Development of Innovative Chemistry Textbook Class XI for Even Semester at Senior High School

Hendra Simanjuntak

doi:10.47494/mesb.v14i.1055

(1) Hendra Simanjuntak Faculty of Teachers Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia
Indonesia
(*) Corresponding Author

DOI:

https://doi.org/10.47494/mesb.v14i.1055

Keywords:

Development of textbooks, Learning Outcomes, Chemistry Textbook

Abstract

This research aims to: (1) find out the lecturer's response to the innovative chemistry textbooks for Class XI Semester 2 which were compiled (2) find out the effectiveness of the innovative chemistry textbooks for Class XI Semester 2 which were developed by looking at student learning outcomes taught with these books. This type of research is development research that uses the Borg and Gall product development model combined with experimental research. The research consists of two stages, Phase I is a product trial consisting of: (1) content feasibility test, (2) language feasibility test, (3) presentation feasibility test and phase II is a product effectiveness test by looking at student learning outcomes. taught using innovative chemistry textbooks. The results of this study are: (1) Respondents (lecturers, teachers, and students) gave positive responses to the innovative textbooks seen from the average respondent's assessment of the appropriateness of the content, which was 3.58, the appropriateness of the language, which was 3.68, and the feasibility of presentation, which was 3.63, which means the book Innovative chemistry teaching is feasible and does not need to be revised, (2) So it is found that teaching using chemistry textbooks can increase learning outcomes by an average of 74.25%, while teaching using student handbooks increases learning outcomes by an average of 73%.

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