Research Article
The Use of Vertical Representation in Students’ Science Book on Matter Particles Topic and Its Impact on Students’ HOTS and Visual Literacy
@INPROCEEDINGS{10.4108/eai.16-10-2020.2305237, author={Ni Made Ratna Sari and M. Setyarini and Dewi Lengkana and Tri Jalmo}, title={The Use of Vertical Representation in Students’ Science Book on Matter Particles Topic and Its Impact on Students’ HOTS and Visual Literacy}, proceedings={Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia}, publisher={EAI}, proceedings_a={ICOPE}, year={2021}, month={3}, keywords={vertical representation hots visual literacy}, doi={10.4108/eai.16-10-2020.2305237} }- Ni Made Ratna Sari
M. Setyarini
Dewi Lengkana
Tri Jalmo
Year: 2021
The Use of Vertical Representation in Students’ Science Book on Matter Particles Topic and Its Impact on Students’ HOTS and Visual Literacy
ICOPE
EAI
DOI: 10.4108/eai.16-10-2020.2305237
Abstract
This study aimed to identify the use of vertical representation presented in students’ science book in explaining scientific concepts, theories, and phenomena on matter particles and its impact on students’ HOTS and visual literacy. The method used in this study is quantitatively descriptive method. The samples of this study were 100 students in ten senior high schools in Bandar Lampung and Central Lampung. The data collection used questionnaire and students’ science book assessment sheet. The result showed that the teaching materials most widely used by student was students’ science book of 2013 curriculum published by Ministry of Education and Culture which in the very high category (96%). The type of vertical representation that was mostly presented in matter particles topic in the science book was symbolic level which in a very high category (82.22). The percentage of evaluation and student activities on the science book which accordance with HOTS indicators was in the low category (26.08%), while in accordance with visual literacy indicators was in the very low category (15.21%).
