Developing Model and Textbook Integrated to Spiritual and Social Competence of Math Subject for Grade VII in State Junior High School of Medan
This research was conducted by Akrim, et al (2015 and 2016) with the aim of testing mathematics text book and integration model of spiritual and social competence that have been designed in the first year research to find out the shortcomings and to revise the topics, assessment, editorial, lay-out and others. Development of mathematics textbook for Grade VII conducted in scientific approach by emphasizing the integration of spiritual and social competence into the competence of cognitive and psychomotor on the learning materials, questions, and also the task of the project. Some parts of the material are expected to lead the students relating the material to be examined with the values of life.
This research was taken place at 3 State Junior High School of Medan which implemented Curriculum 2013 namely SMP Negeri 1, 34, and 38 Medan. To achieve the proper results of the study, this study applied Research and Development research. Researchers also actively involved to meet, observe and ask participants (6 teachers, 60 learners, and 24 parents) to expose the weaknesses of the models and textbooks which integrate spiritual and social values in the planning, implementation, and assessment of mathematics subject in junior high school. Learners are invited to reflect on God's creation and reflect whether the attitude and character in accordance with good social values.
In this second year, the draft of Mathematics textbook for grade VII of junior high school received a positive response from learners, teachers, and parents. Students gave positive response on Learning Material by 80%, Layout by 76,67%, Language and Readability by 86.67%, supplement materials related to Spiritual and Social Competence by 80%, Learning Activity and Media by 75%, Exercises and tasks by 78,33% , Feedback by 90%, While teachers also responded positively the presence of the book on the Learning Objectives by 100%, Input by 83,33%%, Settings by 83,33%, activity (methods, techniques, and learning media) by 83,33%, the Role of Teachers by 100%, and the Role of students by 100%. Some parents were consulted to respond through questionnaires on the content of the book. They gave positive response to the students' motivation to learn in their home by 83,33%, attitude in the home and the environment by 79,17%, and the Ethics of Speaking in their home and public as well as 79,17%. In principle, respondents liked the part that touches on the value of attitude, especially on the material, matter, reflection (Refleksi) and Ponder (Renungkan). They became familiar with the attitude and value stated on the book and at the same time explored other positive values that can be developed in the book materials.