Development of the Biology Textbook of Process Evaluation and Learning Outcome for Students in Biology Education, University of Jambi

The course of Evaluation Process and Learning Outcome in Biology Education University of Jambi has not been provided with neither student book nor modules as student guidance for the course lecturers. Therefore, I was interested in developing textbooks for this course with the aim of helping students to understand the subject in order to minimize misconceptions and incoherence form the course objectives. This study applied ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). This study went through needs and materials analysis, product design, and product development by having product validation from experts and product implementation. In the product implementation, students as respondents were required to get feedback for product improvements; lastly, product evaluation then took place. The validation results from the experts show that Biology Textbook of Process Evaluation and Learning Outcome is significantly appropriate, as noted with the score of 83. However, there is a suggestion for the textbook to improve the cover, typographical errors, layout and page numbering. The second validation results suggestions to add competence of material, number of pages, material explanation and bibliography. The product testing in a small group shows that the product is categorized as significantly appropriate with the score of 85.5. According to a student user, the product is good and handy due to its small size yet rich contents. Currently, the product, in the form of books, have been provided with ISBN, published and distributed to students and to Faculty of Teacher Training and Education and University of Jambi libraries. The books are currently in the process to be published in a large scale by Salim Media Indonesia Publisher.


INTRODUCTION
Process Evaluation and Biology Learning Outcomes is one of the mandatory subjects for Biology Education students at Jambi University.This course contains concepts of measurement, assessment and evaluation, goals and benefits of evaluating learning outcomes, techniques for evaluating learning outcomes, principles of evaluating learning outcomes, domains of evaluating learning outcomes, key steps in evaluating learning outcomes, evaluation tools for learning outcomes, Techniques for preparing learning outcomes tests, Techniques for implementing learning outcomes tests, Question analysis techniques, Examination techniques, scoring, and processing of results , Techniques of giving learning achievement ranking and authentic assessment.This course also provides a basic concept of insight into the evaluation of biology learning processes and outcomes that an educator must possess (Risnita, 2004).
Good teaching materials will be adjusted to the appropriate learning models and methods with the competencies that will be delivered in the classroom (Sadikin A, 2017).Characteristics of teaching materials determine the choice of media in learning.The nature of teaching materials determines the form of assignments and learning experiences that will be given to students (Asyar, 2011) with the development of the times it is necessary to have a revolution and innovation in learning both learning models, assessment, and teaching materials (Mulyasa, E., Iskandar, D., & Aryani, W. D. 2017).The development of the concept of assessing education at this time shows a broader direction.These concepts generally revolve around the view: (a) the assessment is not only directed at predetermined educational goals, but also to hide the goals, including side effects that may arise.(b) Assessment not only through measuring student behavior, but also by assessing educational components, both process input and output.(c) assessment is not only intended to determine whether or not the objectives have been set, but also to find out whether those goals are important for students and how students achieve them (d) considering the extent of the objectives and objects of assessment, the tools used in assessments are very diverse, not only limited to tests, but also assessment tools not tests.On that basis, the scope of the assessment objectives includes three main objectives, namely education programs, teaching-learning processes and learning outcomes (Risnita, 2005).
Educators must master and fulfill the three components of the professional trilogy, namely the basic components of science, professional substance, and professional practice components.Process Evaluation and Biology Learning Outcomes are expected to be able to empower educators to carry out professionalism duties according to the professional trilogy (Prastowo, 2012).The basic components of science provide a foundation for prospective educators so that they have insight, knowledge, skills, values, and attitudes regarding the teaching profession.Educators are required to master the science of education as the basis of their overall professional performance.The component of professional substance equips prospective educators with regard to what is in focus, as well as practical objects specific to their professional work.This component has core material learning a process which is part of the curriculum.The practice component directs prospective educators to carry out the practice of their profession to service targets appropriately and efficiently.
According to Regulation of the Minister of National Education no.16 of 2007 the teacher must have four competencies which include pedagogic competence, professional competence, personality competence and social competence.One of the pedagogic competencies is that a teacher must be able to carry out assessments and evaluations correctly and precisely.The need for teaching materials Evaluation of the process and results of biology learning is increasingly high considering that there are no compulsory books or handbooks for this course.For this reason, the author ventured to develop this textbook as an answer to the needs of teaching materials for this course.Given the completeness of teaching materials will help in achieving learning goals (Suryani, N., Setiawan, A., & Putria, A. 2018).
A good application of Assessment will be able to improve students' metacognitive abilities and learning motivation (Sadikin A, 2016;& Sadikin A. 2018).Likewise with appropriate biology learning strategies will be able to improve student learning outcomes (Sadikin A, 2017).Biology learning is a vehicle for increasing knowledge, skills, attitudes and values and responsibilities to the environment, society, nations and countries that are faithful and devoted.Biology lessons are related to how to find out and understand about nature systematically so that biology learning is not only for mastering a collection of knowledge in the form of facts, concepts, principles but also a process of discovery so students are required to think critically and creatively.
According to Muhibbuddin (2010) to produce professional teachers is a difficult task that must be carried out by the education study program as an institution that plays a role in preparing teacher personnel.In preparing professional teacher candidates the lecture activities that equip prospective teachers, must show some relevant learning criteria, namely: (1) Prospective teachers need to be prepared to teach with appropriate strategies, plan and implement learning, develop and use media and learning resources with appropriate, and able to evaluate learning outcomes.( 2) Lectures are more effective when embedded in learning experiences such as digging and processing information, not giving information.(3) Lecturers need to develop questioning skills to help skilled think about the material being studied, and generate the ability to ask questions.(4) The lecture strategy needs to be directed at building awareness of the difficulties of conception, practicing skills, fostering an attitude of curiosity, and building motivation for learning.It must be realized that experience in lectures tends to be scarce and imitated in carrying out their duties as a teacher later.
Learning evaluation is one of the most important aspects and cannot be separated from learning activities.The implementation of learning evaluation conducted by the teacher as an evaluator must be in accordance with the planned learning objectives in the lesson plan and learning activities that have been carried out.(Hasanah, U., Prasetyo, T. I., & Lukiati, B. 2015).

This research is a development research known as Research and
Development.According to Sugiyono (2013) research and development is a research method used to produce certain products, and test the effectiveness of these products.In addition, according to Setyosari (2012) development research is a process used to develop and validate educational products.A product that will be developed in this study is a book entitled Process Evaluation and Learning Outcomes Biology for students of Biology Education Study Program Guidance and Counseling University of Jambi.
In the process of developing the textbook, the ADDIE development model is used which consists of 5 stages of activity (analysis, design, development, implementation, evaluation) (Rusdi, 2018).The basic consideration for choosing this model is because the development steps are more flexible, relatively simple, and in accordance with the type of final product to be developed.The five stages of development with the ADDIE model can be described in the form of a flow diagram as follows:  The suggestions for improvement from the valuator for each aspect of the development of textbooks can be seen in Table 5.1.The fonts used are consistent and clear to read.
Choose letters that are easy to read and consistent Repaired according to the evaluator's suggestion 3.
The font size used is appropriate and clear to read.
Font size needs to be adjusted so that it is easy to read Repaired according to suggestions.

The image displayed is in accordance with the text
Already appropriate There are no revisions 5.The image size is appropriate and quite clearly seen Images are sized at all Image size corrected 6.
The image shown helps explain the material Each picture must be given information so that the reader is easier to understand All images are captioned

The color composition used is interesting
The color composition need s to be improved Repaired according to the evaluator's suggestion 8.
Proportional and attractive design layout.

Improve writing of page book
The book pages are created using footers 9.
The material presented is in accordance with the competencies to be achieved.

Already appropriate
There are no revisions.

Test Results Data
The trials carried out began with small group trials, and then continued with large group trials.Once the product is revised according to the expert advice that performs validation, then the small group trial involving 6 college students to obtain input and feedback in order to improve the quality of the developed product.Data trial results were compiled using student feedback questionnaire with questions that the answer choices ''Yes'' or ''No'' accompanied by the reasons for each answer.The student answers as input to improve the products developed, comments and suggestions is most students are presented in T able 5. 2

Figure 3 .
Figure 3. Parts of fixed contents

Table 5 .2 Student Response Data on Textbooks in Examination Ex. Small
This book is very good.So more motivated to learn 5.RKD 62,5 (very good) The book is actually pretty good, but there are still flaws, the creation hasn't motivated me to learn it.6. HM 87,5 (very good) This book is good and complete.But the size of the book should be enlarged so it is not too thick