A class VI student daughter who had just learn the material characteristics and Breeding Sentient Beings Development asked innocently to his father holding a science textbook "Daddy, what's that seminal fluid? Bu teacher said, if the boys had baligh, he could remove seminal fluid. I read in the book also said so. The father is confused to answer questions posed by his daughter. Then he answered. "The liquid semen discharge from the male genitalia." His daughter replied. "Oh, so that semen urine yes. If so does the baby boy already baligh, did he pee every day. "
An excerpt of dialogue will not happen if teachers prepare teaching materials properly. It was common knowledge that often teachers develop instructional materials have relied only on one book source. These conditions certainly a big opportunity to book publishers for reaping huge profits. Towards the new school year, the publisher of the book trying to persuade teachers to use books that were produced. This phenomenon commonly occurs even though the government officially has banned teachers to sell books to students at the school. But the teacher as the spearhead of teaching and learning remains to be the most reliable to determine the quality of the books of learning resources, so that later students are expected to buy textbooks recommended by teachers. Therefore, each trying to highlight the advantages publisher of the book, both in terms of completeness of the material covered in the book, as well as in terms of price.
For most teachers, the best textbooks for students are recommended to book the most complete coverage of the material. Not weird, textbooks selected as student handbook together with the source text book teaching held by teachers. Finally, the book became the sole source of consideration for teachers in developing teaching materials.
In fact, students should have its own grip textbooks appropriate to their cognitive abilities, not deliberately tailored to the cognitive abilities of the teacher. Therefore, before determining the appropriate textbooks for students, teachers should first recognize and consider the condition of their students, especially for the case of Class VI students will not recur.
Indeed, according to Piaget, the book Piaget's Cognitive-Stage Theory, children aged over 11 years are at the formal operational stage of cognitive development. Stages in which the child is able to operate the rules of formal logic that is not bound anymore by the objects that are concrete. However, be aware that these capabilities can not be generalized to all children.
So the full scope of learning resource materials in the book, it often even students' cognitive burden. As a result of learning is not to be a fun activity. For this reason, teachers are required to have the ability to process materials that are reliable for instructional materials can be easily understood by students.
Dr. Ari Widodo, education experts from UPI, argued that there are stages that needed to process materials. First, analyze the standard of competence and basic competencies and determine the indicators of learning. Second, analyzing the structure of matter from the textbook (the textbook should be used more than one). The analysis was performed to identify important concepts and levels of concepts ranging from the broadest to narrow its scope. Third, empirical studies done on prior knowledge (prior knowledge) students. Need to be understood that the student can not be analogous to the mind as a blank paper which can be written freely by teachers. Believe that students who are before teachers have had prior knowledge obtained by students as a result of previous learning. In this phase teachers gather information from students about the important concepts of teaching materials will be developed through the frequently asked questions or interviews. If the majority of students have had prior knowledge that the right through a concept, then the concept does not need to be reviewed in the teaching materials so that teachers can turn to the presentation of another concept. Pembelajaranpun time allocation can be more streamline and more focused to study the concepts more difficult. This stage should also be optimized by the teacher to recognize the stages of cognitive and language style of the students so that teachers do not develop teaching materials that are too difficult to understand. Fourth, develop teaching materials in the form of modules or student worksheets for use in learning activities.
The development of good teaching materials can not be done in a short time. However, this constraint can disiasati by preparing instructional materials at the beginning of a new school year. These teaching materials are prepared based on prior knowledge student assessment data for the same material in the previous school year, with the assumption that students in previous academic year have prior knowledge that is not much different from the students in the school year now. Hopefully it is useful.