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Journal articles on the topic 'Textbook revision'
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Zinser, Brian, and Gary Brunswick. "Introductory Business Textbook Revision Cycles: Are They Getting Shorter?" American Journal of Business Education (AJBE) 3, no. 12 (2010): 41–48. http://dx.doi.org/10.19030/ajbe.v3i12.963.
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The rate of textbook revision cycles is examined in light of the recent trend towards more rapid revisions (and adoptions of textbooks). The authors conduct background research to better understand the context for textbook revision cycles and the environmental forces that have been influencing what appears to be more rapid textbook revisions. A study methodology is designed, data are collected and analyzed, and the results are reported, eventually supporting the contention that textbook revision cycles are indeed becoming more frequent. The managerial implications of the findings are discussed, along with future areas for research.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.
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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Putri Rosyadi, Alfiani Athma. "Pengembangan Buku Ajar Aplikasi Matematika Menggunakan Pendekatan REACT." JPM : Jurnal Pendidikan Matematika 5, no. 1 (2019): 55. http://dx.doi.org/10.33474/jpm.v5i1.2630.
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Existing learning equipped with textbooks is expected to convey the concepts contained in the material. Textbooks are prepared using the REACT approach (Relating, Experiencing, Applying, Cooperating and Transferring). The REACT approach was chosen because the facts that appeared in the field of textbooks that had been compiled had not yet linked daily activities, involved student activities and compiled project tasks. Development of textbooks with Mathematics Applications with REACT approach through stages: a) preliminary analysis, b) preparation of textbooks, c) validation and revision, and d) producing textbook products. In the preliminary analysis process there is a process of reviewing the curriculum and related material, then a textbook is prepared which includes: Learning Objectives, Materials, Learning Activities, Evaluation Tools and completeness of textbooks. Next is the stage of validation and revision, in which there is a validation process by experts and improvement of textbooks according to the results of validation. The final step is the textbook product that has been revised and is ready to be printed. Suggestions for the next researcher are the need to add questions and be equipped with answers related to the contents in the textbook. In addition, it can also be added to the addition of studies on supporting research in each chapter to add student references.
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Banerjee, Basabi Khan, and Georg Stöber. "Textbook Revision and Beyond." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 13–28. http://dx.doi.org/10.3167/jemms.2010.020202.
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Whereas “classical” textbook revision involved two or more nation-states, this article explores current challenges in this field which are internal or go beyond the level of nation-states: textbook activities after internal wars, the search for a “European textbook,” immigration, international schools, and examinations. All of these challenges touch upon the question of identities which are distinct from “traditional” national identities. The article sketches the respective backgrounds of these current challenges as well as practical aspects that need to be considered. We also question whether solutions can be found by replacing constricted identities with more comprehensive ones.
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Saputro, Agung Nasrulloh. "The Acceptance of textbooks Writing Poetry-Based Love of The Country." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 2 (2019): 154–59. http://dx.doi.org/10.30998/jh.v1i2.50.
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This research is a development research that is difficult to develop textbook writing poetry based on love homeland. This development research refers to the Borg Gall stage model. The stage consists of ten stages of development, namely the stage of research and collection of preliminary information, the planning stage, the development stage of the initial production stage initial test phase, product revision phase, field trial phase, product revision stage, field test phase, , and dissemination and implementation. In this study only until the final product revision stage without including the phase of dissemination and implementation due to limited time research. In general, this study aims to explain the process of developing textbooks writing poetry based on love of the homeland. The results of the textbook development process are shown in the following stages. Validas textbooks were assessed by two validators, validation results indicated that the textbooks were included in either category because of the 75% percentage, the initial trial results were limited to seven class X students generated by student questionnaires, teacher interviews, and observer observations. From the results of field trials, students' grades in writing poetry resulted in an average score of 80 students.
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Karimnia, Amin, and Fatemeh Mohammad Jafari. "Critical ESP Textbook Evaluation: The Case of Visual Arts Textbook." Sustainable Multilingualism 11, no. 1 (2017): 219–36. http://dx.doi.org/10.1515/sm-2017-0020.
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Summary Since textbooks are one of the integral components of the learning process, their evaluation is important to improve their correspondence to the learners’ needs and goals. Particularly, in societies in which English is used as a foreign language, ESP textbooks play a crucial role in developing students’ skills of English in job-related situations. The present paper discusses the quality of ESP textbooks by performing a case study of an English for Specific Purposes (ESP) textbook “English for the students of Visual Arts (Painting, Graphics, & Sculpture)” developed and published by SAMT as the pioneer in developing ESP textbooks in Iranian academic setting. The study tries to investigate the overall suitability and pedagogical value of the ESP textbook and the features which make it distinguishable among its global counterparts. The study was carried out by drawing on a model proposed by McDonough and Shaw (2003), with an intention to evaluate the present quality of the Visual Arts ESP textbook critically. Both visual and content-based aspects of the book were thoroughly evaluated to identify their general pedagogical value by using the method of qualitative descriptive analysis. In that way, the Visual Arts textbook was analysed on the basis of the framework and guidelines suggested in the available checklist. In addition, semi structured interviews with graduate students, English instructors, subjectspecific instructors, and experts in Visual Arts Courses such as Painting were performed to clarify their opinions about the need for ESP and to analyze their perceptions of English language in general and English for special purposes in particular. The findings of the present study have revealed that there is a fundamental necessity for revision and development of future ESP textbooks in Iranian context. Moreover, the findings imply that traditional materials and frameworks are not responsive to students’ needs and genre knowledge in majors of the Visual Arts.
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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 used, for which every page of the textbooks was investigated to explore the five aspects of visibility, priority, feminine/masculine generic construction, activity, and occupation.
 Main Findings: The result of the investigation shows that every textbook contains gender bias of various representation levels. Males dominated three categories, namely priority, activity, and occupation. Meanwhile, females are only dominant in the visibility category. The results suggest that the EFL textbooks mostly used in Aceh are still not free from gender bias issues.
 Applications of this study: Indonesia is a country where English is used as a Foreign Language (EFL). Indonesian schools are apt to use textbooks written by Indonesian authors as the major source for English instruction in schools. Therefore, researchers should focus their attention on the content of English textbooks used in schools because they become the guidance for these students in learning.
 Novelty/Originality of this study: The results of the study suggest that the EFL textbook should be considered for revision to ensure that it is free from unfair content. This is aimed at national textbook designers when they have to produce a textbook for Indonesian learners so that the books they make available to schools are free from gender bias issues in the textbooks.
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Hanifah, Hanifah, and Nurul Afidah. "Developing Textbook by Using Reading Strategic Based Instruction Method for Shariah Economy Department." JEES (Journal of English Educators Society) 3, no. 2 (2018): 155. http://dx.doi.org/10.21070/jees.v3i2.1552.
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This research aims at developing reading textbook for Shariah Economy students of the first year. The strategy applied on the textbook was RSBI (Reading Strategy Based Instruction). In this study, the researcher adapted some steps of research and development that was invented by Borg and Gall. The steps in this research covered need analysis, products development, expert validation, revison, try out, and revision. The final Products of this study is reading material that is developed in form of textbook. The textbook consisted of eight units in which each unit applied different reading strategies, such as skimming, scanning, guesing, activating schemata, summarizing, higlighting, and semantic mapping. The activity in each unit is divided into three parts. They are vocabulary enrichment, reading passage, and reading compre
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Suhendi, Randi, and Abd Mughni. "Pengembangan Buku Ajar Ushul Fiqh Al-Waraqat Kelas VII di MTS Ibrahimy Sukorejo Situbondo." Jurnal Pendidikan Islam Indonesia 3, no. 1 (2018): 92–106. http://dx.doi.org/10.35316/jpii.v3i1.90.
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The textbook of ushul fiqh al-Waraqat was developed by following the steps of Borg and Gall. In the initial phase, the development was carried out at MTs Salafiyah Syafi'iyah through four stages, namely are needs analysis, Initial product design, Expert validation, and Revision. The advantage of this product development is that provides convenience to students by displaying many addition applicable examples; the updated form of printed textbooks, presentation of material, material content and concept map methods used to develop the textbook of ushul fikih al-Waraqāt. The limitations are the impact that can encourage students do not try and think hard to understand a complicated book; this textbook is still not entering the product testing phase to say it is ready to use.
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Havrylenko, Tetiana, and Galyna Rozlutska. "TRENDS IN THE DEVELOPMENT OF TEXTBOOK CREATION IN THE PRIMARY EDUCATION IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991–2001)." Educational Discourse: collection of scientific papers, no. 27(10) (November 2, 2020): 37–49. http://dx.doi.org/10.33930/ed.2019.5007.27(10)-4.
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The analysis of educational books published in the first decade of independent Ukraine allowed us to determine the following trends in the development of textbook creation in primary education: revision of the content of textbooks taking into account the principles of child-centrism, National Orientation, humanization; development of a new generation of educational literature by Ukrainian authors; preparation of unified educational books for three-year and four-year primary schools; creation of new types of textbooks and manuals – alternative, two-level, integrated, general development in nature; introduction of their testing and passing the "stamp" procedure. Along with positive trends in the development of textbook-making in primary education, we also note negative ones: deepening the problem of publishing educational literature, providing it to younger schoolchildren in a timely manner, preparing educational literature by low-professional authors, and returning payment for using textbooks.
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Schultz, P. "Textbook revision: A life long learner's experience." Insight - the Journal of the American Society of Ophthalmic Registered Nurses 22, no. 2 (1997): 54–56. http://dx.doi.org/10.1016/s1060-135x(97)90047-6.
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Hamby, Benjamin. "Libri ad Nauseam: The Critical Thinking Textbook Glut." Contemplative Practice, Education, and Socio-Political Transformation (Part Two) 21, no. 1 (2020): 39–48. http://dx.doi.org/10.7202/1071573ar.
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Critical thinking instructors are faced with an overwhelming number of textbooks to choose from for their courses. Many of these texts do not reflect an awareness of current scholarship in critical thinking and informal logic. I argue that instructors should only adopt textbooks that reflect a sound theoretical understanding of the topic by acknowledging the central role of critical thinking dispositions, offering a more nuanced approach to the teaching of fallacies and of inference, stressing dialectic and argument revision, focusing on the analysis and evaluation of real arguments, and broadening the scope of critical thinking beyond argument analysis and evaluation. To support instructors in this regard, I critique one popular textbook now in its sixth edition that does not satisfy many of these criteria, Munson and Black (2012), and applaud one new textbook that I find does succeed on many of these fronts, Bailin and Battersby (2010).
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Fatkhiyani, Kiki, and Ririn Andriani Kumala Dewi. "The development of the textbook of basical science concept contained ethnoscience." Jurnal Prima Edukasia 8, no. 2 (2020): 156–65. http://dx.doi.org/10.21831/jpe.v8i2.32237.
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Most textbooks highlight the content of learning material rather than the application of the concept in life, so that only a few students are less aware of the importance of the concept of science to the scientific events or general phenomenon in daily life. There are still a few textbooks that associate the learning material with scientific events or phenomenon that occur in daily life. This research was conducted to develop the textbook of the basic science concepts contained ethnoscience. The formulation of the problem in this research is about how the characteristics and feasibility of the textbook of the basic science concepts contained ethnoscience for PGSD student. The research method used is the R&D research method. The research subjects were 22 STKIP NU Indramayu students who took basic science concept of lectures. The instruments used were expert validation sheets and questionnaires. The research plan begins with initial data collection, field studies, making the textbook of basic concepts contained ethnoscience, then proceed with expert validation by the validators using the developed expert validation instrument. After going through the revision of the validators regarding textbook, a trial of the textbook was developed for students by using a questionnaire to find out the user's response to the feasibility of the textbooks of basic science concepts contained ethnoscience. The results of expert validation are 94.5, and it's categorized very validly. Meanwhile, the results of user responses questionnaire are 81.60 with a very decent category.
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Boisandi, Boisandi, and Syarif Lukman Hakim Alsagaf. "Developing Electrical Magnetic Textbook Based On Technological Pedagogical Content Knowledge (TPCK)." Jurnal Pendidikan Fisika 9, no. 1 (2021): 14–24. http://dx.doi.org/10.26618/jpf.v9i1.4379.
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Electrical magnetic is a compulsory subject in the physics education program. One of the learning outcomes and graduates in the curriculum is to be able to analyze subject matter (pedagogical content knowledge). Researcher's observations during giving lectures on magnetic electricity showed that students paid less attention to the importance of understanding on the relationship between learning outcomes and teaching material during lectures. Thus, this phenomenon is appointed as one of the lecture evaluations in the study program. The lecture’s evaluation results in a recommendation to develop textbooks that are adjusted in learning outcomes and graduates that refer to the curriculum of the physics education program. It is not enough to stop here, the problem findings continue for online learning related to Work From Home policies during the pandemic. This of course requires the availability of references that can be open accessed. Hence, the researchers then attempted to develop electrical magnetic textbook based on PCK (pedagogical content knowledge) which contained material content and material content analysis according to learning outcomes and graduates in the curriculum of the Physics Education. This study aims to : (1) determine the feasibility of electrical magnetic textbook based on PCK according to experts. (2) determine the responses of students after using electrical magnetic textbook based on PCK. The research method uses research and development design by gathering information stages and references, designing, developing, product, validating, and revising the product. The research was conducted in 2020 in the physics education study program IKIP PGRI Pontianak. Data collection techniques are in the form of indirect communication techniques. Overall, electrical magnetic textbook based on PCK have been produced. The validation results show that textbooks have an average validation score of 77.77% with Eligible criteria. The students’ responses analysis show that textbooks developed have an average score of 78.52% with high criteria. After the revision, the textbook was presented with an online ISBN and open access on the online media
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Huihui, Zou, Liu Chang, and Chai Xiaoxiao. "Analysis on the Localization Characteristics of Phonetic Teaching in Chinese Textbooks in Hungary and Italy." International Journal of English Language Education 9, no. 2 (2021): 114. http://dx.doi.org/10.5296/ijele.v9i2.18944.
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In the context of the global Chinese language boom, Hungary and Italy are countries along the Belt and Road, and the Chinese language learning in the two countries is in the ascendant. However, the number of small language textbooks published on the market is scarce. For this reason, this article selects Hungarian Chinese Textbook and Italian Learn Chinese to analyze and compare the localization characteristics of phonetic teaching, hoping to provide concrete and substantive suggestions for future revision or compilation of targeted localized Chinese textbooks.
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Foster, Stuart. "Dominant Traditions in International Textbook Research and Revision." Education Inquiry 2, no. 1 (2011): 5–20. http://dx.doi.org/10.3402/edui.v2i1.21959.
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Pawitra, Paulus Rahadi, and Trinovandhi Setyawan. "School Based Development Of Scout Teachings." Jp.jok (Jurnal Pendidikan Jasmani, Olahraga dan Kesehatan) 4, no. 1 (2020): 142–54. http://dx.doi.org/10.33503/jp.jok.v4i1.1158.
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This development aims to produce a product of a scout textbook as’part’of an’effort to’create’a fun and active learning process. This study uses a model of floating (Research and development) from Brog and Gall (in Winarno) includes the following stages: 1. Data collection, 2. Planning, 3. Developing products, 4. Small group testing, 5. Revision of the 1st product , 6. Large group test, 7. Revision of the second product, 8. Field testing, 9. Revision of the 3rd program, 10. Dissemination and implementation. The instruments are interviews and questionnaires. Quantitative and descriptive data analysis techniques "qualitative. The results of the validity of the content experts are 91.67%, (very valid), Indonesian language experts 95% (Very Valid), learning media experts are 95% (very valid), Test "small" group is 94% (very valid) , Big "group" test 94.5% (very valid), and field test of 95% (very valid). In the sense of scout textbooks on the qualification "Very feasible" is used. Making scout textbooks based on science can be used as a supporting medium in improving the quality of learning.
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Vuka, Denis. "History Teaching in Albania Following Educational Reform in 2008." Journal of Educational Media, Memory, and Society 7, no. 1 (2015): 116–32. http://dx.doi.org/10.3167/jemms.2015.070106.
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This article explores history teaching in Albania, with particular emphasis on educational and methodological aspects of new history textbooks published after the liberalization of the school textbook market in 2008. National history textbooks serve as a basis for the assessment of changing educational principles and methodologies in history teaching in terms of five qualitative factors: educational aims, teaching techniques and methodologies, historical narratives, visual materials, and sources. The article thus assesses the degree to which textbooks fulfill their educational function and help to put learning theories into practice. The author also places the revision and reevaluation of national history textbooks in Albania in context by comparing them to the progress of Kosovo's recently established educational system.
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Surtikanti, Monika Widyastuti, Mustika Aji Hertanto, and Antonius Setyawan Sugeng Nur Agung. "Developing HOTS-Based Critical Reading Textbook for Junior High Schools in Ngabang." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (2020): 205. http://dx.doi.org/10.31002/metathesis.v4i2.2784.
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This study is a research and development under the issue of developing English textbook oriented to HOTS-Based Critical thinking for Junior High School Students especially for the seventh grade students in Ngabang, Landak, West Kalimantan. It is based on the evidence that the English teachers find difficulty in finding HOTS-based English textbook as one of the teaching tools. This issue is supported by the result of textbook evaluation. It reveals that most of the existing English textbooks used by the teachers still emphasizing on remembering and understanding level. These preliminary data led the researchers to develop HOTS-Based Critical Reading Textbook for the seventh grade students. The objectives of this study are to describe the materials needed by both teachers and students and to develop “Critical English”, the English textbook with HOTS and critical reading as the basis. In developing “Critical English” textbook, the researchers employed 7 stages of Research and Development study suggested by Borg and Gall (1983) namely need analysis, textbook evaluation, designing product specification, developing the product, expert validation, revision, try-out, and finalization. This study involved 2 English teachers and 20 (twenty) students of the seventh grade at SMP Negeri 2 Ngabang. The data were obtained through questionnaire, interview, classroom observation, expert judgment sheet, documents analysis, and focus group discussion. Then, the gathered data were analysed using a descriptive qualitative method. The research findings reveal that “Critical English” textbook facilitate the teachers to build the students’ critical thinking and the materials provided in the textbook trigger the students to develop their creativity and critical thinking so that the teaching and learning process can be more active and interesting.
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Rocco, Richard M. "John P Peters (1887–1955): McCarthyism and the Unfinished Revision of Quantitative Clinical Chemistry." Journal of Medical Biography 25, no. 1 (2016): 2–9. http://dx.doi.org/10.1177/0967772015575890.
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John P Peters is considered one of the founders of modern clinical chemistry. In more than 200 research articles, he brought clinical biochemistry to the bedside, advancing the use of laboratory medicine in diagnosis and disease management. His two-volume landmark textbook Quantitative Clinical Chemistry, coauthored with Donald Dexter van Slyke (1883–1971) and released in 1931–1932, defined clinical chemistry as a distinct professional discipline within medicine. A three-volume revision was begun in 1937. Peters took on the task of revising Volumes I and II but never finished Volume II. His outspoken public advocacy for social reform, world peace, and universal health care made him a target in the era of McCarthyism. Three times between 1949 and 1953 he was brought before the Loyalty Review Board with charges of being a communist and a sympathetic supporter of subversive organizations. According to his family, the turmoil of the McCarthyism persecution shortened his life and prevented him from completing the one thing he wanted to do in his professional life, finish the revision of his landmark clinical chemistry textbook.
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Surahman, Harry. "Pengembangan Bahan Ajar Mata Kuliah Pendidikan Pancasila dengan Menggunakan Saintifik Approach Untuk Meningkatkan Kemampuan Berpikir Kiritis." PEDAGOGIA: Jurnal Pendidikan 7, no. 1 (2018): 47. http://dx.doi.org/10.21070/pedagogia.v7i1.1466.
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The purpose of this study was to produce textbook products for Pancasila education subjects with a scientific approach. The development model adopted is the 4D model which consists of the stages of define, design, develop, and disseminate. The define phase is a needs analysis for the purposes of preparing an initial draft of textbooks; the design stage is the selection of formats and the preparation of the initial design of textbooks; the develop phase contains textbook validation phase, revision phase 1, individual and small group test, revision phase 2, and real class test through Class Action Research. The variables that will be examined for improvement are increasing the ability to think critically in students. CAR is held for one semester which is divided into two cycles. The process of reporting research results is carried out after the CAR phase and data analysis is complete. Based on the analysis results obtained (1) Development of teaching materials for Pancasila education courses using the Scientific Approach (Scientific Approach) to improve the ability to think critically on students of Indonesian Language Education Study Program, IKIP Budi Utomo Malang has increased. The results of the research in cycle I obtained an average grade of 76.5 included in the good category. Cycle II, obtained an average grade of 83.4 included in the good category. The conclusion of this study is that there is an increase in the average value from cycle I to cycle II of 6.9%.
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Misriani, Agita. "Kualitas Buku Teks Bahasa Indonesia Kelas VII Terbitan Kemendikbud Kurikulum 2013 (Tinjauan Atas Aspek Kesesuaian)." ESTETIK : Jurnal Bahasa Indonesia 1, no. 1 (2018): 1. http://dx.doi.org/10.29240/estetik.v1i1.514.
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This study is aimed at describing the textbooks of class VII issued by Ministry of education and cultural of Indonesia (Kemendikbud), in terms of the compatibility of the content, language, presentation and layout. The data in this study consist of words, sentences, discourses and texts of the textbooks under examination, quoted from the main textbook issued by Kemendikbud as the learning source for student class VII. The instrument used in this study adopts BSNP standards. To analyze data, the study uses content analysis technique and to check the validity of the data it uses the technique of triangulation. As the results, it indicates that the Indonesian textbooks for class VII belong to appropriate category in terms of content, language and presentation. However, much revision is still needed especially on the accuracy of illustrations, conformity with the level of intellectual development of students and student accessibility and the completeness of the presentation based on its content. The suitability of layout reaches very appropriate category. It only needs to revise on the design of the cover performance in order to attract student’s interest. 
 Keywords: Indonesian textbook, Indonesian language, class VII
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Faure, Romain. "Connections in the History of Textbook Revision, 1947–19521." Education Inquiry 2, no. 1 (2011): 21–35. http://dx.doi.org/10.3402/edui.v2i1.21960.
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Weiner, Daniela R. P. "American and British Efforts to Democratize Schoolbooks in Occupied Italy and Germany from 1943 to 1949." Journal of Educational Media, Memory, and Society 12, no. 1 (2020): 121–45. http://dx.doi.org/10.3167/jemms.2020.120106.
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During the Allied occupation of the Axis countries, education and the revision of educational materials were seen as a means of ensuring future peace in Europe. Most scholarly literature on this topic has focused on the German case or has engaged in a German-Japanese comparison, neglecting the country in which the textbook revision process was first pioneered: Italy. Drawing primarily on the papers of the Allied occupying military governments, this article explores the parallels between the textbook revision processes in Allied-occupied Italy and Germany. It argues that, for the Allied occupiers involved in reeducation in Italy and Germany, the reeducation processes in these countries were inextricably linked. Furthermore, the institutional learning process that occurred in occupied Italy enabled the more thorough approach later applied in Germany.
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Zaichkin, Jeanette. "NRP 2006: What You Should Know." Neonatal Network 25, no. 2 (2006): 145–51. http://dx.doi.org/10.1891/0730-0832.25.2.145.
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In spring 2006, the American Academy of Pediatrics (AAP) and the American Heart Association (AHA) will introduce revised materials for the Neonatal Resuscitation Program (NRP). These revisions affect the practice of neonatal resuscitation as well as the administrative components of the NRP. This article cannot address every program revision. Instead, it summarizes what prompted the program changes and then introduces the reader to guideline revisions that affect practice, as well as to changes in NRP tools and resources.The fifth edition of the Textbook of Neonatal Resuscitation is currently in press. The AAP granted permission to use material from the forthcoming edition in this article.
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Arifani, Yudhi. "Optimizing EFL Learners’ Sensitizing Reading Skill: Development of Local Content-Based Textbook." English Language Teaching 9, no. 5 (2016): 1. http://dx.doi.org/10.5539/elt.v9n5p1.
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<p>The development of local wisdom based sensitizing reading material is aimed at penetrating one of the imperishable gaps between authentic and non-authentic reading materials dispute in an EFL teaching context. Promoting EFL learners’ needs for the first semester students of English department at university level, who rarely or even never have a direct contact with native speakers, with meaningful and contextual reading textbook in an EFL setting is worth contributing. This study utilizes research and development paradigm within four stages, namely planning, development, try-out, and textbook revision. The textbook development resulted fifteen chapters containing fifteen local reading passages from various famous local tourism objects, famous public figures, cultures, traditional cuisines, and music. Each chapter encompasses eight exercises generated from the reading text itself with approximately from 400 to 600 words. Those exercises cover picture reading preview and identification, lexical sets, collocation and formation, literal, interpretive, and critical comprehension, and networking activity through interview and writing activity beyond the text. The average result of textbook validation from reading experts, English practitioners, and learners revealed the average score was 3.76 within the interval 1 to 4 and it was sorted out into ‘good’ category. Further, revisions toward grammatical error, diction, instruction clarity and picture lay out were also addressed and refined. As the textbook effectiveness toward the improvement of learners’ reading comprehension is not measured yet, so an experimental study is welcome for further research to address the issue of textbook effectiveness.</p>
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Christensen, Chris. "Alan Turing's First Cryptology Textbook and Sinkov's Revision of it." Cryptologia 34, no. 1 (2009): 27–43. http://dx.doi.org/10.1080/01611190902908175.
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Prasetiyo, Nugroho Aji, and Pertiwi Perwiraningtyas. "The Development of Environment based Textbook in Biology Course at Tribhuwana Tunggadewi University." Jurnal Pendidikan Biologi Indonesia 3, no. 1 (2017): 19. http://dx.doi.org/10.22219/jpbi.v3i1.3969.
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Environmental issues are rooted in human behavior is often found in everyday life, one contributing factor was not maximal the environment learning outcomes in the education. The purpose of this study is to develop environment based textbook in Biology course suited to the needs and character of college students. The development model used in this research and development are modified Thiagarajan et al model consists of three stages: define, design, and develop. The technique of collecting data using questionnaires validation for experts, and small-scale trials. The result of the development of textbooks showing the average results of the validation and testing is in the category with a good fit for use in accordance with the table eligibility criteria and product revision level.
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Barr, Hugh. "Citizenship Education without a Textbook." Citizenship, Social and Economics Education 3, no. 1 (1998): 28–35. http://dx.doi.org/10.2304/csee.1998.3.1.28.
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It has always been acknowledged that a free society is dependent on the knowledge, skills, and virtues of its citizens and those they elect to office. For this reason, civic education has always been regarded as an essential component of any education system. A new enthusiasm for citizenship education has recently seen the revision, or re-introduction of civics programmes into the schools of Western Europe, North America and Australasia. This paper suggests that while facts are undoubtedly an essential ingredient of any civic education programme, formal instruction in civics and government may not be the best way to teach effective citizenship. In a world that demands confident, informed and responsible citizens, citizenship education may be taught best through programmes which develop appropriate skills and encourage appropriate attitudes and values.
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Ardiansyah, Amalia Rizki. "Uji Kelayakan Pengembangan Buku Ajar Tematik Berbasis Inkuiri Kontekstual untuk Siswa Sekolah Dasar." DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar 3, no. 2 (2020): 139–46. http://dx.doi.org/10.21831/didaktika.v3i2.36165.
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This research aims to determine a thematic text book's feasibility based on elementary school students' contextual inquiry. The model used in the development is Dick & Carey, which has been simplified by the researcher into nine development stages as follows: (1) identifying objectives, (2) conducting learning analysis, (3) analyzing students and learning context, (4) formulating learning objectives, (5) developing assessment instruments, (6) developing learning strategies, (7) developing and selecting learning materials,( 8) conducting formative evaluations, and (9) product revisions. The product development then goes through a validation test by the material expert, design expert, and user expert by using different expert instruments. The result of the feasibility test has been analyzed descriptively. The result shows that the thematic textbook based on contextual inquiry with the percentage of feasibility from the material expert was 97,6% (valid), from design expert was 78,27% (valid), and from the user was 98,96% (valid). The result shows that the textbook which has been developed was feasible and can be implemented with little revision.
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Agni, Zango Anisa, Endang Setyaningsih, and Teguh Sarosa. "Examining Gender Representation in an Indonesian EFL Textbook." Register Journal 13, no. 1 (2020): 183–207. http://dx.doi.org/10.18326/rgt.v13i1.183-207.
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Considering its influential role in students’ behavior and attitudes, a textbook has to reflect balanced images and information about males and females. It also has to support broad choices and many roles for both sexes to avoid unjust or bias gender issues. This study aimed at examining whether an EFL textbook published by the Indonesian government promotes gender equity by (1) mapping the proportion of textual and visual representation of males and females in the textbook; (2) describing how males and females are treated in the textbook. Through content analysis, the study revealed that the book is gender-biased as indicated from unbalanced (1) textual and visual representation (2) variety of activity, role, and occupation, (3) order of mention, and (4) adjectival portrayal. In all indicators, the female is underrepresented, hidden, and framed within traditional gender stereotyping. Reflecting on these findings, revision by the government and/ or careful treatment by teachers when using the book are ushered. Keywords: bias, content analysis, gender representation, gender stereotype, textbook.
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Elmersjö, Henrik Åström, and Daniel Lindmark. "Nationalism, Peace Education, and History Textbook Revision in Scandinavia, 1886-1940." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 63–74. http://dx.doi.org/10.3167/jemms.2010.020205.
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History as a school subject has been a thorny issue for advocates of peace education at least since the 1880s. Efforts, including the substitution of cultural history for military history, have been made to ensure that history teaching promotes international understanding, not propagates chauvinism. The Norden Associations of Scandinavia, which were involved in textbook revision since 1919, achieved some success by altering contents, but national myths remained central to each country's historical narrative, making it difficult to give history education its desired international orientation.
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Darmayenti, Darmayenti, Besral Besral, and Luli Sari Yustina. "Developing EFL religious characters and local wisdom based EFL textbook for Islamic higher education." Studies in English Language and Education 8, no. 1 (2021): 157–80. http://dx.doi.org/10.24815/siele.v8i1.18263.
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The development of religious characters and local wisdom in an English textbook is an effort to develop students’ English competence without ignoring their religious values and culture in English communication. The purpose of this current study is to design an EFL teaching textbook based on religious characters and local wisdom that can be appropriately used for Islamic higher education at Universitas Islam Negeri Imam Bonjol Padang, Indonesia. Research and Development type was used to design the textbook in four stages, namely, need analysis, designing textbook, try-out, and textbook revision. The observation, questionnaires, and interviews were used to collect the data. The findings revealed that textbook development resulted in eight chapters with the various themes of religious characters and local wisdom. Each chapter consists of English skills including listening, speaking, reading, writing, and grammar. The results of the textbook validations from four English language experts and learners revealed that the score was 3.53 (88.5%) within the interval of 1 to 4 and it is sorted out into a ‘strongly agree’ category. The textbook based on religious characters and local wisdom provides the students with particular challenges to respond or communicate while exploring their local cultures and practices. To find out the effectiveness of that textbook, it is recommended that an experimental study should be conducted by future researchers.
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Nair, Deepa. "Textbook Conflicts in South Asia." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 29–45. http://dx.doi.org/10.3167/jemms.2010.020203.
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The aftermath of World War II saw the emergence of many new nation-states on the Asian geopolitical map and a simultaneous attempt by these states to claim the agency of nationhood and to create an aura of a homogenous national identity. Textbooks have been the most potent tools used by nations to inject an idea of a national memory - in many instances with utter disregard for fundamental contradictions within the socio-political milieu. In South Asia, political sensitivity towards transmission of the past is reflected in the attempts of these states to revise or rewrite versions which are most consonant with the ideology of dominant players (political parties, religious organizations, ministries of education, publishing houses, NGOs, etc.) concerning the nature of the state and the identity of its citizens. This paper highlights the fundamental fault lines in the project of nation-building in states in South Asia by locating instances of the revision or rewriting of dominant interpretations of the past. By providing an overview of various revisionist exercises in South Asia, an attempt will be made to highlight important issues that are fundamental to the construction of identities in this diverse continent.
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Fahyuni, Eni Fariyatul, and Imam Fauji. "Pengembangan Komik Akidah Akhlak Untuk Meningkatkan Minat Baca dan Prestasi Belajar Siswa di Sekolah Dasar." Halaqa: Islamic Education Journal 1, no. 1 (2017): 17. http://dx.doi.org/10.21070/halaqa.v1i1.817.
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Learning of aqeedah morals at the elementary school is part of the learning of Islam that directs and delivers students have a noble character. Teaching and learning in school during this time, many still rely on textbooks in the form of textbooks, although there have been several variations of the addition of illustrations but neither has a significant influence on the increase reading interest and student learning achievement. From this, appear the idea of researchers to combine an attractive performance of the comic, the plot coherent and easy to understand with textbooks tend textbook. This study aims to produce a attractive aqeedah morals comic, feasible and effective use design research and development include the steps of the research and data collection, planning, early product development, limited testing, and revision of the final product. Techniques validation performed by materials experts, media experts, and conducted limited trials to the students. The final product has different characteristics from other comics, they are : delivery of content aqeedah morals with simple language, the colors clear with animated images and material and matter comic emphasizes the cartoons.
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Ilma, Silfia, and Fitri Wijarini. "Developing of environmental education textbook based on local potencies." Jurnal Pendidikan Biologi Indonesia 3, no. 3 (2017): 194. http://dx.doi.org/10.22219/jpbi.v3i3.4540.
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Environmental education subject aims to form students who have the character to maintain the environment. One effort to achieve the objectives of the Environmental education subject is the local Environmental Education Textbook Based on Local Potencies. This research was aimed to produce textbook of environment-based education subject Environmental education based on local potencies. This research and development using Borg & Gall model (1983). This study uses only five stages of the Borg & Gall model, namely (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision, due to time constraints and cost. The results of the research and development that has been done is a textbook of environmental education based on local potencies that is suitable for use in semester 5 collage level.
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Abdul Ali, Amara Javed, and Dr. Ghulam Murtaza. "Evaluation of Oxford Progressive English Text Book: A Qualitative Study." sjesr 3, no. 3 (2020): 364–80. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(364-380).
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Textbook evaluation is considered an important factor in the field of education from the aspect of teachers and learners. The current examination aims to evaluate the Oxford Progressive English textbook for 8th class. The current study aims to probe strong and weak points in the given coursebook. Besides, whether the textbook should be accepted or rejected will also be explored in this study. As for research methodology, the nature of the present research is of descriptive qualitative. The sample for the evaluation is the Oxford Progressive English text for the 8th class Checklist method and an impressionistic method “as an instrument will be used for evaluating the ELT material. The following “Checklist” was used to evaluate the textbook. Sheldon’s checklist has been used as an instrument of the research. The data has been collected from the textbook on the 8th. The findings of the study show that almost the merits and demerits of the textbook are equal. Demerits include a lack of focus on language skills and sub-skills. Other aspects of language learning have also been ignored, for example: need analysis, learners' age, background, learning style, examination equivalence, self –revision exercises, achievement test, self-checks, supplementary material, audiovisual recording. This study concludes that the school management should replace or revise the contents of the textbook.
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Istiqomah, Faizatul, and Binti Maunah. "An ESP textbook evaluation: the case of English for Islamic Insight." JETLe (Journal of English Language Teaching and Learning) 1, no. 2 (2020): 11. http://dx.doi.org/10.18860/jetle.v1i2.8262.
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<p><strong>Abstract</strong>. The crucial presence of instructional materials at English classes, especially English for Specific Purposes, has commonly been approved. ESP materials provide exposure to the genres needed by the students, including those at Islamic Education Department. It is, therefore, inevitable that the textbook meets some criteria for the success of the program. In this paper, the writers evaluated an ESP textbook institutionally prepared for students of Tarbiyah and Teacher Training Faculty at IAIN Tulungagung. The analysis in this qualitative descriptive research was based on Cunningsworth’s and Miekley’s checklists for textbook evaluation. The book was evaluated on the category of aims and approaches, design and organization, content, skills, topic, methodology, vocabulary and grammar, exercises and activities, attractiveness of the text and physical make up, context, and practical considerations. The results showed that almost all categories are marked as adequate. It is indicated that the textbook mainly focused on vocabulary enrichment. Some recommendations for textbook improvement and revision are given at the final part of this study, particularly those related to the challenge on the advanced of technology.</p><strong>Keywords</strong>. <em>ESP; Textbook Evaluation; English for Islamic Insight</em>
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Kim, Taeho. "Revision of Geomorphological Terms in the Reference Guide for Geography Textbook Compilation." JOURNAL OF THE GEOMORPHOLOGICAL ASSOCIATION OF KOREA 37, no. 1 (2020): 103–15. http://dx.doi.org/10.16968/jkga.27.1.103.
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Latif, Dilek. "A challenging educational reform: politics of history textbook revision in North Cyprus." Compare: A Journal of Comparative and International Education 49, no. 1 (2017): 30–46. http://dx.doi.org/10.1080/03057925.2017.1369003.
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이춘식. "Directions of Textbook Development of Woodworking Unit by Practical Arts Curriculum Revision." Journal of Korean Practical Arts Education 13, no. 3 (2007): 253–70. http://dx.doi.org/10.17055/jpaer.2007.13.3.253.
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Pingel, Falk. "Can Truth Be Negotiated? History Textbook Revision as a Means to Reconciliation." ANNALS of the American Academy of Political and Social Science 617, no. 1 (2008): 181–98. http://dx.doi.org/10.1177/0002716207313087.
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Deswila, Nurhamsi, Martin Kustati, Yunisrina Qismullah Yusuf, Raja Nor Safinas Raja Harun, Besral -, and Rehani -. "CULTURAL CONTENTS IN THE ELT TEXTBOOK PREPARED BY THE INDONESIAN MINISTRY OF EDUCATION FOR SECONDARY SCHOOLS." Journal of Nusantara Studies (JONUS) 6, no. 1 (2021): 222–41. http://dx.doi.org/10.24200/jonus.vol6iss1pp222-241.
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Background and Purpose: Learning materials are powerful resources in facilitating students’ intercultural communication competence; therefore, this study aims to investigate the cultural contents presented in the textbook for Year 11 students in Indonesian secondary schools. Methodology: This study employed a content analysis approach based on the framework by Cortazzi and Jin (1999). The texts, dialogues and images in the textbook were analyzed to understand which culture they represent. Findings: The textbook contains elements of the target culture, native culture and other international cultures in varying degrees. The dominant culture presented in the textbook is the target culture (57.6%). Elements of native culture represent about one-third of the content (30.3%). However, the content related to other international cultures is very limited (12.1%). When there is a lack of exposure to international cultures, students’ cognitive and affective skills may subsequently reduce and this leads to difficulty in developing their intercultural competence. Revision to some parts of the textbook should be done to meet the ideal requirements. Contributions: The study provides insights into the cultural contents of the ELT textbook used in Indonesian secondary schools and it suggests that the textbook should be revised to meet the requirement of intercultural competence.
 
 Keywords: ELT textbook, intercultural competence, international culture, native culture, target culture.
 
 Cite as: Deswila, N., Kustati, M., Yusuf, Y. Q., Raja Harun, R. N. S., Besral, & Rehani. (2021). Cultural contents in the ELT textbook prepared by the Indonesian ministry of education for secondary schools. Journal of Nusantara Studies, 6(1), 222-241. http://dx.doi.org/10.24200/jonus.vol6iss1pp222-241
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Makhfiyah, Lilik, M. Sulthon Masyhud, and Mohammad Imam Farisi. "THE DEVELOPMENT OF INTEGRATED THEMATIC TEXTBOOK WITH THEME MY IDEALS AND SUB-THEME ME AND MY IDEALS BASED ON CURRICULUM 2013." International Journal of Advanced Research 9, no. 5 (2021): 318–23. http://dx.doi.org/10.21474/ijar01/12838.
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This study aimed to develop a textbook for fourth grade elementary school students. This research applied research-and-development model adapted from Borg & Gall. The developmentinvolved the following steps (1) initial research and information gathering, (2) textbook planning, (3) product validation testing, (4) product revision, (5) product testing. The research data was obtained through documentation, interviews, questionnaires, validation sheets and learning achievement tests after a product trial had been carried out with 2 classes, namely the experimental class and the control class. The data were then analyzed using the t-test technique and the relative effectiveness test. The results of the independent t-test obtained t value -5.551 and showed significant differencewith p 0.000. The significance value was smaller than α value (0.05). This means that there is an average difference between the control class and the experimental class. The calculation of the relative effectiveness obtained a value of 57.24%, so it can be concluded that the textbook developed have a relative effectiveness level of 57.24% compared to the previous textbook.
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Nutton, Vivian. "More Vesalian Second Thoughts. The Annotations to the Institutiones anatomicae secundum Galeni sententiam, 1538." Gesnerus 72, no. 1 (2015): 94–116. http://dx.doi.org/10.1163/22977953-07201006.
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In 1538 Andreas Vesalius published his unauthorised revision of Guinther von Andernach’s little anatomical textbook, the Institutiones anatomicae. Immediately on publication he set to work on a further revision, making around 250 changes. This paper presents these changes for the first time, discussing them in the context of Vesalius as a reviser of his own work and as anatomist moving away from reliance on Galen towards the independence of the 1543 Fabrica. As well as simple proof corrections, the notes show corrections to Vesalius’ earlier anatomical observations as well as page references to passages in Galen discussed at greater length in the Fabrica.
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Rosi, Iftita Kharisma, and Yusnita Sylvia Ningrum. "Textual Meaning of English Textbook Instruction." ELT Forum: Journal of English Language Teaching 8, no. 2 (2019): 184–89. http://dx.doi.org/10.15294/elt.v8i2.32956.
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This study is about analysis of textual meanings in English textbook instructions. The main purpose of this study is to analyse the textual meanings found in the textbook instructions to support the learning objectives. Textual meaning is indicated by Theme and Rheme within the clauses. Halliday and Matthiessen (2014) said that theme is coded by three elements, they are topical, textual and interpersonal. The student textbook entitled Bahasa Inggris Kelas X 2017 Revision published by The Indonesian Ministry of Education and Culture was chosen as the object of the study because it is the most widely used textbook in state shools in Indonesia. Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook.
 The findings show that the English textbook instructions in Chapters 1-7 contains Unmarked Topical Theme (76%), Textual Theme (17%), Marked Topical Theme (5%), and Interpersonal Theme (2%). Unmarked Topical Theme is the most dominant type of Theme found in the clauses which is realized by verb. It is in line with the dominant mood type of the instruction, that is imperative which thematized verb in the clauses (Halliday and Mattheissein, 2014). It can be inferred that the instructions are clear and concise which meant that the instructions were good enough to support the learning objectives (Flake, 2017). Thus, it is concluded that instructions in Chapters 1-7 have good choices of Theme which meets the characteristics of good instructions to support the learning objectives
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Souza, Joanne, and Paul M. Bingham. "Integration of Available and New Technologies to Raise Student Understanding and Engagement." Journal of Educational Technology Systems 34, no. 2 (2005): 189–98. http://dx.doi.org/10.2190/79mv-uaka-ck2m-kybv.
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We integrate available and new technologies to strongly enhance student engagement in upper division undergraduate courses on human evolution and history. First, we use peer-mentored discussion groups through the Blackboard system—appropriately scaled, constructed, and incentivized. These allow day-to-day monitoring of student understanding. Second, we use weekly Blackboard e-quizzes directed at important issues or areas of confusion including those revealed by discussion groups. Third, we use a novel digital textbook. This technology provides diverse, sophisticated assets ranging from animations and interactive questions to an extensive glossary hyperlinked to an electronic textbook. The ease of revision of this textbook allows us to react, year to year, to student need and experience. The real power of our approach derives from the extremely strong synergy between these three assets, as we will discuss. We describe successful applications of this model in large (ca. 500) and small (ca 25) classes.
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`, Asnimar, Supriyadi ', and Marwan Pulungan. "BUKU AJAR MEMBACA DAN MENULIS PERMULAAN DENGAN METODE IQRO UNTUK SISWA KELAS I SEKOLAH DASAR: TEMATIK IPA, IPS, DAN KESENIAN." Pendas : Jurnal Ilmiah Pendidikan Dasar 2, no. 2 (2018): 218. http://dx.doi.org/10.23969/jp.v2i2.800.
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ABSTRACT
 This study was aimed at producing pre-reading and writing textbooks that use the thematic Iqro method in IPA, IPS, and art subjects. The development research is used with the steps of: initial studies, development, evaluation/ revision, limited trials, and evaluation/revision. Preliminary studies include curriculum analysis, existing textbooks, and demand analysis based on questionnaires and interviews developed. The development stage includes the design of themes and subthemes, the framework of the book content, and the development of the initial draft of the book as a prototype I. The evaluation stage includes expert validation and limited testing. The results of preliminary studies show that in South Sumatra there is no beginning reading and writing textbook that meets the principles of Iqro and thematic methods. The results of questionnaires and interviews indicate that teachers have difficulty using the Diknas package because many students can not read/write so that books are needed that can accelerate the reading and writing ability of the first grade students demanded by the Curriculum 2013. Based on preliminary studies, and subthemes, the framework of the contents of the book, and the early drafts of textbooks developed based on the principles of Iqro method that have been themically modified by Science, Social Studies, and the arts. Subsequently validated by two experts. From the results of validation, the textbook was revised based on validator input that is by adding interesting pictures and instructions for clear teachers and students. The result of the textbook revision was tested in limited in two elementary schools. The test results show, textbooks with the method of Reading and Writing Iqro Modifikasi significant effect on learning to read and write the beginning in grade 1 primary school.
 Keywords: Read and write start, Iqro method and Thematic.
 
 ABSTRAK
 Penelitian ini bertujuan untuk menghasilkan buku ajar membaca dan menulis permulaan yang menggunakan metode Iqro yang tematik dalam topik IPA, IPS, dan kesenian. Penelitian pengembangan digunakan dengan langkah-langkah: studi awal, pengembangan, evaluasi/ revisi, uji coba terbatas, dan evaluasi/revisi. Studi awal meliputi analisis kurikulum, buku teks yang ada, dan analisis kebutuhan berdasarkan angket dan wawancara yang dikembangkan. Tahap pengembangan meliputi perancangan tema dan subtema, kerangka isi buku, dan pengembangan draf awal buku sebagai prototipe I. Tahap evaluasi meliputi validasi ahli dan uji coba terbatas. Hasil studi awal menunjukkan bahwa di Sumatera Selatan belum ada buku pelajaran membaca dan menulis permulaan yang memenuhi prinsip metode Iqro dan tematik. Hasil angket dan wawancara menunjukkan bahwa guru mengalami kesulitan menggunakan buku paket Diknas karena banyak siswa yang belum bisa membaca/menulis sehingga diperlukan buku yang dapat mempercepat kemampuan membaca dan menulis siswa kelas I SD yang dituntut oleh Kurikulum 2013. Berdasarkan studi awal, dirancang tema dan subtema, kerangka isi buku, dan draf awal buku ajar yang dikembangkan berdasarkan prinsip-prinsip metode Iqro yang telah dimodifikasi secara tematik IPA, IPS, kesenian. Selanjutnya divalidasi oleh dua orang ahli. Dari hasil validasi, buku ajar direvisi berdasarkan masukan validator yaitu dengan menambahkan gambar yang menarik serta perintah bagi guru dan siswa yang jelas. Hasil revisi buku ajar tersebut diujicobakan secara terbatas di dua SD. Hasil ujicoba menunjukkan, buku ajar dengan metode Membaca dan Menulis Iqro Modifikasi berpengaruh signifikan terhadap pembelajaran membaca dan menulis permulaan di kelas 1 sekolah dasar.
 Kata Kunci: Membaca dan menulis permulaan, Metode iqro dan Tematik
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천효정. "A study on the Korean folktale of the elementary school textbook(2009 Revision)." Journal of CheongRam Korean Language Education ll, no. 61 (2017): 355–78. http://dx.doi.org/10.26589/jockle..61.201703.355.
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Myung-Seok Kim. "Literary essays education and Edutainment Strategies－ Focusing on the 7th revision Korean textbook －." EDUCATIONAL RESEARCH 48, no. ll (2010): 27–49. http://dx.doi.org/10.17253/swueri.2010.48..002.
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