The analysis of natural science teaching material on the indicator of concept mastery in substances pressure

Abstract

In overcoming the educational problem, the students are required to be capable of acquiring the learning concept, either theoretically or its implementation in daily life. The students are considered of mastering the concept if they can defined, understanding the procedure, and interpret the idea orally, in written or demonstration. Teaching material has a very important role in classroom learning, one of which is as the representative of teacher's explanation to the students to achieve the learning purpose. The purpose of this research is to obtain information about the scope of concept mastery by analyzing some natural science teaching materials for Grade VIII of Junior High School. Three books of teaching materials using curriculum 2013 were analyzed in Substance Pressure material. The indicator of concept mastery refers to the new bloom taxonomy namely the knowledge dimension. The analysis results show that the achievement of concept mastery the average for substance pressure material in knowledge dimensions are: factual knowledge (2,38%), conceptual knowledge (3,27%), procedural knowledge (2,49%), metacognitive knowledge (3,17%). Therefore, it can be concluded that science teaching material being analyzed in the material of Substance Pressure more emphasizes on the conceptual knowledge such as presenting the classification, category, principle, generalization, and the questions of asking the students to memorize the knowledge or information.