Developing Concept Approach Based Textbooks of Social Sciences Course for Madrasah Ibtidaiyah Teacher Education

Abstract The development of the Madrasah Ibtidaiyah/Elementary School curriculum has changed several times, from the KBK Curriculum to KTSP Curriculum, then to the 2013 Curriculum. However, the limited textbooks that are in accordance with the curriculum changes are obstacles to learning achievement, especially in Social Sciences course for elementary school teacher education. This study aims to develop a social science course textbook for Madrasah Ibtidaiyah/elementary school teacher education with a 2013 curriculum-based concept approach that is appropriate for students taking Social Sciences Madrasah Ibtidaiyah/elementary school teacher education courses. This research uses a 4-D model with stages of Define, Design, Develop, and restrictions on Desseminate. The results showed that the development of concept approach based social science course textbooks for Madrasah Ibtidaiyah/elementary school got a very decent category with a score of 81% from material experts, a decent category with a score of 80% from linguists, and a very decent category with a score of 87% from design experts. So it can be concluded that the textbooks for Social Sciences of Madrasah Ibtidaiyah/elementary school teacher education using the 2013 curriculum-based concept are categorized as feasible. Keywords : concept approach, social studies education, development of textbooks. Abstrak Perkembangan kurikulum Madrasah Ibtidaiyah/Sekolah Dasar telah beberapa kali mengalami perubahan, dari Kurikulum Berbasis Kompetensi ke Kurikulum Tingkat Satuan Pendidikan, kemudian ke Kurikulum 2013. Akan tetapi, terbatasnya buku ajar yang sesuai dengan perubahan kurikulum tersebut menjadi kendala terhadap tercapainya pembelajaran, khususnya pada mata kuliah Pendidikan IPS MI/SD. Penelitian ini bertujuan untuk mengembangkan buku ajar mata kuliah Pendidikan IPS MI/SD dengan pendekatan konsep berbasis kurikulum 2013 yang layak untuk mahasiswa yang mengambil mata kuliah Pendidikan IPS MI/SD. Penelitian pengembangan ini menggunakan model 4-D dengan tahapan Define, Design, Develop , dan pembatasan pada Desseminate . Hasil penelitian menunjukkan bahwa pengembangan buku ajar Pendidikan IPS MI/SD mendapatkan kategori sangat layak dengan skor 81% dari ahli materi, kategori layak dengan skor 80% dari ahli bahasa, dan kategori sangat layak dengan skor 87% dari ahli desain. Sehingga dapat disimpulkan bahwa buku ajar mata kuliah Pendidikan IPS MI/SD menggunakan konsep berbasis kurikulum 2013 dikategorikan layak. Kata Kunci : pendekatan konsep, pendidikan IPS, pengembangan buku ajar.


INTRODUCTION
In the Basic of Education curriculum in Indonesia, social sciences become an integral part of the national education goals. The Social Sciences shape the national character which is presented in an integrated manner using the term of Social Sciences. Social science is a subject that is theoretically defined as simplifying the discipline of social sciences (Surahman & Mukminan, 2017;Ross, 2014;Taba, 1967) for educational purposes (Setiawan, 2013). Social science competency is directed at developing students' abilities as individuals who are able to deal with various social problems (Miftahuddin, 2016), from a simple level to a complex level, both social environmental problems that are useful for themselves and society in general (Dewi & Mukminan, 2016). Social science are presented at the level of Primary School/Madrasah Ibtidaiyah (SD/MI) and Junior High School/Madrasah Tsanawiyah (Middle School/MTs) as the realization of good citizenship (Puspitasari, 2016).
The development of the Basic Education curriculum in Indonesia certainly brought changes to the subject matter. In the Basic Education curriculum education in Indonesia in 1964 and1965, social science subjects has been taught since class 1 and integrated with Civics Education material. In the 1975 curriculum and the 1994 curriculum, the social science subject was separate from the Civics Education program and then used the term Pendidikan Moral Pancasila (PMP) taught from grades 1 to 6, while Social Sciences was presented in grades 3 to 6 (Hanafiyah & Supardi, 2016). Competency Based Curriculum (KBK) and Education Unit Level Curriculum (KTSP), social science subject is taught from class 1 to class 6 with the integration model (Sutrisna & Wasino, 2010). In the 2013 Curriculum, social science subject is only available in grades 4 to 6 with integrated thematic concepts or integrated with other subjects, and received several reinforcement and material changes based on the demands of the curriculum and the 21st century, so that there were many developments from social science material presented on the KBK and KTSP curriculum (Miftahuddin, 2016;Muspiroh, 2015;Subadi, Priyono, Dahroni, & Musyiyam, 2015).

In the Department of Madrasah Ibtidaiyah Teacher Education (PGMI) UIN Maulana
Malik Ibrahim Malang, social science subject become compulsory subjects which are divided into 3 levels: 1. Basic Social Sciences Concept (2 credits). This course is presented in odd semester (3). The Basic Social Sciences Concept learns about the meaning, purpose and benefits, scope, curriculum development, and characteristics of education in Social Sciences, especially at the level of Madrasah Ibtidaiyah/Primary School (MI/SD).
2. Social science education (2 credits), presented in even semester (4). This course studies the deepening of social science material for primary school based on the material contained in the applicable curriculum with reinforcement on the concept of core scientific disciplines.
3. Social science Learning (2 credits), presented in odd semester (5). This course is presented with the aim that students are able to teach and develop social science learning at the level of Madrasah Ibtidaiyah/Primary School (MI/SD).
From the development of curriculum and social science courses presented in the PGMI department, it certainly has an impact on various components of learning devices (Wijayati, Degeng, & Sumarmi, 2016), including teaching materials. Teaching materials are very much needed as scientific references (Prasetiyo & Perwiraningtyas, 2017) and to study a set of competencies (Nurjannah, 2017), and are needed in the learning process in the classroom (Amin, 2017). One type of teaching material is textbooks. For educators, teaching books are also things that will help and become a reference in developing learning (Suwarni, 2015), which will determine the message and interest in learning (Rohmah, Hariyono, & Sudarmiatin, 2017). The importance of teaching books can be seen in one indicator of success in achieving competency and learning motivation (Tanjung & Fahmi, 2015).
Teaching materials in the form of textbooks on the subject of Social Sciences Education in the Primary School based on social science content in the 2013 Curriculum are not yet available, making it difficult for students to find references and learning resources. The absence of textbooks will lead to loss of guidance for students in the learning process (Krismawati, Warto, & Suryani, 2018). The absence of teaching materials also affects the motivation of students in social studies (Lukman & Ishartiwi, 2014;Riwanda, Fani, & Islamy, 2017 School, found that as many as 89% of students stated that they urgently needed social science textbooks, as many as 8% said they needed, sometimes-sometimes as much as 3%, and no student who answers is not in need and is not very needy.
The rational foundation of students demands on teaching materials is 57% answering the difficulty in finding references in accordance with the demands of the latest curriculum in 2013, 25% stating the difficulty in developing social science for Primary School material based on the 2013 curriculum, as many as 14% said it was difficult to understand the social science for Primary School concepts in the curriculum 2013, and 4% answered with other reasons. The students reasoned that they were in desperate need of a lack of references on Social Sciences subject that had been integrated thematically and discussed the content of social science material in the Primary School/Madrasah Ibtidaiyah based on the 2013 curriculum.
The data shows that the need to develop social science teaching materials into textbooks that are relevant and in accordance with curriculum needs. To support the development of social science textbooks, one approach is needed in the development of material. In terms of material development approaches use a conceptual approach. This approach seeks to define the concepts that exist in the learning material to avoid the meaning of the concept (misconception) (Mosik & Maulana, 2010;Muna, 2016;Mursalin, 2014;Susilaningsih, Kasmui, & Harjito, 2016) specifically on the basic concepts of social science found, then sorted from simple concepts to more complex or higher concepts (Jacobsen, Eggen, & Kauchak, 2002).

This type of research is Research and Development (R & D). This development research
seeks to produce new products, namely social science for Madrasah Ibtidaiyah/Primary School textbooks intended for students majoring in Madrasah Ibtidaiyah Teacher Education (PGMI).
The development model used is 4-D (Thiagarajan, 1974). The 4D development model consists of 4 main stages, namely: Define, Design, Develop, and Disseminate. 2. Design. At this stage the researcher develops the prototype of the Social Sciences course textbook by enriching the concepts that have been analyzed so that they are feasible to become textbooks in accordance with learning resources that can be justified.
3. Develop. At this stage the researcher asks for feasibility validation for material experts, linguists, and media design experts.
Specifically, the flow of development procedures in this study is illustrated in table 1. This stage is carried out by Front-end analysis, which is analyzing students who are students (learner analysis), task analysis (task analysis), analyzing concepts (concept analysis), and formulating learning objectives (specifying instructional objectives).

Design
The design phase aims to design learning devices. The design has four steps, namely: (1) developing evaluation standards in the form of a criterion-test construction, (2) selecting media (media selection) that are used for development, (3) format selection (format selection), which sets the form teaching material format, (4) designing the first design (initial design) according to the format of the teaching material that has been chosen, namely the textbook.

Develop
At this stage, development from the previous stage was carried out with input from the trial of expert opinion to obtain the feasibility of the results of the products developed After the social science for Primary school education textbook was developed later to get a feasibility score using statistical analysis in processing the data obtained using the Likert scale criterion score analysis. To reinforce the results of the scale of calculation is also done by percentage (%). The aspects or components to be analyzed consist of: 1) the content/material component (concept, object of study (material and formal), contextual content, actuality of data and facts, update of information, and scope of material); 2) language components (punctuation, vocabulary, sentences, paragraphs, writing rules, and main points); 3) Presentation components (relevance, color composition, size, accuracy of position, and completeness of the message).
This analysis is used to process data obtained through the results of the feasibility validity of experts.
Percentage formula for each subject answer with the following formula: Information: N = number of respondents n = number of all questionnaire items To be able to give meaning and decision making, the provisions used are as it follows. to K-13, which then has an impact on the development of social science for primary school content and material, and the difficulty of references as learning resources, as well as need assessment the need for teaching materials from students. Of the three basic problems, it becomes the basis for thinking to do a product development in order to overcome and innovate in learning social science for primary school courses.
2. Student analysis (learner analysis). The students referred to in this development are students who have passed the social science for primary school Basic Concepts course and proceed to the Social Sciences for Primary School subject.
3. Analysis of tasks (task analysis). The task analysis in question is the main skills then developed into tasks assigned to students. In this step, skills are defined as learning outcomes and sub-learning outcomes. Concept mapping is taken in the 2013 curriculum based on the revision of Permendikbud

Analysis of concepts (concept analysis
No. 21 of 2016. The concept of the social sciences will be categorized in scientific disciplines, so that the core concept will be obtained, and will be categorized as a sub-discussion material.  Understanding the meaning of the proclamation of independence, efforts to maintain independence, and efforts to develop a prosperous national life The proclamation of independence The concept will be categorized based on the disciplines of the Social Sciences to obtain material emphasis based on the characteristics of its scientific discipline. The categorization results can be seen in table 6. Departing from the categorization, the material substance so that integration in social studies can be achieved, the main social science disciplines will be integrated with the social sciences with an integrated approach. After the concept development stage is done, then proceed to the last step in the define stage, namely the Formulation of Learning Objectives (Specifying Intensive Objectives). The intended learning objective is the achievement and sub-achievement of learning which the final part is after the task and concept analysis is carried out.

The Design Stage of Developing Textbooks for Social Sciences Education Course
Based on the stages on define, the next step is the design stage. At the design stage there are 4 steps defined, namely: 1. The form of the test chosen after each learning achievement is a written test with multiple choice format; 2. The media used to support the concepts developed are either static or moving graphs (video); 3. Format of writing is teaching material in the form of textbooks; 4. The initial design is a textbook design that will be developed based on the categories:

Trial to Learning Materials Experts
The questionnaire component is in the form of; material coverage, material accuracy, updating, stimulating curiosity, developing life skills, and containing contextual insights. Table 8 presents a recap of the results of data presentation by content/material experts. Thus the highest score for material experts is 105 and the lowest number of scores is 21. Based on the score of the answer item questions from a material expert in the social science for Primary school teaching book, it can be analyzed as follows.
The number of question items answered with the SL category = 3 x 5 = 15 The number of questions answered by the category L = 16 x 4 = 64 The number of questions answered by the CL category = 2 x 3 = 6 The number of question items answered with the TL category = 0 x 2 = 0 The number of question items answered with the STL category = 0 x 1 = 0 +

Total Amount = 85
The total score of the answers obtained from the results of the trial of material experts, namely 85. Based on these data, the level of material expert approval of the social science for Primary school textbook = 86.15% (85: 105 x 100%) than expected 100%. The criteria can be described as follows.
very unworthy not feasible quite decent worthy very decent It was concluded that the social science for Primary school textbook on products that were developed in broad outline had met decent standards and were in decent qualifications and did not need to be revised.

Trial to Language Expert
The questionnaire component is in the form of; language suitability with student development, use of communicative language, dialogue and interactive language, language fluency, thought grooves, coherence, conformity with correct Indonesian, use of terms and symbols / symbols. In table 9, a recapitulation of the data presented by linguists is presented. Language accuracy with the level of thinking of users (students) 4 2 Accuracy with the level of social and emotional users (students) 4 3 Message conformity 4 4 Suitability of the illustration with the substance of the message 5 5 The accuracy of the user's motivation in responding to messages 4 6 There is a level of critical thinking for users 4 7 Conformity of sentence structure 4 8 Use standard terms 4 9 Linkages between chapters 4 10 Linkages between chapters with sub-chapters 3 11 Linkages between the sub chapters in the chapter 3 The number of question items answered with the SL category = 2 x 5 = 10

No
The number of questions answered by the category L = 16 x 4 = 64 The number of questions answered by the CL category = 2 x 3 = 6 The number of question items answered with the TL category = 0 x 2 = 0 The number of question items answered with the STL category = 0 x 1 = 0 + Total Amount = 80 The number of answer scores obtained from the results of the linguist's trial, namely 80.
Based on these data, the level of linguist approval of the social science for Primary school textbook = 80% (80: 100 x 100%) than expected 100%. The criteria can be described as follows.
very unworthy not feasible quite decent worthy very decent Data obtained from linguists then averages 80 between decent categories. It was concluded that the language of the product that was developed in broad outline had met decent standards and was in decent qualifications and did not need to be revised.

Trial to Learning Design Expert
The questionnaire component is in the form of teaching material size, cover design, cover illustration, design of book content, cover typography and content of teaching materials, typography of teaching material contents, illustrations and drawings of teaching materials, and color usage. Table 10 presents a recap of the results of data presentation by design / learning media experts.  (  The number of question items answered with the SL category = 16 x 5 = 80 The number of questions answered by the category L = 19 x 4 = 76 The number of question items answered with the CL category = 0 x 3 = 0 The number of question items answered with the TL category = 0 x 2 = 0 The number of question items answered with the STL category = 0 x 1 = 0 + Total Amount = 128 The total score of the answers obtained from the results of the design expert trial, which is 128. Based on these data, the level of expert design approval for the social science for Primary  The results of all recapitulation can be concluded that the teaching materials of the social science for Primary school subject with the 2013 Curriculum-based concept approach have met appropriate standards. Book design presentation refers to expert input to make it look interesting so that it creates feelings and reactions in motivation to read (Retariandalas, 2017). The presentation of the contents of the book material is adjusted to the learning objectives and each learning material begins with a concept map. Concept maps can have a positive influence on the learning process and help strengthen readers' memories and memories (Susanti, 2016). Each end of the learning material is given a glossary that is devoted to providing important terms from the concepts of the social sciences contained in the material.
Each content material that requires presentation support in the form of graphics and video, will be equipped with pictures and videos. Especially for supporting videos of learning materials directed towards using hyperlinks to the youtube site. The graphics and videos supporting the learning material were chosen appropriately to be adapted in order to provide understanding and memory of the information presented in the text.
Product textbooks of social science for Primary school are equipped with the following things, namely: 1. Guidelines for the use of books that aim to help readers to use textbook products properly; 2. A table of contents that aims to help readers understand the systematics of textbook products as a whole; 3. Concept maps that aim to help readers understand the systematic learning material of teaching book products; 4. Glossary of glossary of social science concepts that aim to help readers understand important terms related to the concepts of social sciences contained in learning material; 5. A summary that aims to help readers relate to learning material on read textbook products; 107 6. Problem training that aims to measure the cognitive competence of the reader towards learning material in teaching book products; 7. Bibliography which aims as scientific responsibility and reference for readers regarding relevant sources in the learning material on textbook products.
Some improvements that are the substance of learning materials, the use of sentences that are less precise, typos in writing, the use of false hyphens, and the design of social science for Primary school textbooks based on input and suggestions by experts, by following up the revisions to experts, so that the process of developing social science for Primary school textbook products can be deemed feasible by experts. The most emphasized aspect is the development of social studies education textbook products of social science for Primary school is the strength of the text that contains the concepts of social sciences, and is in accordance with the purpose of developing social science for Primary school textbook products with the 2013 curriculum-based concept approach.

CONCLUSION
Based on the description of the results of the research and discussion it can be concluded that the textbooks for Social Sciences of Madrasah Ibtidaiyah/primary school teacher education using the 2013 curriculum-based concept are categorized as feasible. For this reason, this textbooks can be a reference for lecturers who are teaching social science education courses in Madrasah Ibtidaiyah/primary school. So that it was expected that by using this textbooks, the learning outcomes of the social science education courses could be achieved optimally.
Furthermore, the research and development of the social science for Primary school textbook will be continued using an expanding community approach that aims to determine the breadth of material based on the development of social science for Primary school textbooks using a conceptual approach.