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Tiered task is a task that is given through strategic course with other courses that support continuously at each semester. This study aims to evaluate the students’ procedural knowledge ability through the process of identifying, analyzing and classifying the physics textbook and the students’ achievement and perceptions where the tiered task -1 are given. This study uses the same subjects design(treatment by subject). The subjects in this study are the third semester students of physics education UNIMA of 68 students. All groups are treated and data derived from the study are the work result in groups containing identification-analysis-classification format of the sub-topic of the structure and characteristics of the book. Data analysis technique use quantitative descriptive in percentage according to variables and use the average score of the group to see the achievement. The results show that, at task I, the students are still not fully able to identify-analyze-classify the high school physics textbook. Similarly, students have not understood the procedural knowledge correctly. But at task II and III, there is increase of the students' ability to develop the textbook related to map concepts, theories, law and principle concepts and also relates to the ability to develop mathematical description, exercises, and summarizing. Barriers in doing the assignment are mainly experienced by the students who are not serious in group discussion and less discuss with tutors. The process of assigning the tiered task -1 helps students to improve basic physics and be a provision in continuing the tiered task tiered at The Study of Physics II course.

ira international journal of education and multidisciplinary studies

The Evaluation of Students’ Procedural Knowledge Ability and Identifying, Analyzing, Classifying the Subject Matters of High School Physics Textbook in Tiered Task -1