Research Article
A Hypothetical Design of the Contextual Science Book to Develop Generic Skills
@INPROCEEDINGS{10.4108/eai.29-6-2019.2290415, author={Eka Purjiyanta and Wiyanto Wiyanto and Sarwi Sarwi and Sunyoto Eko Nugroho}, title={A Hypothetical Design of the Contextual Science Book to Develop Generic Skills}, proceedings={Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ISET}, year={2020}, month={1}, keywords={design contextual science book generic skills}, doi={10.4108/eai.29-6-2019.2290415} }- Eka Purjiyanta
Wiyanto Wiyanto
Sarwi Sarwi
Sunyoto Eko Nugroho
Year: 2020
A Hypothetical Design of the Contextual Science Book to Develop Generic Skills
ISET
EAI
DOI: 10.4108/eai.29-6-2019.2290415
Abstract
This paper presents the design of a contextual science book that can be used in the learning to develop the generic skills of junior high school students. Method: The design of contextual science book begins with literature studies, and field studies related science books used in Junior High Schools in Demak Regency, Central Java, Indonesia. The literature studies are carried out by; (1) analyzing core competencies and basic competencies, (2) analyzing 7th grade science books, (3) analyzing generic skills developed in 7th grade science books, and (4) analyzing research findings related to science books and generic skills. Result: Contextual science book are textbook that are based on a contextual approach. The product developed in this study is a science book model for 7th grade Junior High School students which use a contextual approach to develop generic skills. Conclusion: The contextual science book can develop generic skills are collaborative, communicative, creative, critical thinking, information and technology, numeric skills, problem solving, self-management, and investigating. To facilitate the development of these generic skills, contextual science book model are designed by integrating aspects of constructivism, inquiry, questioning, learning community, modelling, reflection, and authentic assessment.
