


Penelitian ini bertujuan mendeskripsikan muatan penalaranpada Buku Teks Fisika SMA kelas X Kurikulum 2013. Penelitian ini menggunakan pendekatan kualitatif deskriptif jenis analisis isi. Sumber data penelitian adalah pada buku fisika SMA kelas X Kurikulum 2013 Edisi Revisi 2016 By Marthen Kanginan (Kelompok Peminatan dan Matematika dan Ilmu-ilmu Alam) yang diterbitkan oleh Erlangga. Teknik pengumpulan data dalam penelitian ini menggunakan teknik  pembacaan dan pencatatan dengan menggunakan instrumen yang telah divalidasi berupa pedoman analisis dokumen. Data penelitian dianalisis menggunakan skema Kripendorff dengan meliputi pengumpulan data, penentuan sampel, perekaman/pencatatan, reduksi, penarikan kesimpulan dan narasi. Hasil penelitian menunjukkan pada bagian materi, siswa memiliki kesempatan yang besar untuk menalar dan membuktikan melalui membaca justifikasi namun memiliki kesempatan yang kecil melalui pengembangan justifikasi. Pada soal evaluasi, siswa belum memiliki kesempatan untuk menalar  melalui pengerjaan soal dengan indikator mengevaluasi argumen. Artinya, buku teks sepenuhnya belum memberikan kesempatan bagi siswa untuk belajar menalar.


 


Kata Kunci:analisis isi, penalaran, buku teks,content analysis.


 


ABSTRACT


 


This study aims to describe the content of reasoning in high school physics textbooks for class X Curriculum 2013. This study uses a qualitative descriptive approach to content analysis. The  source of the research data is the physics book for high school class X Curriculum 2013 Revised Edition 2016 By Marthen Kanginan (Speciality and Mathematics and Natural Sciences Group) published by Erlangga. Data collection techniques in this study used reading and recording techniques using validated instruments in the form of document analysis guidelines. The research data were analyzed using the Kripendorff scheme by covering data collection, sample determination, recording, reduction, drawing conclusions and narration. The results of the study show that in the material section, students have a great opportunity to reason and prove through reading justification but have a small opportunity through developing justification. In evaluation questions, students have not had the opportunity to reason through working on questions with indicators of evaluating arguments. That is, the textbook has not fully provided opportunities for students to learn to reason.


 


Keywords: content analysis, reasoning, textbooks, content analysis.

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