Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept

: The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating). We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.

lot of calculations that require symbols and equations. It is abstract too, there is a visible phenomenon explanation. It can not be seen with the eye and can only be done with prediction. With a scientific approach, this learning subject can be suitable to apply, because it can direct students to have a science process skills.
Science process skills (SPS) is student's ability to apply scientific methods to understand, develop and find the knowledge [5]. According to other sources, science process skills is a specialized skill that simplifies the science of learning, enabling students to develop a sense of responsibility students in their own learning, improve learning provision, as well as teach them methods of research [6]. SPS is very important for students to develop science by using scientific methods in order to obtain a new science. In facts in chemistry learning at school, the student learns by memorizing the concept without knowing the meaning of the concept. They can not be able to apply the concept in the other field in chemistry or another field in science [7]. Indicators of science process skills are [8][9]: The result of other research explains that there was the influence of active learning to the developing the science process skills [7]. The skills were suitable for all fields of science, SPS could reflect the true behavior of scientists when solving the problems and plan experiments. SPS is one essence of thinking and research in science [6].
Based on the interview of teachers in SMA Negeri 1 Teras Boyolali, solubility and solubility product was a complex subject and required a good concept and calculation by students. In the learning of this subject also required activity in the laboratory. Based on that statement could be assumed that SPS could available in learning. However, the success of a lesson to develop the SPS influenced by models, methods, and learning media. One of learning media that often used by teachers was textbooks [10]. The textbook was a book that gives the instructions in the principles a subject of study, any books used as the partial basis a course of the study [11]. Textbooks are designed for use in the classroom, carefully prepared by experts and include suggestions for good learning [12]. Based on the observation, the teacher always uses chemistry textbook in learning, especially for solubility and solubility product. Each chemistry teacher at that school had different chemistry textbook. Based that conditions, we analyzed SPS content in chemistry textbooks. Therefore, we investigated science process skills content in chemistry textbooks at solubility and solubility product that often used by teachers in 11 th grade class of SMA Negeri 1 Teras Boyolali.

Method
This research was conducted in SMA N 1 Teras, Boyolali, Central of Java, Indonesia. It used a descriptive method. The instruments were developed based on 10 indicators of science process skills that showed on Table 1. We analyzed 3 different chemistry textbooks that often used by teachers in teaching as shown in Table 2. for solubility product concept in terms of concept explanation and student activity.

Result and Discussion
In this research, we analyzed 3 different books (Book A, B, C) based 10 indicators of SPS, there were observing, classifying, finding the conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating. The example for analyzed is shown in Table  3. Analysis of chemistry textbooks was divided based on concept explanation and student activity. It was to make research easier.

Science Process Skills in "Concept Explanation" and "Student Activity" of Chemistry Textbooks
On the concept explanation and student activity obtained the following results: Table 4. Percentage of SPS Aspect which Appeared in "Concept Explanation" and "Student Activity" of Chemistry Textbooks Hypothesizing Planning experiment -√ -√ -√

Science Process Skills in All Parts of Chemistry Textbooks
The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Table 6 explained that Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills (Based on accumulating data "Concept Explanation" and "Student Activity"). In Table 8 and Figure.1, it could be explain that the most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.

Conclusion
The conclusion of this research was the science process skills most appeared in Book B with an 80% of percentage (High Criteria). The most Indicators that appeared in each book was "observing" with 33.3% of percentage from the total frequency.