Textbook Evaluation According to Outcome-Based Education (OBE) Principles

Damayanti, Leoni and Dr. Ive Emaliana, M.Pd. (2020) Textbook Evaluation According to Outcome-Based Education (OBE) Principles. Sarjana thesis, Universitas Brawijaya.

Abstract

tersebut, selain penyampaian materi oleh guru, tentu alat pembelajaran seperti buku teks juga memiliki peran penting di kasus ini. Berdasarkan hal itu, evaluasi buku teks patut dilakukan untuk mengecek isi didalamnya apakah sudah sesuai dengan kebutuhan siswa atau sebaliknya. Evaluasi buku teks didasarkan pada aspek- aspek sesuai yang terkandung dalam outcome-based education ini, yang mencangkup konten, bahasa, dan ilustrasi. Penelitian ini menggunakan metode analisis kualitatif dalam menganalisis buku teks. Analisis ini didasarkan pada evaluasi daftar periksa empat ahli yaitu Cunningsworth (1995), Ur (1999), Reiss (2005), dan Buku Pedoman Pendidikan FIB UB Kurikulum 2019 Pebasis. Data dikumpulkan dengan mengklasifikasikan konten dalam buku teks berdasarkan evaluasi checklist extensive reading textbook evaluation. Hasil penelitian menunjukkan bahwa skor dari extensive reading modul dalam penggunaan isi konten adalah 16, item bahasa 12, dan ilustrasi 12. Secara keseluruhan jumlah total dengan persentase ketiga dimensi kriteria tersebut adalah 33,33%, 50%, dan 36,11%. Perbedaan antara ketiganya signifikan. Buku teks ini sejatinya masih dapat digunakan, tetapi masih tetap membutuhkan perbaikan, pembaharuan dan tambahan mengenai isi konten, item bahasa, dan ilustrasi yang disesuaikan dengan prinsip outcome-based education (OBE). Ini berarti bahwa modul extensive reading ini masih memiliki ketidakseimbangan yang signifikan untuk mendukung pembelajaran siswa di kelas.

English Abstract

Outcome-Based Education (OBE) has become the newest curriculum in Indonesian education. This curriculum emphasizes the final achievement of students after completing a lesson. So, in order to support the success of these students, apart from the delivery of material by the teacher, of course learning tools such as textbooks also have an important role in this case. Based on this, evaluation of textbooks should be done to check whether the contents are in accordance with the students' needs or vice versa. The evaluation of textbooks is based on the appropriate aspects contained in this outcome-based education, which includes content, language, and illustrations. This study uses a qualitative analysis method in analyzing textbooks. This analysis is based on the evaluation of the checklist of four experts, namely Cunningsworth (1995), Ur (1999), Reiss (2005), and the Education Guidelines Book of FCS UB Curriculum 2019 Pebasis. Data were collected by classifying content in textbooks based on extensive checklist reading textbook evaluations. The result showed that Extensive Reading Module score in terms of contents were 16, language items were 12, and illustrations were 12. In the overall number of the total with percentage of those three criteria dimensions were 33.33%, 50%, and 36.11%. The difference between those three were significant. This textbook is actually still usable, but still needs improvement, updating and additions to the content, language items and illustrations that are adjusted to the principles of outcome-based education (OBE). This means that this extensive reading module still has a significant imbalance to support student learning in class.

Item Type:	Thesis (Sarjana)
Identification Number:	0520120203
Uncontrolled Keywords:	Evaluasi Buku Teks, Prinsip Pendidikan Berbasis Hasil, Membaca Ekstensif, Keterampilan Membaca, Textbook Evaluation, Outcome-based Education Principles, Extensive Reading, Reading Skill
Subjects:	400 Language > 420 English and Old English (Anglo-Saxon)
Divisions:	Fakultas Ilmu Budaya > Bahasa dan Sastra Inggris
Depositing User:	Sugeng Moelyono
Date Deposited:	15 May 2023 03:38
Last Modified:	30 Sep 2024 07:18
URI:	http://repository.ub.ac.id/id/eprint/199544

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