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https://doi.org/10.21009/JISAE

JISAE (Journal of Indonesian Student Assessment and Evaluation)

ISSN : P-ISSN: 2442-4919│E-ISSN: 2597-8934
Vol 8 No 2 (2022)

Website : http://journal.unj.ac.id/unj/index.php/jisae

Bernadine Ajeng Indriasari,

Universitas Katolik Musi Charitas

ABSTRACT

This research aims to know the suitability of fourth-grade students'

books based on the 2013 Curriculum theme Pahlawanku Subtheme

Pahlawanku Kebanggaanku on lesson five with core competencies,

learning objectives, indicators, materials, tools, and learning resources.

This section is the eleventh of eighteen fragments of an analysis of fourth-

grade students' book on the theme Pahlawanku. This research uses a

qualitative descriptive method, which analyzes students' books in fourth

grade and then discusses the suitability according to the Ministry of

Education and Culture rule and the implementation of Curriculum 2013.

The result showed that 1) lesson five corresponds with core

competencies; 2) there is an indicator on lesson five to narrow for PPKN

subject; 3) lesson five corresponds with learning objectives; 4) there is

learning activity not corresponding to lesson five; 5) there are some

materials to narrow on lesson five; and 6) lesson five corresponding with

tools and learning resources.

Keywords: Analyze, Student Book, Curriculum 2013

Address for Correspondence:
indriasari@ukmc.ac.id. Jl. Bangau No. 60 Palembang

INTRODUCTION

Learning resources can be interpreted as everything that can be utilized to help achieve

the learning goal. According to Waste, quoted by Prastowo (2014: 126), learning resources

are divided into two kinds: (1) learning resources by utilization and (2) learning resources by

design. Learning resources are utilized in everything around us that can be utilized for learning

purposes—examples: newspapers, television broadcasts, markets, museums, zoos, mosques,

and religious leaders. At the same time, the source of learning is designed as a learning

resource that is intentionally planned and made to achieve specific learning goals. Examples:

package books, worksheets, modules, manuals, transparencies, films, encyclopedias,

brochures, strip films, slides, and videos.

Textbooks or commonly known as a book, are the most commonly used learning

resources. Textbooks are learning resources designed deliberately to achieve specific learning

goals. Achievement of learning objectives carried out through learning activities every day.

The learning activities delivered learning materials often referred to as teaching materials. This

collection of materials is usually the content of the textbook. The teaching materials

themselves have specific criteria in the selection. Quality criteria of teaching materials include

feasibility (validity), practicality, and effectiveness (Furidaniyah and Mersigit, 2012). Eligibility

criteria refer to the validity of a material to be displayed. The material must be completely

valid and validated. Practical criteria are easily understood in the material. Effective criteria

mean that material must be able to give a deep impression when taught.

On July 15, 2015, a new curriculum was introduced, the Curriculum 2013.

Implementing Curriculum 2013 in elementary school is conducted in the first, second, fourth,

Analysis of Lesson Five. Elevent Fragment of Analysis of Fourth
Grade Students’ Book based on 2013 Curriculum Theme
Pahlawanku Subtheme Pahlawanku Kebanggaanku

http://journal.unj.ac.id/unj/index.php/jisae

121 |JISAE (Journal of Indonesian Student Assessment and Evaluation) |Volume 8 Number 2

and fifth grades (BNSP: 2014). In connection with this, the Ministry of National Education and

Culture, in cooperation with the Center of Curriculum and Books (Puskurbuk), has published

a book based on Curriculum 2013 based on teacher books and student books. The 2013

Curriculum-based package book is expected to help students achieve learning purposes.

However, after its use for two years, the textbooks that Puskurbuk published did not

meet the demands in Curriculum 2013. The statement by Harta is disclosed in an article on 5

October 2013 on the official website Kompasiana. "This book (red: student book) in meeting

the curriculum of the 2013 Curriculum that the book should be work based (seen from the

teacher's book) because the student's book contains the theory." "There are a lot of

misconceptions and obscure concepts .....". Another article found complaints related to Core

Competence (KD) and indicators. "There is a KD in the syllabus, and the book Curriculum

2013 is not under the Ministerial Regulation ..... there is KD that is not contained in the syllabus

or book Curriculum 2013 ... KD charge per subprocessor is not proportional .. weak in

understanding KD and formulating indicators .. . "This statement was delivered by Practica on

October 22, 2014, on the official website Kompasiana. Minister of Education and Culture

Anies Baswedan, in an article on the official site of Sindo newspaper, revealed that "......

mistakes are so severe, such as not synchronizing KD material with what is in the hands of

students." Curriculum observers, Retno Listysarti also revealed the similar in the same article

"..... between the syllabus document, KD and the book is out of sync."

This study aimed to determine the suitability of fourth-grade students' books based on

the 2013 Curriculum on the theme "Pahlawanku" with KD, indicators, activities, materials,

tools, and learning resources. Conformities and non-conformities found will be used to

provide consideration for improvement for various related parties. The fourth-grade student's

book based on the 2013 curriculum on the theme "Pahlawanku" is divided into three sub-

themes with six lessons in each sub-theme. This article is limited to fourth-grade students'

books based on the 2013 Curriculum on the theme "Pahlawanku" sub-theme 2 "Pahlawanku

Kebanggaanku" in lesson five. This article is the eleventh part of eighteen articles from this

research.

METHOD

This research uses a descriptive qualitative method by analyzing the contents of

documents related to the research problem, namely: the fourth-grade student's book theme

"Pahlawanku" subtheme "Pahlawan Kebangganku" on lesson five based on Curriculum 2013

and the fourth-grade teacher's book theme "Pahlawanku" subtheme "Pahlawan Kebangganku"

on lesson five based on Curriculum 2013. Analysis refers to the Regulation of the Minister of

Education and Culture National No. 65 the Year 2013 on Standard Process of Primary and

Secondary Education, attachment of Regulation of Minister of National Education and Culture

No. 67 of 2013 on the Basic Framework and Curriculum Structure of Elementary School /

Madrasah Ibtidaiyah, Regulation of the Minister of National Education and Culture No. 11 of

2005 on Textbook Lessons, Law No. 20 of 2003 on National Education System, articles

related to the implementation of Curriculum 2013 and official articles from the BSNP website.

The variables in this study are core competencies incompatibility, indicators,

objectives, activities, materials, tools, and learning resources in the fourth-grade student's

book based on Curriculum 2013 on the theme of "Pahlawanku" subtheme "Pahlawan

Kebangganku" on lesson five. Data is collected through the following steps.

The first thing researchers do is to create a suitability analysis format along with a

description of conformity. Furthermore, the researcher collects research documents in the

form of fourth-grade student's book theme "Pahlawanku" subtheme "Pahlawan Kebangganku"

in lesson five, teacher's book grade IV theme "Pahlawanku" subtheme" Pahlawan Kebangganku"

on lesson five, Regulation of Minister of National Education and Culture No. 65 the Year 2013

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on Standard Process of Primary and Secondary Education, Regulation of Minister of Education

and National Culture No. 67 of 2013 on Basic Framework and Structure of Elementary School

Curriculum / Madrasah Ibtidaiyah, Regulation of the Minister of National Education and

Culture No. 11 of 2005 on Textbook Lessons, Law no. 20 of 2003 on National Education

System, articles related to the implementation of Curriculum 2013, and articles from the

official website of BSNP. After the required documents are collected, the researcher begins

to analyze the suitability and incompatibility of each core competencies, indicators, objectives,

activities, materials, tools, and learning resources in each lesson in a fourth-grade student

book based on the Curriculum 2013 "Pahlawanku" theme, referring to the official documents

collected earlier. After the analysis is done, compliance and non-conformity are sorted. The

incompatibility of each learning is collected and tabulated in three tables according to each

subtheme of the lesson.

Table 1. Assessment Grid
Domain Primary Attention Description

Core Competency 1. Core competencies used in learning. 1. Core competencies are the actual core
competencies of the subject.

2. I am numbering core competencies as stated in
Curriculum 2013.

2. Compatibility of core competencies

mapping.

1. Hierarchical based on the concept of science or

the degree of difficulty of the matter.

2. Core competencies related based on teaching

materials, and themes, both in one subject and

between lessons.

Indicators 1. Indicators of each lesson. 1. Meet the demands of core competencies.
2. Hierarchy is based on the level of competence to

be achieved. Depart from Bloom's C1-C6

Taxonomy.

3. Includes measurable competencies.
4. I am using active verbs.

2. The order of indicator usage of each
core competency

Hierarchical based on the level of competence to be

achieved. Depart from Bloom's C1-C6 Taxonomy.

3. Compliance indicators with core
competencies

Indicators include competencies in core competencies

Learning Objectives Conformity of learning objectives with

predefined indicators.

1. Objectives include components in the indicator
2. Use a phrase that describes the indicators

specifically.

Learning

Activities

The suitability of learning activities with

goals that will be achieved

1. Learning activities accommodate all learning
objectives.

2. The flow of activity is apparent.
3. Following the scientific learning step.

Material 1. Material compatibility with learning
objectives.

1. Materials meet the demands of learning objectives,
not widened and not narrowed.

2. The order of presentation of the material in
accordance with the learning activities.

2. Material depth of each meeting 1. The portion of the presentation of the material
according to the degree of difficulty of the

material.

2. The presentation of materials following the needs
of learning activities does not depend on the

availability of materials from other sources.

Tools and

Learning

Resources

1. The types of learning tools and
resources that are used to support

learning

The presence or absence of supporting tools and

resources.

2. Conformity of learning tools and
resources with learning materials.

Tools and resources support the delivery of material.

3. The suitability of learning tools and
learning resources with learning

activities.

Tools and resources facilitate learning activities.

123 |JISAE (Journal of Indonesian Student Assessment and Evaluation) |Volume 8 Number 2

The following is the format of the suitability analysis of fourth-grade students

book based on Curriculum 2013 theme "Pahlawanku" subtheme “Pahlawanku Kebangganku”

on lesson five.

Table 2. Format Analysis
Subtheme :

Lesson learned :

No Section to be analyzed

The results of the analysis

Conformity Non-Conformity

1 Core competencies

2 Indicators

3 Learning objectives

4 Learning activities

5 Materials

6 Learning tools and resources

RESULTS AND DISCUSSION

Tabel 3. Analysis result of fourth grade students’ book theme “Pahlawanku” subtheme

“Pahlawanku Kebangganku” on lesson five.
Lesson 5 Discrepancy 1. Indicators of PPKn subject need to add according to KD.

2. Learning materials about flag ceremonies do not appear.

3. Learning materials about obligation do not appear.

Lesson five on the theme “Pahlawanku”, the sub-theme “Pahlawanku Kebanggaanku”

consists of IPS, PPKn, Bahasa Indonesia and SBdP subjects. The mapping is based on the

explanation in the General Guidelines for KTSP by BSNP (2006:15). SK, which in the 2013

Curriculum is called Core Competencies (KI), needs to be studied by taking into account the

following: (1) the order based on the hierarchy of concepts of disciplines and the level of

difficulty of the material, does not always have to be following the order in the Content

Standards (SI); (2) the relationship between SK and KD subjects; and (3) the relationship

between SK and KD between subjects. Although the discussion of the BSNP article refers to

the use of the 2006 KTSP, in principle, the KD mapping must be presented following the

relevance and difficulty level of the material between subjects.

IPS subjects using KD 3.1 and 4.1 contain materials about Ir. Soekarno. PPKn subject

using KD 3.2 and 4.2 contains material about flag ceremony and value of flag ceremony. Bahasa

Indonesia subject using KD 3.5 and 4.5 contain material about getting, processing, and serving

information from text. SBdP subject using KD 3.2 and 4.5 contain material about the tone and

sound of Hari Merdeka song.

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Figure 1. Mapping of competencies and indicators of lesson five

Table 3 shows the results of the analysis of students' books in lesson five. Point 1 states

that the indicators for PPKn subjects should be added according to the KD. PPKn subjects

use KD 3.2 and 4.2. KD 3.2 reads to understand the rights and obligations of citizens in

everyday life at home, school, and in society. KD 4.2 reads carrying out obligations as citizens

in the home, school, and social environment. There are three indicators used: 1) explaining

the obligations during the flag ceremony, 2) explaining the importance of carrying out

ceremonial obligations, and 3) telling about his experience doing the task in the flag ceremony.

In the indicators, it can be seen that the limitation of the material is only the obligation of the

flag ceremony in the scope of the school. While following the breadth of KD, indicators are

expected to cover the home, school, and community environment. If it is limited to the scope

of the school, there are many types of obligations that students can carry out in the school

environment. So it is necessary to add indicators following the scope of KD.

Point 2 in table 3 of the analysis results states that the presentation material section

on the importance of the flag ceremony does not appear. The presentation of material about

the flag ceremony only appears in a short dialogue on the student book, pages 68-69.

Meanwhile, in the learning objectives of point 6, students are expected to be able to explain

the importance of the flag ceremony in detail. Thus, it is necessary to add material that

contains the importance of the flag ceremony for students and its value.

The analysis of lesson five at point 3 in table 3 shows that the material on obligations

does not appear much. In the learning objectives of point 7, students are expected to carry

out the obligations of the flag ceremony correctly. The material that emerged was about

125 |JISAE (Journal of Indonesian Student Assessment and Evaluation) |Volume 8 Number 2

attitudes during the flag ceremony. Thus the material provided is not following the learning

objectives set.

Figure 2. Learning objectives of lesson five

CONCLUSION

Based on the discussion, conclusions can be drawn.

1. The learning activity of lesson five corresponds with core competencies.
2. Indicators of PPKN subject on lesson five do not correspond with core competencies.

The indicators are to narrow according to the scope of core competencies.

3. The learning activity of lesson five corresponds with the learning objectives.
4. There are learning objectives that do not appear in learning activities.
5. There are some materials to narrow down on lesson five. This matter is according to

point four, where one of the learning objectives does not appear in learning activities.

6. The learning activity of lesson five corresponds with tools and learning resources.
Based on this conclusion, we can deduce that some problems from this book should

be repaired. Researchers suggest improvement of fourth-grade students' books according to

the conclusion. Researchers also suggest that teachers who use this book for learning guidance

must carefully ensure the suitability of materials and learning activities. The teacher can also

use another learning resource to complete any matter of this book.

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