Descriptive Analysis of Syllabus and Rejang

Language Teaching Materials: Preliminary Study Development of

Local Language Teaching

Maria Botifar, Endry Boeriswati, Ilza Mayuni

Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords: Descriptive, Syllabus, Teaching Material, Local Content, Rejang Language

Abstract: This article discusses a number of concepts relating to Rejang language teaching which is started from the

design of syllabus and implementation of teaching materials. The research is based on empirical studies of

syllabus and teaching materials used today in the classroom. There is a crucial problem between the

curriculum and its application because all this time the school uses teaching materials irrelevant to the

curriculum and syllabus that are designed and determined by the local Education Authorities. The logical

consequence of this problem is the teachers have difficulty to teach Rejang language learning in the

classroom. This study uses the development approach of the Borg and Gall model, with steps: reviewing

literatures, field observations, documentation studies, and interviews. The data obtained were analyzed into

consideration in designing the syllabus and teaching materials of Rejang language. The findings of the

study describe the syllabus, namely aspects of learning objectives, material focus, methods and evaluation.

Meanwhile, the findings of teaching material include: interest in teaching materials, the validity and

reliability of the materials, the ability to attract, the value of the material and students' perceptions of

teaching materials. The implication of this research is the design of syllabus and teaching materials referring

to the needs of teachers and students as stakeholders of education. For this reason, it is important to capture

needs that are synergy with the curriculum and teaching materials.

1 INTRODUCTION

The development of local language or region

teaching is now an important part of regional

language planning. For this reason, the results of the

Indonesian Congress XI provide 22

recommendations, one of which relates to regional

language planning must be carried out appropriately

by the central and regional governments. One that

must be planned is education with local content for

low-class students and communities with local

content is expected to increase student’s

literacy. Especially for areas prone to extinction

such as Papua (Cahyu, 2018).

Local content in Bengkulu Province has been

carried out at schools, especially elementary

schools. As stated by Muktadir learning the local

content of Rejang language divided into 4 districts

and 6 districts that make English, regional singing,

agriculture and woven as local contents in Bengkulu

Province (Muktadir & Agustrianto, 2014).

Table 1: Local Content Learning in Bengkulu Province

DISTRICTS

Local Content Learning

City of

Bengkulu

1. English

2. Regional Singing

Lebong

1. English

2. Rejang Language (Ka

Ga Nga)

Rejang Lebong

1. Rejang Language (Ka

Ga Nga)

2. Regional Singing

Kepahiang

1. English

2. Rejang Language (Ka

Ga Nga)

Middle of

Bengkulu

1. English

2. Agriculture

North

Bengkulu

1. Rejang Language (Ka

Ga Nga)

2. Regional Singing

Muko Muko

1. English

604

Botifar, M., Boeriswati, E. and Mayuni, I.

Descriptive Analysis of Syllabus and Rejang Language Teaching Materials: Preliminary Study Development of Local Language Teaching.

DOI: 10.5220/0009034506040612

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 604-612

ISBN: 978-989-758-405-3

2. Agriculture

3. Woven

Seluma

1. English

2. Woven

South

Bengkulu

1. English

2. Woven

Kaur

1. English

2. Regional Singing

In Rejang Lebong district, Rejang language was

taught as a local content lesson since 2003. Based on

the Regent's Instruction on 26 July 2003 about:

Primary and Secondary Education curriculum

arrange an education curriculum, from elementary to

secondary education to subjects (a) Rejang language

or language of Rejang Lembak, (b) Ka Ga Nga leters

or Rikung script, (c) the art of Rejang Lebong, (d)

the introduction of Rejang musical instruments, and

(e) customs, curriculum, customs, and others that

living in the community. Based on the Regent's

Instruction, schools at Rejang Lebong District,

especially elementary schools, began to apply local

content lessons that Ka Ga Nga changed into Rejang

language and script. Meanwhile for junior and senior

high schools have not implemented local content

learning yet.

The Regent's Instruction provided the legal

strength for schools to concentrate on developing the

local content of Rejang language as a form of

regional language retention in Rejang Lebong

District. But in reality, local content lessons at

schools are only complementary subjects. It was not

programmed to become the school's flagship

program, so the learning process was more

noticeable. New local content was limited to the

introduction of Ka Ga Nga script at elementary

school. Rejang Language learning taught with Ka

Ga Nga script is based on the Ka Ga Nga script

book published by the Regional Government, with

very minimal teaching material. This learning does

not include language learning in general. Further

improvement is needed to improve Rejang language

learning.

Various problems related to the local content of

the Rejang language globally are illustrated by the

condition that local content learning at schools is

only a complementary subject. It is not programmed

to become a superior school program, so the learning

process is more noticeable. New local content was

limited to the introduction of Ka Ga Nga script at

elementary school. Rejang language teaching is

limited to write the letters in Rejang Script (Ka Ga

Nga script). The letters are taught using Indonesian

and Rejang language as words or sentences.

However, the use of the Rejang language is not

maximized as a language for communication so that

Rejang language learning is not applied in four

language skills..

Eventhough Rejang language as a mother

tongue has a positive influence on the development

of child literacy from an early age, this is shown in

the research. is a relationship between informal

activities at the beginning of children's literacy at

home about language and the ability to read is

mostly recorded by mother tongue skill and may

reflect genetic influence.It means that mother tongue

skill is the first language mastered by children at

home have an influence on the development of

children's informal literacy.(Puglisi, Hulme,

Hamilton, & Snowling, 2017).

The issue of teaching material is also reflected in

the use of Baso Jang Te 's books which are less

detailed in teaching the use of the letters Ka Ga Nga

in their writing. Students are taught in the aspect of

writing the letters instead of arranging them into

words or sentences. The writing of Ka Ga Nga

letters is not integrated in the context of Rejang

language, so the writing does not focus on the use of

Rejang language, but the writing of Ka Ga Nga

letters. Although in the book it was mentioned using

the PAKEM approach, but in the composition of the

book application was still visible use of the drill or

assignment method, so the compilation of the book

looked rigid and monotonous.

The local content and scripts of Rejang language

is accomplished by general study teachers who do

not have adequate scientific competence, which is

generally transferred to Art and Culture subject

teachers. In some elementary schools in Rejang

Lebong district this local content is taught by

teachers who specifically hold these subjects. The

teacher is specifically a local content teacher which

teaching hours are recognized in Dapodik, so that

they can be counted as hours for professional

allowances. However, for some other schools that

have the local content of Rejang language that are

held by the homeroom teacher themselves as the

teachers.

From the results of observations and interviews

with three elementary schools in Rejang Lebong

District, namely SD Negeri 3 Rejang Lebong, SD

Negeri 134 Rejang Lebong and SD Muh 5 Rejang

Lebong on 28 December 2018, 4 January 2019 and 6

February 2019 it was known that Rejang language

learning curriculum (Ka Ga Nga) is still based on

the curriculum compiled by the Education and

Culture Service of Rejang Lebong Regency. In fact,

Descriptive Analysis of Syllabus and Rejang Language Teaching Materials: Preliminary Study Development of Local Language Teaching

605

the problems of the Implementation of the

curriculum related to:

First, a curriculum that did not synergize with

syllabus and teaching materials. This was revealed

in an in-depth interview to the local content of

Rejang Language teacher who mentioned:

"For the curriculum, it is not appropriate. For

example, in the curriculum it explains about telling

about everyday events. Whereas none in this

book. So, we make it ourselves. "(EE )

Second, teaching materials that were difficult to

be understood by the students. Existing teaching

materials did not facilitate the needs of different

students. Students with a cultural background in

Rejang and non Rejang experienced different

difficulties in understanding teaching materials. As

stated by the following respondent:

"students are difficult to understand the material"

(EE )

"There are some children who understand easily

because they are from Rejang tribe, but some

children find it difficult to understand because of the

different cultures." (SY)

From the explanation above, it is very clear that

the focuss is the most basic local content of Rejang

language related to curriculum planning, syllabus to

teaching materials. This certainly has an impact to

the success of the teaching. While the teaching of

Rejang language as a local content has not been well

integrated, it requires policies from the local

government to prepare the equipment.

Research on the development of local content in

Indonesia has been carried out since almost every

region in Indonesia has its regional

language. Among them: research the local content of

the Makassar language , in research that developed

Makassar language teaching material based on

character formation. The teaching material was

developed based on the Bugis-Makassar regional

language curriculum in 2006 which emphasized

aspects of planting moral values based on local

wisdom (Robiah Sitti, 2016). Furthermore, the

Javanese script based on learning system is

multimedia. This study aims to increase the interest

of elementary school students in Javanese language

which is considered difficult in terms of learning the

characters. For this reason, a Javanese script learning

system is developed for elementary students based

on multimedia (Hakim, A.O.Al Aziz Purnama,

2012). While also Rejang language research as a

local content has been carried out research for junior

high school students. In this study, designing Rejang

language curriculum based on a communicative

approach. The results of the study obtained the

Rejang language curriculum design based on the

Communicative approach with 8 competency

standards and 24 basic competencies with each

grade level numbering eight basic competencies

(Botifar, 2013).

The development of learning local language as

local content cannot escape the needs of teachers

and students. Efforts to meet these needs are carried

out description of the current situation, such as how

the curriculum, syllabus and teaching materials are

available at the moment. The result of the

description analysis activities obtain initial

information as to what needs to be designed for the

development of further learning. For

example, research on Madura language as a local

content based on empirical studies obtained data: 1)

the need for renewal of the old curriculum into a

new curriculum, i.g curriculum 2013, 2) the need for

renewal of textbooks, procurement of dictionaries,

grammar in the education field in madrasas, 3) the

renewal and standardization of Madura language

spelling called 2011 spelling results from

the convergence of the East Java Provincial

Language Hall, 4) the need to optimize the

procurement of Madura language teachers at all

levels in the school. (Effendy, 2016).

From this empirical results, Rejang language can

be developed in accordance with needs that are

problem, expectations and teachers and students’

needs as stakeholders from the world of

education. Based on this, this article will map the

conditions of the syllabus and teaching materials of

Rejang language used today.

2 RESEARCH METHODS

The research approach used development

stages (Borg & Gall, 2003). The stages began

with reviewing literature, field observations,

documentation studies, and interviews. The step of

this research was limited to the initial step, namely

literature review, empirical studies and document

studies. Empirical study and documents were done

to describe comprehensively the facts of the field

that could support problems that would be discussed

in the syllabus and teaching materials of Rejang

Language. Empirical studies and documents

are intended to explore the conditions of the syllabus

and teaching materials used today. This empirical

data collection used data collection techniques in the

form of interviews with 3 teacher respondents about

teaching materials using indicators developed

by Tomlinson (Tomlinson, 2007) and classroom

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606

observations using indicators by Dick dan Carey

((Dick, Carey, & Carey, 2005) , and using

documentation studies in the form of syllabus

analysis by Nation dan Maclister (Nation &

Maclister, 2010). Data analysis used qualitative data

analysis and quantitative data analysis. Quantitative

data analysis step was in the form of 1) coding for

closed questions, 2) presenting the results of

answers, 3) presenting in table form (Nazir,

2013) . The steps of qualitative analysis were: 1)

data reduction, namely choosing and focusing

attention on information or transforming rough data

obtained from data collection. 2) Presentation of

data is to present a collection of information on data

reduction that might be a way to draw conclusions.

3) Draw conclusions and verification, namely

activities to conclude and verify information

continuously until it becomes detailed and

robust.(Miles & Huberman, 1992).

3 DISCUSSION

Analysis Result of Current Syllabus

The analyzed document was syllabus and learning

implementation plan that used by teachers in Rejang

language learning in Rejang Lebong district. The

syllabus and lesson plan are the implementation of

the local content curriculum compiled by the

2015/2016 Rejang Lebong Education

Authorities. The results show below:

Aspects of Learning Objectives

a) Learning objectives are enough to describe

what will be done by students, but do not

describe the operational verbs appropriate to the

realm of cognitive, affective and psychomotor

b) Learning objectives that are described have

mentioned the goals, provide conditions that are

present term when students do.

c) The purpose outlined does not mention the

criteria used to assess the performance of

students intended at the destination

Aspects of Focusing Material

a) The material developed in Rejang language

learning is sufficient to adjust the level of

physical, intellectual, emotional, social, and

spiritual development of students, so the material

only focuses on the realm of knowledge which

results in the level of development not being

achieved.

b) The material developed is not based on scientific

structure, because the material is lack.

c) The material developed in learning has less

benefits for students, because the material is still

minimum.

d) The material developed in learning does not

consider the depth and breadth of material,

because the material is lack.

e) The material developed in learning has enough

relevance to needs of students and demands of

the environment, because material describes the

things that are close to students.

f) The material developed has considered the time

allocation.

Aspects of Learning Methods

a) The method developed is not appropriate to the

learning objectives, because the method

developed is teacher-centered.

b) The method developed is not appropriate to the

learning material set, because the method

developed is based on the teacher while the

material demands active students.

c) The method developed considers the ability of

the teacher, because it is only based on the

teacher.

d) The method developed does not consider the

condition of students, because students are not

given the opportunity to be active.

e) The method developed is appropriate to the

situation of the source and facilities at school,

because of the lack of facilities determine the

selection of lecture methods.

f) The method developed has been adapted to the

situation and time.

Evaluation Aspect

a) The evaluation tool does not assess student

achievement, because between indicators and

evaluations are irrelevant.

b) Evaluation tools are not designed to improve

the learning process, because between the

learning and evaluation are not relevant.

c) The evaluation results have been used as

material for preparing student learning progress

reports.

d) Evaluation tools have been used to determine

the progress and student learning outcomes.

e) Evaluation tools are not used to diagnose

learning difficulties.

Descriptive Analysis of Syllabus and Rejang Language Teaching Materials: Preliminary Study Development of Local Language Teaching

607

f) The evaluation results have provided feedback /

improvement in the learning process.

g) Evaluation results are not the basis for

determining class increases.

h) The evaluation results have motivated students

to learn by knowing and understanding

themselves and stimulating them to make

improvements.

From the results of the document analysis, an

overview of Rejang language syllabus used today

is:

Table 2: Data Analysis of Current Syllabus Documents

Used

No.

Component

Average

Score

Information

Aim

2.00

Enough

Material

Focus

1.80

Less

Method and

Approach

2., 00

Enough

Evaluation

2.00

Enough

Total score

2.25

Enough

The data above explains that Rejang language

syllabus currently used is at a sufficient level with a

total score of 2.25. This shows that Rejang language

syllabus needs to be revised starting from learning

objectives, material focus, methods and approaches

and evaluations.

4 RESULTS OF CURRENT-USED

TEACHING MATERIALS

ANALYSIS

The condition of the teaching materials used today is

obtained by data collection techniques in the form of

in-depth interviews with two local content teachers,

namely EE and SY. Interviews were conducted to

strengthen the observations made in the learning

process. Interviews are conducted on December 28,

2018 and January 4, 2019 at their house. Interview

questions include the attractiveness of teaching

materials for students, the credibility of teaching

materials for students and teachers, the validity of

material, reliability of material, the ability of

students to attract students and teachers, the ability

of material to motivate students, material values in

short-term assessment, material value in the term of

length, student perceptions of the material, teacher

perceptions of the material, give it easy for teachers

and material flexibility.

The teaching materials analyzed were books held

by the local content teacher, namely the book "Baso

Jang Te" Language and Rejang Script, author Indah

Sari Kencanawati, publisher of PT. Tiga Serangkai

Pustaka Mandiri Solo. Analysis of teaching

materials is carried out in several aspects, namely:

First, according to the respondents, the

attractiveness of teaching materials for students

needs to be improved because teaching materials

that are from the sides of the cover, images,

language and colors and content have not varied, so

there is no interest for students to read it.

"It hasn't varied yet. It is still black and

white. So, children are lack of interest in exploring

Ka Ga Nga's books. The book is not accepted by

children. Not so enthusiastic to know the character

of Ka Ga Nga. "(SY)

Second, the credibility of teaching materials for

students and teachers. This credibility includes

teaching materials that are prepared by experts,

appropriate to the curriculum and syllabus,

developed according to students and teachers, and

appropriate to the cultural context of Rejang. The

findings in the field illustrate that teaching materials

have not credible to be analyzed from the content of

teaching materials that have not appropriate to the

curriculum and syllabus and have not appropriate to

the teacher and students. Respondents explained for

the curriculum as follows:

"For the curriculum, it has not appropriate. For

example, in the curriculum it explains about telling

about everyday events. Whereas none in this

book. So, we make it by ourselves. While it has

contained Rejang's cultural content, as explained by

the respondents, namely: "Yes, here is about "adat

bekulo" for proposing or customary events. It's here.

"(EY)

Third, the validity of the material is reviewed

from conformity with the level of students’

development, students’ need, considering cognitive,

psychomotor and affective aspects, students' moral

development and four language skills. From the five

indicators asked by respondents, it was reflected that

the validity of the material was only lack in aspects

of cognitive, psychomotor and affective

development which was seen in the respondent's

answers, that is:

"In my opinion, not yet ... It is more in cognitive,

knowledge is just in general.". (SY)

Fourth, the reliability of material indicators can

be learned by each student, evaluated with different

levels of ability, and suitable material content for

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608

different levels of ability.The results of the analysis

on teaching materials indicate that teaching

materials do not have material content because they

do not facilitate the abilities of different students

even though the material content is suitable for

different abilities. This is reflected in the

respondent's answer which is explaining it

"If one class is generalized. Just look at the

child's ability. Maybe it is repeated over and over ...

(EE )

Fifth, the ability of the material is to attract

students and teachers. The above will be related to

the following indicators: interesting material for

students, for teachers, broadening student awareness

and experience, improving language skills, and

making students interested in learning

languages. From the indicators obtained the results

of the analysis, namely the material has not been

able to attract the interest of students and

teachers. This is supported by the statement of

respondents who stated

" If it's from the book, it hasn't been able to make

children interested in learning Rejang language

because it's still too high to understand it. Children's

IQ is different, children's culture also varies. So, it's

rather difficult for them to be interested. "(SY)

Sixth, the material ability to motivate students is

related to the material that stimulates students to

learn Rejang language, material is able to make

students currious Rejang language, material is able

to make students easy to learn Rejang language and

material is able to make students excited to learn

Rejang language. The results of the analysis describe

that the material is not able to motivate students to

learn Rejang language. This happens because the

material that is difficult for students to understand

with different cultural backgrounds affects the desire

of students to learn Rejang language. This is also

supported by the statement of respondents who

stated

"If those are, those are not able. Because it's

based on culture. For those who are native Rejang,

are rather capable. For other cultured people, it is

rather difficult ".. (EE)

Seventh, the value of material in the short-term

assessment . The value of material in this short-term

assessment involves two things, namely the material

is developed according to the assessment needs and

the material developed can be measured and

assessed in the assessment of learning. The results

based on the respondent's statement state that not all

of them cover the assessment needs, but the material

developed can be measured and assessed in learning

assessment. The respondent gave an example in the

following sentence:

"For example, when children is working on

some evaluations and making sentence exercises, it

can be seen that the structure makes the sentence

correct or not. The true value is higher ". (SY)

Eighth, the value of material in the long term is

related to the material developed for philosophical

and strategic needs, the material is developed for

communication needs in the community, and the

material is developed to be applied in four language

skills. The results of the analysis show that it has not

fulfilled the material value in the long term. The

material is only focused on practical content at the

momentary stage of knowledge. This means that for

the long term it has not been described in the

material. Likewise, for communication needs in the

community, the material has not fulfilled this, only

limited to the development of four language skills.

Ninth, students' perceptions of the

material . Students' perceptions of the material are

related to three things, namely students understand

easily the material developed, students consider the

important material developed, and students consider

the material developed to be able to develop Rejang

language skills. The findings in this study illustrate

students' perceptions of the material based on

interviews with respondents is not good because

students consider the material is difficult,

insignificant and unable to develop students’ Rejang

language skills.

Tenth, teacher's perception of material . Teacher

perceptions of the material based on interviews with

respondents indicate that the teacher considers the

material developed is difficult for students to

understand, while for teachers it is easy to teach

because it is a native speaker of Rejang

language. While the material developed in teaching

materials is not appropriate to students’

development and needs.

Eleventh, providing convenience for

teachers. Rejang language teaching materials based

on interviews with respondents explained that it does

not make it easy for teachers to develop learning

with reason:

" Because in this book only a handful of

knowledge supports to teach children. For children's

interest, I'm looking for another sources. "(SY)

Twelfth, material flexibility is related to the

ability of teaching materials to be wider developed.

"Baso Jang Te" teaching material is based on

interviews with respondents explain that it can be

developed in another context, so it has flexibility. As

expressed in the following quote:

Descriptive Analysis of Syllabus and Rejang Language Teaching Materials: Preliminary Study Development of Local Language Teaching

609

"Yes, it can be developed again. For example, in

composing Rejang language sentences there are

active ones. So how do we compile it to passive

sentences (EE ).

From the explanation above, a complete

description of the condition of the “Baso Jang Te”

teaching material used today are obtained as in table

1.3 below:

Table 3: Current data Analysis of “Baso Jang Te”

Teaching Materials Condition

No.

Aspect

Comment

Information

The

attractiveness

of teaching

materials for

students

Students are

not interested

because

teaching

materials do

not vary

Need to be

repaired

Credibility of

teaching

materials

Teaching

materials do

not have

conformity

with the

applicable

curriculum

Need to be

repaired

Validity of

Material

Have not

developed

cognitive,

psychomotor

and affective

abilities yet

Need to be

repaired

Material

reliability

Does not

facilitate the

abilities of

different

students

Need to be

repaired

Material

ability to

attract the

interest of

teachers and

students

Have not able

to attract

students'

interest yet

because

teaching

materials are

difficult for

students to

understand

Need to be

repaired

Material

ability to

motivate

students

Teaching

materials are

difficult to

understand for

students with

different

backgrounds

Need to be

repaired

Material

value in the

short term

Teaching

materials do

not all cover

assessment

needs, but can

Need to be

repaired

be measured

and assessed

Material

value in the

long term

The material

in teaching

materials is

only focused

on practical

needs

Need to be

repaired

Students’

perceptions of

material

The material

in teaching

materials is

considered

difficult by

students

Need to be

repaired

10.

Teacher's

perception of

material

For teachers

the material

developed is

relative easy

because the

teacher is a

native speaker

of Rejang

language

Easy material

11.

Material

flexibility

Material has

flexibility

Flexible

material

The findings of the conditions of“Baso Jang Te”

that are currently used are also supported by

observations made on February 8, 2019 at

Elementary School Number 3 Rejang Lebong. This

observation was conducted to compare interview

data as a triangulation test. The results of the

observations are illustrated in table 1.4 below:

Table 4: Observation Data To Rejang Language Teaching

Compo-

nent

Description

Criteria

Very

good

Well

Eno-

ugh

Less

The

initial

stage of

learning

A brief

explanation of

the contents of

the lesson

√

A relevance

explanation of

the new lesson

contents

√

Explanation

instructional

objectives

√

Content

Present-

ation

Stage

Description

√

Examples and

non-examples

√

Exercise

√

Formative

Test

√

Summary

√

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610

Glossary

√

Closing

Phase

Feedback

√

Follow-up

√

The results of the observation explain the

learning process of the local content of Rejang

language are starting from the initial stage of

learning, the presentation stage of the content and

the closing stages showed sufficient and less

criteria. This illustrates that there is a relationship

between the findings of the syllabus and teaching

materials that have been described above with the

implementation of classroom learning. The planning

for the imperfect will also result in learning

implementation are not optimal.

From the results of the explanation above, an

illustration of the syllabus and instructional material

that must be developed as a local content of the

Rejang language is:

1. The learning objectives in the syllabus are

explained in a straightforward manner using

the operational cognitive, affective and

psychomotor words.

2. The learning objectives in the syllabus outline

the criteria used to assess student performance.

3. Learning material in the syllabus adapts to the

level of physical, intellectual, emotional,

social, and spiritual development of students.

4. Learning material in the syllabus is developed

based on scientific structure.

5. Learning material in the syllabus is developed

considering the depth and breadth of the

material.

6. Learning methods in the syllabus are developed

based on student-centered.

7. Learning methods in the syllabus consider the

condition of students.

8. Evaluation in the syllabus assesses the

achievement of students’ competency.

9. The attractiveness of teaching materials is

enhanced by paying attention to the cover,

color, image and writing.

10. Relevance between the syllabus curriculum and

teaching materials.

11. Teaching materials facilitate students' different

abilities.

12. Material ability attract the interest of teachers

and students.

13. Material value for short and long term.

5 CONCLUSIONS

The findings of the study concluded that the current

syllabus and teaching materials must consider

several things, including syllabus: 1) learning

objectives that are clear , specific, straightforward

and measurable, 2) learning materials that focus on

students and consider the level of physical,

intellectual, emotional, social , and spiritual learners,

3) Learning methods must focus on the condition

and development of students, 4) evaluation must be

able to assess student achievement. For teaching

materials must consider the following: 1) teaching

materials must generate interest for students and

teachers, 2) the validity and reliability of the

material, 3) the ability to attract interest, 4)

have material values both short and long-

term, and 5) improve students' perceptions of

teaching materials.

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