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Journal articles on the topic 'Textbook representation'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Santika, Pelsi. "The Representation of Gender in English Textbooks." Journal of English for Specific Purposes in Indonesia 2, no. 1 (2023): 1–13. http://dx.doi.org/10.33369/espindonesia.v1i2.25787.

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Gender representation in English textbooks has been an interesting issue because teachers use textbooks to explain their lessons in school. However, this type of research is still done infrequently by researchers. The aims of this study are to identify similarities and differences in gender representation in parts of text, gender representation in visual, and gender roles in occupation in English textbooks for Grade Eight in Indonesia. Two English textbooks from different authors and publishers were selected for this study: Textbook 1 (When English Rings a Bell) and Textbook 2 (Interactive Eng

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Wulandari, Sintya, and Hendi Hidayat. "THE 21st-CENTURY SKILLS REPRESENTED IN READING TASKS OF JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 2 (2020): 185–201. http://dx.doi.org/10.33373/as.v11i2.2813.

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The purpose of this research is to reveal the representation of the 21st-century skills in the reading tasks of junior high school English textbooks for grade VIII and compare the results of data between the textbook published by Erlangga publishing and the textbook published by the The Ministry of Education and Culture. The integration of the 21st-century skills in English textbook is important for students to deal with globalization. Using the descriptive qualitative method and content analysis, this research analyzed the representation of the 21st-century skills in reading tasks of Junior H

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Waqar, Sajid, and Mamuna Ghani. "Gender Exclusion in Textbooks: A Comparative Study of Female Representation in Provincial ELT Textbooks of Pakistan." International Journal of English Linguistics 9, no. 5 (2019): 377. http://dx.doi.org/10.5539/ijel.v9n5p377.

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The focus of this study was female gender representation in secondary level ELT textbooks published by four different textbook boards of Pakistan, namely Baluchistan Textbook Board, Sindh Textbook Board, Khyber Pakhtunkhwah Textbook Board and Punjab Textbook Board. It targeted a comprehensive comparison between the female gender images as represented in four sets of textbooks and gender conceptions of their respective female readers. To achieve the objectives, the study was divided into two parts: In part 1, the textbooks by four state-run textbook boards were analyzed and in part 2, their res

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Gol, Soma, and Biswajit Chatterjee. "Representation of Inclusiveness in the Class VII English Language Textbook of West Bengal." Anwesa: A Journal of Education (Peer-Reviewed) 16, no. 1 (2024): 7–18. https://doi.org/10.5281/zenodo.14823396.

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In a narrower sense, inclusion in education is often considered as placing only students with disabilities in general education classrooms. But more broadly, it is about creating an all-inclusive school culture that supports all students, regardless of their differences. This school culture embraces adapting the curriculum and instruction to meet the needs of all learners. Here the researchers tried to figure out the inclusive representation of these differences in the content of the Class VII English language textbook of the Government of West Bengal. Inclusive representation in textbooks rep

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Alawlaqi, Salma Ali Salem Mansoor, and Dihliza Basya. "The Representation of Multicultural Content Provided by “World-Class Franchise” English Course Textbook Used in Indonesia: A Critical Discourse Analysis Study." International Journal of Language and Literary Studies 5, no. 4 (2023): 192–206. http://dx.doi.org/10.36892/ijlls.v5i4.1488.

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Multicultural values in English as a Foreign Language (EFL) textbooks have attracted many researchers, academics, and educators in many studies around the world. However, there is limited literature examining the representation of multicultural content in English course textbooks used in Indonesia, specifically EFL course textbooks from world-class franchise programs. Therefore, this study employs Critical Discourse Analysis (CDA) to examine the impartiality of cultural content representation provided by the EFL course textbook regarding different cultures and ethnic groups. This study provide

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Ahl, Linda Marie. "Research Findings' Impact on the Representation of Proportional Reasoning in Swedish Mathematics Textbooks." Journal of Research in Mathematics Education 5, no. 2 (2016): 180. http://dx.doi.org/10.17583/redimat.2016.1987.

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This article investigates the impact of research findings on the representation of proportional reasoning in two commonly used Swedish mathematics textbook series for grades 7-9. A research-based framework that identifies five learning goals for understanding of proportional reasoning was used to analyse the textbooks. The results brought to surface a gap between research findings of important issues to address and the actual design of mathematics textbooks. Both textbook series make use of an effective range of representations. Besides that, the analysis shows low impact from research finding

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Fornkwa, Marcel Jaff. "A Critical Discourse Analysis of Gender Representation in a Cameroonian ESL Textbook." Asian Research Journal of Arts & Social Sciences 22, no. 10 (2024): 63–69. http://dx.doi.org/10.9734/arjass/2024/v22i10585.

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This paper examines a Cameroonian ESL textbook – Mastering English: Student’s Book for Form 1, with the aim of investigating gender representation in this textbook. The study employed a document analysis design because data for the study was collected exclusively from the textbook. Data was collected by observing the images and by reading through the passages, dialogues and sentences in the textbook, and noting the various representations of the male and female genders. The study adopted the Critical Discourse Analysis approach to analyse data related to visibility, occupational roles and firs

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Weber, Silja. "Visual Representation of Whiteness in Beginning Level German Textbooks." International Journal of Bias, Identity and Diversities in Education 2, no. 2 (2017): 1–12. http://dx.doi.org/10.4018/ijbide.2017070101.

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Textbooks are inherently ideological, and language textbooks in particular are designed to create a particular representation of the target culture for learners. This paper draws on a foundation of Whiteness studies, textbook bias studies, and critical discourse analysis. It investigates in depth the visual and cultural representation of Whiteness in one beginning level textbook for German as a foreign language and draws on three further textbooks for comparison. Differences between North American and German concepts of race and Whiteness are taken into account. Results identify a Whiteness bi

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Basya, Dihliza, Ahmad Fauzi Afandi, and Mohamad Hosim. "Does the EFL Textbook for Islamic Senior High School Reflect Islamic Values? A Critical Discourse Analysis." English Teaching Journal : A Journal of English Literature, Language and Education 11, no. 2 (2023): 102–11. https://doi.org/10.25273/etj.v11i2.18209.

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In Indonesia, the government endorses EFL textbooks for schools, including Islamic Senior High Schools. However, as there is no specific textbook provided that aligns with the religious values needed in these schools, there is potential for a mismatch between the English material taught and the intended educational goals for Islamic Senior High Schools. For this reason, the present critical discourse study aims to investigate the representation of Islamic values in the Indonesian Ministry of Education and Culture-endorsed EFL textbook for Islamic Senior High Schools. The study examines the tex

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Fatmawati, Fatmawati, Leonardus Par, Yosefina Rosdiana Su, Ely Heldydiana Selamat, and Indawati Nur Mahir. "Gender Representation in EFL Textbooks in Indonesia." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 12, no. 1 (2022): 19. http://dx.doi.org/10.26714/lensa.12.1.2022.19-32.

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Analysing gender issues in the teaching materials in the textbook is crucial as students' way of perceiving gender in their daily lives might be shaped by what they have learned at school. This research concerns analysing how gender representation in two EFL textbooks utilized in Indonesian secondary schools, Pathway to English for SMA/MA grade, later called textbook 1 in this study and Forward an English Course for Vocational School Students Grade VII, which was later called textbook 2. Both were published by Erlangga. The theory of personal characters proposed by (Brugeilles and Sylvie, 2009

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Siregar, Fenty Lidya, Henni Henni, and Silvanni Comara. "The Representation of Gender in a Textbook Entitled When English Rings a Bell." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 1 (2021): 93. http://dx.doi.org/10.26858/eralingua.v5i1.13664.

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Abstract. Despite countless criticism that English textbooks contain gender biases, teachers still use textbooks in their teaching. This study investigated the representation of gender in an English textbook for junior high school level: When English Rings a Bell. Halliday’s transitivity system (Halliday & Matthiessen, 2004, 2014) is applied in this qualitative study to reveal how gender is represented. The result shows female characters dominate the roles of Participants. Regarding the types of Processes, the depictions of male and female characters are both significant in Relational proc

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I.M.A.A. Gunawan, N.N. Padmadewi, and I.G.A.L.P. Utami. "THE ANALYSIS OF 4C SKILLS REPRESENTATION IN ELEVENTH GRADE SENIOR HIGH SCHOOL'S ENGLISH TEXTBOOK." Jurnal Pendidikan Bahasa Inggris Indonesia 10, no. 1 (2022): 66–76. http://dx.doi.org/10.23887/jpbi.v10i1.833.

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The present study aimed to analyze what 4C skills are represented in Eleventh-grade Senior High School’s textbook, dominant 4C skills represented, and the strategy of skills’ inserting. The textbook that was analyzed was entitled “Bahasa Inggris SMA/MA/SMK/MK Kelas 11” issued by the Ministry of Education and Culture Indonesia. This research used document analysis research design. Moreover, the subject includes text, images, and instructions contained in the textbook. The object examined includes the representation of 4C Skills (communication, collaboration, creativity and innovation, critical

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Fophin, Theodore Dwivaland, Nurjanah, and Didi Suryadi. "Comparison of Vector Tasks in Indonesian and Singaporean Mathematics Textbooks." EduMatSains : Jurnal Pendidikan, Matematika dan Sains 9, no. 1 (2024): 121–32. http://dx.doi.org/10.33541/edumatsains.v9i1.5965.

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Vector is one of the most important subjects in mathematics, but many students face difficulties in learning vector. To find out the cause, this study is conducted to find the differences and similarities in learning opportunities presented in the vector tasks from Indonesian and Singaporean mathematics textbooks. Therefore, vector tasks from the two books are compared with the aspects of representations, contextuality, and response types. Firstly, this study finds out that the chosen Indonesian textbook provides fewer learning opportunities than the chosen Singaporean textbook in terms of vec

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Habib, Arvan Permana, Nida Husna, and Didin Nuruddin Hidayat. "Embracing inclusiveness: A discourse analysis of cultural representation in Indonesian EFL textbook." Englisia: Journal of Language, Education, and Humanities 12, no. 2 (2025): 137. https://doi.org/10.22373/ej.v12i2.28135.

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In Indonesia, it is a national priority for students to develop the ability to interact and communicate with people from diverse backgrounds. Consequently, English as Foreign Language (EFL) textbooks play a crucial role in embedding this value. While previous studies have extensively explored multiculturalism in Indonesian EFL textbooks, little attention has been given to textbooks published internationally. This study addresses this gap by examining English in Mind Second Edition, an internationally published EFL textbook used by Indonesian junior high school students learning English. Employ

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Živanović, Sanja, Ranka Perućica, and Olivera Kalajdžić. "Representation of illustrations in primary school textbooks." Nastava i vaspitanje 70, no. 3 (2021): 319–32. http://dx.doi.org/10.5937/nasvas2103319z.

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A textbook is a basic and compulsory teaching aid, written on the basis of a prescribed curriculum. The accompanying materials in the textbook are certainly illustrations that, in addition to serving the basic text, can also have a significant effect on the student. The aim of this research was to examine the representation of illustrations in textbooks used from the first to the sixth grade of primary school. An analysis was performed of forty elementary school textbooks approved for use by the Ministry of Education of the Republic of Srpska, with the basic unit of analysis being the illustra

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Williams, Frances Janeene, and Linda B. Bennett. "The Progressive Era: How American History Textbooks' Visuals Represent Women." Social Studies Research and Practice 11, no. 1 (2016): 124–35. http://dx.doi.org/10.1108/ssrp-01-2016-b0008.

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Studies of the representation of women in United States history textbooks, both in number and manner in which they appear, have found women are inequitably represented as compared to their male counterparts and are viewed through a patriarchal lens. This study analyzed a contemporary high school United States history textbook’s representation of women in the Progressive Era compared to an earlier edition textbook. Using their visual representation of women, it was found that the textbooks continued the patriarchal view of women and their roles in society. Although the number of representations

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Puspitasari, Alfi, Andayani Andayani, and Titi Setyoningsih. "Representasi Budaya dan Profil Pelajar Pancasila di Buku Pelajaran Bahasa Indonesia Kelas VII." Bahtera: Jurnal Pendidikan Bahasa dan Sastra 23, no. 2 (2024): 127–45. http://dx.doi.org/10.21009/bahtera.232.01.

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This study aims to (1) describe the representation of culture in Indonesian textbooks grade VII, (2) describe the representation of Pancasila student profile in Indonesian textbooks grade VII. This research is a qualitative research and uses case study method with content analysis approach. The data source of this research is the seventh grade Indonesian textbook. The sampling technique was done by purposive sampling. Data collection was done by document analysis. The data validity test technique used was data source triangulation. The results of this study are, in the seventh grade Indonesian

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Wing-man, CHAN. "GENDER REPRESENTATION IN LANGUAGE TEXTBOOKS." Advances in Education Sciences 3, no. 1 (2021): 64–80. https://doi.org/10.5281/zenodo.5791934.

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Textbooks and teaching materials play a key role in the learning process as well as both formal and hidden curricula. The hidden curriculum relating to gender biases transmitted to students may influence not only their conceptualisation of gender roles, but also their personal growth, cognitive development, and identities involving their academic and career choices. This paper aims to discuss the hidden curriculum of language textbooks and teaching materials with a specific focus on gender representation. First, it gives a critical account of empirical studies, and this will be followed by an

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Yanti, Mona Safrida, and Yanty Wirza. "Gender representation in the textbook for vocational school students in the Indonesian EFL settings." ELT Forum: Journal of English Language Teaching 11, no. 3 (2022): 217–28. http://dx.doi.org/10.15294/elt.v11i3.58723.

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A textbook is expected to cover all of the teaching necessities as well as educational values contained in the curriculum. Conversely, many scholars or researchers in the study of gender representation portrayed English language textbooks tend to have gender-biased in terms of gender representation in which males are represented more than females in many aspects. Hence, investigating how males and females are represented in Indonesian EFL textbooks is highly beneficial to be explored to clarify and update the finding based on the previous studies. The concern of this current study is to invest

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Huang, Lan. "Stereotypical Representation of Women in Junior High School Textbook: A Study of the Textbook English Published by Shanghai Foreign Language Education Press." Lecture Notes in Education Psychology and Public Media 17, no. 1 (2023): 293–303. http://dx.doi.org/10.54254/2753-7048/17/20231264.

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Supervised by SDG goals (Gender Equality and Quality Education) and renewed national standards, China is performing an ongoing reformation of education curriculum, aiming to eradicate gender discrimination of all kindsincluding the omission and stereotyped representation of females in textbooks. To undo the historical preconceptions towards females and build impartial cognition in students, this paper demonstrates a critical approach to exam and refine the acclaimed textbook English (SFP Oxford Edition). The research adopted data collected by Sheng to testify the low participation of female fi

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Suwandani, Febi, and Sari Hidayati. "Conceptual Representation of Culture in EFL Textbook Images: A Multimodal Analysis." Dinamika Ilmu 25, no. 1 (2025): 99–122. https://doi.org/10.21093/di.v25i1.10098.

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This study investigated the types of culture presented in EFL school textbooks in Indonesia. Qualitative content analysis and the Kress & van Leeuwen’s conceptual representation framework were employed to analyze the data in two textbooks widely used at the Junior high school level. The findings show that both textbooks portray a rather disproportionate representation of culture. Target culture is represented more dominantly in the global textbook, while the locally produced textbook emphasizes the presentation of source culture. This finding suggests that the former textbook, despite some

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Susanto, Gatut. "REPRESENTASI GENDER DALAM BUKU TEKS BIPA." Diksi 29, no. 2 (2021): 126–36. http://dx.doi.org/10.21831/diksi.v29i2.42500.

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(Title: Gender Representation in The BIPA Textbook). This article aims to describe the gender representation in the Indonesian language for foreign speakers (BIPA) textbook. The method used in this research is descriptive qualitative. The data were textual words and pictures that showing gender identity. Data were collected from BIPA textbook called Let's Speak Indonesian: Ayo Berbahasa Indonesia 1, which is well known as Ayo 1. Data gathered by reading the textbook, marking, classifying, and calculating gender identity markers. By using gender identity as the parameter, data were analyzed by

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Nketsiah, John, and Abraham Tlhalefang Motlhabane. "EVALUATING CHEMISTRY TEXTBOOKS IN GHANAIAN SENIOR HIGH SCHOOLS: A FOCUS ON THE PRESENTATION OF QUALITATIVE ANALYSIS AND PERSPECTIVES OF TEACHERS AND LEARNERS." UNESA Journal of Chemical Education 14, no. 1 (2025): 8–21. https://doi.org/10.26740/ujced.v14n1.p8-21.

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This study investigated learner and teacher perspectives of chemistry textbooks, alongside a comparative analysis of textbook variations and the presentation of qualitative analysis concepts. A mixed-methods approach was employed, surveying 466 learners and 33 teachers, and evaluating three widely used chemistry textbooks in Ghana senior high schools. The findings revealed learners' positive perspectives of textbooks, but highlighted the need for enhanced visual and digital support. Teachers prioritized curriculum alignment and guidance, yet recognized gaps in concept representation. Textbook

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Djono, Djono, Hermanu Joebagio, and Nur Fatah Abidin. "Representation of political conflicts in history textbooks." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 10, no. 1 (2023): 100–113. http://dx.doi.org/10.52289/hej10.107.

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This research scrutinizes the representation of political conflict within contemporary Indonesian history textbooks. The research question is about how the contemporary history textbooks present political conflicts in Indonesian historiography for the younger generation within the frame of political interests, nation-building, and the demand of conflict reconciliation and transformation. Discourse Historical Analysis was used as the research method, particularly in investigating conflict representation from the analysis of nomination, predication, argumentation, perspectivation, and intensific

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Lee, Juyoung. "Analysis of Digital Textbook Research Trends in Science Subjects Using Text Mining." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 5 (2025): 785–97. https://doi.org/10.22251/jlcci.2025.25.5.785.

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Objectives The purpose of this study is to analyze the trends of digital textbook research conducted in conjunction with science subjects and derive important issues, topics, research trends. Methods The analysis of digital textbook research trends targeted 79 literatures related to the development, verification, and utilization of digital textbooks centered on science subjects published from 2009 to 2024. The data collected using the RISS were refined in detail using TEXTOM and Excel. The main keywords were identified, analyzed, and visualized using frequency analysis and network analysis. Th

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Hanim, Amira Aqila, Maryam Nur Huda Jaafar, Yiming Jing, Amir Asyraf Mohd Muzzafa, and Chan Mei Yuit. "GENDER BIAS IN MALAYSIAN PRIMARY ENGLISH LANGUAGE TEXTBOOKS: WHERE DO WE STAND?" Journal of Language and Communication 12, no. 1 (2025): 103–23. https://doi.org/10.47836/jlc.12.01.06.

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Gender bias in school textbooks has been a contentious issue in the last few decades. The systematic representation of one gender as more powerful or subservient to the other, or the association of stereotypical descriptions with a particular gender, becomes part of the hidden curriculum, which can have harmful repercussions on students’ social and psychological development. In Malaysia, the last status check on gender bias in the primary English language textbook was conducted on textbooks published prior to 2015, and there has been no published study since assessing the textbooks that are cu

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Liu, Tian, and Zaishu Mo. "Evaluation of the Cultural Aspects in the University English Textbook, New Era Mingde College English - Integrated Coursebook 1." International Journal of Languages, Literature and Linguistics 9, no. 1 (2023): 83–89. http://dx.doi.org/10.18178/ijlll.2023.9.1.385.

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New Era Mingde College English is the first set of general college English textbooks compiled under the background of the construction of courses with morality cultivation in China. This study employed content analysis and corpus analysis to explore the representation of different types of culture in the textbook, New Era Mingde College English- Integrated Coursebook 1, and to explore whether the cultural representation follows the requirements of the construction of courses with morality cultivation. Data analysis was conducted based on the two classifications of cultures focusing on the coun

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M. Nyachwaya, James, and Merry Gillaspie. "Features of representations in general chemistry textbooks: a peek through the lens of the cognitive load theory." Chemistry Education Research and Practice 17, no. 1 (2016): 58–71. http://dx.doi.org/10.1039/c5rp00140d.

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The goals of this study were (1) determine the prevalence of various features of representations in five general chemistry textbooks used in the United States, and (2) use cognitive load theory to draw implications of the various features of analyzed representations. We adapted the Graphical Analysis Protocol (GAP) (Sloughet al., 2010) to look at the type of representations used, the function of each representation, the physical integration of representations with associated text, the presence and nature of captions and labels, the indexing of representations, and the number of representations

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Demirdöğen, Betül. "EXAMINATION OF CHEMICAL REPRESENTATIONS IN TURKISH HIGH SCHOOL CHEMISTRY TEXTBOOKS." Journal of Baltic Science Education 16, no. 4 (2017): 472–99. http://dx.doi.org/10.33225/jbse/17.16.472.

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The aim of this research was to examine the chemical representations that are present in Turkish high school chemistry textbooks. Content analysis was the method of analysis. Four chemistry textbooks, which were commonly used in Turkey, for each grade (i.e., from 9th to 12th), were selected. When evaluating the representations, a rubric including five main criteria was used: (1) type of representation, (2) interpretation of representations’ surface features, (3) representations’ relatedness to text, (4) properties of representations’ caption, and (5) degree of correlation between subordinates

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Bütüner, Suphi Önder. "Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions." Journal of Research in Mathematics Education 10, no. 2 (2021): 117. http://dx.doi.org/10.17583/redimat.2021.4379.

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In this study, Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. The study analyzed the 6th-grade mathematics textbook published by the Turkish Ministry of National Education and its Singaporean counterpart. While the Singaporean textbook covered all meanings of multiplying fractions, the Turkish textbook did not include the operator meaning of multiplying fractions. Compared to the Turkish textbook, the Singaporean textbook included more solution strategies. The number line mod

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Sabillawati, Reffi, and Kristian Adi Putra. "Multicultural Representation in Global Language Textbook Used by Indonesian EFL Learners." Journal of Innovation in Educational and Cultural Research 4, no. 2 (2023): 354–62. http://dx.doi.org/10.46843/jiecr.v4i2.650.

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Most previous studies find that global textbooks for EFL learners are still unbalanced and contain multicultural values. At the same time, students have to be able to communicate with people from different cultures. For this reason, this discourse study compares multicultural depicted in a global language textbook endorsed by Cambridge University Press entitled English in Mind Second Edition and used by Indonesian EFL learners at the junior high school level. This study implemented qualitative analysis and was informed by a critical discourse approach. It unearths what multicultural values are

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Rana, Nanimaya. "Gender Representation in Class Ten Nepali Language Textbook." Journal of Musikot Campus 2, no. 1 (2024): 126–41. http://dx.doi.org/10.3126/jmc.v2i1.70842.

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The present study is based on the analysis of gender representation in textbook. It aims to analyze the situation of gender representation in the texts included in the grade X compulsory Nepali textbook of CDC, GON Nepal. Qualitative framework has been adopted in this study. After an in-depth study of the lessons of the Nepali textbook of grade X, the data has been noted and tabulated. For this, the paradigms created by Logsdon (1985) for the analysis of gender representation have been made a basis. It has been analyzed using the textual method. Out of the seventeen texts included in the textb

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Rinekso, Aji Budi. "THE REPRESENTATION OF 21st CENTURY SKILLS IN AN INDONESIAN EFL TEXTBOOK." LLT Journal: A Journal on Language and Language Teaching 24, no. 1 (2021): 191–211. http://dx.doi.org/10.24071/llt.v24i1.2655.

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Textbooks play an important role in language teaching practices as the core source of knowledge. Meanwhile, the 21st century demands students having more advanced skills to solve the multifaceted and complex life situation. In fact, there are still limited studies evaluating textbooks based on the inclusion of 21st century skills. Looking at the gap, this study aimed to analyze the representation of 21st century skills in an Indonesian EFL textbook. A content analysis research design was applied in this study. The subject of the study was an EFL textbook used by grade 7 students. The results o

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Ku, Nayoung, Eunyoung Song, Eunjeong Choi, and Kyeong-Hwa Lee. "A Study on Changes of the Textbooks due to the shift of Pythagorean Theorem." Korean School Mathematics Society 23, no. 3 (2020): 277–97. http://dx.doi.org/10.30807/ksms.2020.23.3.003.

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The purpose of this study is to understand how the shift of the Pythagorean theorem influenced the representation of irrational numbers in the 3rd grade textbook of 2015 revised mathematics curriculum by irrational representation analysis. Specifically, the changes in the representation of irrational numbers were examined in two aspects based on the historical context of irrational numbers and the teaching and learning methods of the 2015 revised mathematics curriculum. First, we analyzed the learning opportunities related to the existence of irrational numbers that are potentially provided by

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Ulya, Muflikhah, Yazid Basthomi, and Yusnita Febrianti. "REVISITING INCLUSIVITY AND CULTURAL REPRESENTATION OF DISABILITY WITHIN EFL TEXTBOOK IN INDONESIA." Abjadia : International Journal of Education 10, no. 1 (2025): 46–57. https://doi.org/10.18860/abj.v10i1.29963.

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Addressing the issues and challenges of inclusivity and disability content in Indonesian EFL textbooks requires a collaborative effort and commitment among textbook authors, publishers, educators, policymakers, and disability advocates to provide equitable learning opportunities for all students. The first step that can be taken to achieve those goals is evaluating the material of the EFL textbook related to inclusivity and disability as curriculum content in Indonesia. Therefore, this research aimed to identify and critically analyze disability as curriculum content in English as a foreign la

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Fikri, Abdul. "Pictorial Representation of Ideology Found in “English For Change” EFL Textbook." International Journal of English Education and Linguistics (IJoEEL) 6, no. 2 (2024): 221–29. https://doi.org/10.33650/ijoeel.v6i2.9432.

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The ideology shaped all aspect of human life. In controlling the society, the government placed the ideology in the textbook as a part of education. This research aimed to identify pictorial representation of ideology found in “English for Change” EFL textbook. This research is a qualitative research. The data of this research were collected from “English for Change” EFL textbook. The result of this research revealed that there were 13 pictorial representation of ideology. The frequent pictorial representation of ideology was Pancasila with 12 pictorial representations. It was then followed by

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Li, Danyang, Siyu Zhang, and Xiaoyu Gou. "Primary English Vocabulary Acquisition Based on Activity Theory and Multi-modal LearningA Case Study on Power up 1 Textbook and PEP Peoples Education Press Textbook." Communications in Humanities Research 56, no. 1 (2025): 63–71. https://doi.org/10.54254/2753-7064/2024.21249.

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This study compares two English language textbooks, PEP Compulsory Education English Textbook Grade 1 (2023) and Power Up (2019) Level 1, to identify shortcomings in the teaching design of second language vocabulary acquisition and suggest improvement. Previous studies suggest that Knowledge Representation performs as the premise of vocabulary acquisition, and two representing approaches, Symbolic Representation and Embodied Representation, are widely used in vocabulary teaching. The derived Multi-modal Learning method, which uses multiple senses to promote memory, has also received attention

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Maduratna, Melinia, and Ummi Nur Afinni Dwi Jayanti. "Visual Representation of Biology Books on Circulatory System Material." BIOEDUSCIENCE 6, no. 2 (2022): 124–36. http://dx.doi.org/10.22236/j.bes/629415.

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Background: Representation is a tool to improve students' communication, interpreting, and problem-solving skills. Visual representation (RV) can provide information about understanding the object/phenomenon observed about the concept under study. This study aimed to determine the relationship between visual representations and material content and the relationship between visual representations and the reality of images contained in the Circulation System material. Methods: This study used a content analysis method with a qualitative data analysis technique. Results: The analysis results show

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Zhang, Yu, and Hanxiao Song. "Linguistic Imperialism and Standard Language Ideology in an English Textbook Used in China." Higher Education Studies 12, no. 2 (2022): 112. http://dx.doi.org/10.5539/hes.v12n2p112.

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An increasing number of studies have demonstrated how language textbooks serve as an arena for ideological reproduction. Following the theory of language ideology, this paper aims to examine the ideological representation of English in a textbook targeting Chinese university students in China. Data were subjected to content analysis and critical discourse analysis regarding their reference to the embodied identity options, images, case studies, cultural notes, exercises, dialogues, and reading passages in the textbook. Findings reveals that by highlighting the dominant position of English and

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Kusumaningrum, Anda Roofi', Suparno Suparno, and Sumardi Sumardi. "The Cultural Representation in Secondary EFL Textbooks: A Critical Content Analysis and Teachersâ€™ Perceptions." Journal of Innovation in Educational and Cultural Research 4, no. 3 (2023): 399–409. http://dx.doi.org/10.46843/jiecr.v4i3.726.

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Language and culture have an inextricable relationship. The present study aims to investigate the cultural representation embodied in the Senior High School English textbooks entitled â€œBahasa Inggrisâ€ for grades 10 and 11. Moreover, this study also explores two English teachersâ€™ perceptions of the cultural representations deployed in those textbooks. Implementing qualitative critical content analysis, the study investigated the cultural point in the textbooks based on Cortazzi and Jinâ€™s (1999) cultural dimensions and Yuenâ€™s (2011) cultural aspects as the frameworks. The results show

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Melya Putri Astari and Bambang Widi Pratolo. "A Visual Semiotic Analysis of Multicultural Values in An Indonesian English Textbook for Primary School Students: A Qualitative Study." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 13, no. 1 (2025): 640–62. https://doi.org/10.24256/ideas.v13i1.5299.

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Most previous studies have analyzed multicultural values from various countries and school levels, yet not extensively examined the Indonesian textbooks for young learners. To fill this gap, this study conducts a visual semiotic analysis to explore the representation of multicultural values in an Indonesian English textbook for primary school students. Utilizing Barthes' visual semiotic theory, the research examines images from the textbook "My Next Words" focusing on four multicultural value keys: respecting other people’s traditions (ROPT), appreciating other people’s perspectives (AOPP), ap

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Nashriyah, Rizka Maulida, Yuni Setia Ningsih, and Yunisrina Qismullah Yusuf. "ADDRESSING GENDER BIAS ISSUES IN ELEMENTARY SCHOOL EFL TEXTBOOKS: AN ANALYSIS OF GROW WITH ENGLISH." Humanities & Social Sciences Reviews 8, no. 3 (2020): 56–63. http://dx.doi.org/10.18510/hssr.2020.837.

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Purpose of the study: A textbook is a book containing comprehensive teaching-learning materials for a certain subject which is regularly used by both teachers and students at school. Textbooks should not contain unfair content or matters, such as gender bias. This study was conducted to examine the extent to which gender bias appears in the EFL textbook mostly employed in Aceh, Indonesia. Methodology: This research was aimed at investigating the representation levels of gender in English elementary textbooks of Grow with English book 4, book 5, and book 6. A content analysis method was u

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Adijaya, Nuryansyah. "Tolerance Values Representation in Indonesia Electronic EFL Textbook." Jurnal Pendidikan Bahasa 9, no. 2 (2020): 143. http://dx.doi.org/10.31571/bahasa.v9i2.1868.

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<p class="17">Teaching students tolerance values play an important role to give them knowledge about how to live together in harmony, respect others, avoid potential conflicts and so on. This study is aimed at analyzing tolerance values representation in the 1<sup>st</sup> grade of Junior High School EFL Textbook published by Indonesian Ministry for Education and Culture (Kemendikbud). There are 4 kinds of tolerance values were analyzed; peace maker, cultural diversity, democracy and religious values. Qualitative content analysis was used to analyze tolerance values represent

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Gumilar, Surya, and Irma Fitria Amalia. "The Representation of Gender Neutrality in Indonesian Physics Textbooks: A Critical Discourse Analysis." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 2 (2020): 205–14. http://dx.doi.org/10.24042/tadris.v5i2.7134.

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Gender issues in Indonesia are pivotal issues in science/physics textbooks and any aspects of life. As learning resources commonly utilized in the science classroom, physics textbooks should present gender neutrality to urge women's contribution to science. They are frequently considered less performance than those men in science. However, in the Indonesian context, few studies of gender representation in the physics textbook are conducted. Therefore, this present study investigates gender stereotypes in Indonesian physics textbooks based on social actor criteria. A Critical Discourse Analysis

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CAVE, PETER. "Japanese Colonialism and the Asia-Pacific War in Japan's History Textbooks: Changing representations and their causes." Modern Asian Studies 47, no. 2 (2012): 542–80. http://dx.doi.org/10.1017/s0026749x11000485.

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AbstractThis paper examines changes between 1992 and 2010 in Japanese junior high school history textbooks’ representations of imperial Japan's colonialism and aggression in Asia, using documentary study and interviews with actors in the textbook production process. Following a trend to increase textbook material on Japan's wartime aggression in the mid-1990s, after 2000 publishers approached this topic in contrasting ways, some expanding and some reducing their coverage, with dramatically varying results in terms of market share. Publishers’ decisions on content were related to their market p

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Sharma, Hari Maya, and Sabita Basnet. "Gender Representation in Nepalese Secondary Level English Textbooks: A Multimodal Analysis." Interdisciplinary Research in Education 9, no. 2 (2024): 72–89. https://doi.org/10.3126/ire.v9i2.75025.

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English has been playing a central role in Nepalese school education for centuries, serving both as a subject and a medium of instruction. As mandatory at-hand materials in teaching and learning processes, textbooks play a vital role in achieving curriculum objectives and influence students’ cognitive development and gender awareness. In Nepal, where gender stereotypical norms persist, it is crucial to maintain gender balance in educational materials for fostering equity. Although equitable quality education for all is the agenda for sustainable development goals and feminist scholars' advocac

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Liliawati, Winny, and Fida Hanifah. "HOW TEXTBOOK AFFECT LEARNING: THE REPRESENTATION OF MULTIPLE INTELEGENCE IN SCHOOL TEXTBOOK." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 24, no. 2 (2019): 65–71. http://dx.doi.org/10.18269/jpmipa.v24i2.48792.

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This research aims to know the representation of multiple intelligence types in physics textbooks for Junior High School. The data source of this research is the BSE Science (physics subject matters) textbook adapted from 6 books, such as a book for VII grade levels 1 and 2, a book for VIII grade levels 1 and 2, and a book for IX grade level 1 and 2. This research uses using a qualitative descriptive method by analyzing textbooks using by checklist system instrument, which had developed by Seyyed Ayatollah Razmoo and Zahra Jozaghi (2010). This checklist system refers to 8 multiple intelligence

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Chen, Xiaoge, Luciane de Goes, David Treagust, and Ingo Eilks. "An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities." Education Sciences 9, no. 1 (2019): 42. http://dx.doi.org/10.3390/educsci9010042.

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This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People’s Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in Malaysia. This study reveals how chemistry textbooks deal with visual representations related to redox reactions and whether or not the visualizations provide any indication for the orientation of the intended curriculum, characterized by contexts suggested for chemistry learning. Specific criteria were derived from a lite

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Phorn, Chenla, and Safnil Arsyad. "Female and male Character Representation in English Textbooks of Cambodian Secondary Schools: A Sociolinguistic Analysis." JET ADI BUANA 7, no. 02 (2022): 143–55. http://dx.doi.org/10.36456/jet.v7.n02.2022.6202.

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Gender representation in the textbook becomes a noticeable topic for many scholars and researchers since it is believed that the representation of female and male influence the learners in many ways. Therefore, the purpose of this study was to find out how female and male characters are represented in listening dialogues from English textbooks in Cambodian secondary schools. The quantitative approach was used in this research study. Moreover, the researcher used descriptive statistical analysis as a tool to investigate the frequencies of women and men characters. The representations appeared i

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Saeed, Muhammad Imran, Muhammad Nasir, and Nimra Siddique. "Representing Gender Inequalities in the Curriculum of Punjab: A Content Analysis of Grade IX Textbook of English." Global Language Review VIII, no. II (2023): 127–38. http://dx.doi.org/10.31703/glr.2023(viii-ii).12.

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The construction of gender and imaging gender as a reason for inequality is a well- established field of linguistic research. This study seeks to investigate the representation of gender in English textbooks for grade IX published by the Punjab Textbook Board (PTB), Pakistan. In order to assess the textbook from a gender perspective, the qualitative research method was employed. The text is examined using content analysis from a gender viewpoint. In this study, secondary data watches the main subject. According to the data, the grade IX English textbook from the Punjab textbook board has more

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