MULTIMODALITY IN THE ENGLISH TEXTBOOK IMAGES : GENDER REPRESENTATION ANALYSIS

Textbooks play a crucial role in shaping students' perspectives, particularly in language education, where they serve as a primary medium of cultural and social transmission. This study critically examines the Grade Ten Compulsory English Textbook used in Nepal, focusing on gender representation and social orientation. Using Penny Ur’s (2009) framework for textbook analysis and Fairclough’s (1989) three-dimensional model of discourse analysis, this study explores how males and females are portrayed in dialogues, images, and activities, as well as how social classes and occupations are represented in the textbook. The findings reveal a mixed portrayal of gender, where males dominate certain sections while females have limited representation in leadership roles. The analysis also indicates a lack of diversity in occupational roles and underrepresentation of Nepalese social and cultural realities, highlighting a preference for Western ideals over local perspectives. These disparities raise concerns about the implicit messages students receive regarding gender roles and societal structures. The study concludes with recommendations for a more inclusive and balanced representation of gender and social diversity in English language textbooks, ensuring a fair and equitable learning experience for all students.

Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation

Social Studies textbooks within local cultural contexts often fail to adequately represent the diversity of knowledge, traditions, and social practices, which may limit students’ connection to their own cultural identities. This issue is important to examine because textbooks play a strategic role in shaping students’ social understanding, values, and perspectives. This study aims to analyze and explore gender and ethnic representations in elementary Social Studies textbooks and to identify forms of bias embedded within the content. This research employed a qualitative approach, with the research subject consisting of Social Studies textbooks used at the elementary school level. Data were collected through document analysis, using content analysis guidelines and discourse analysis frameworks as research instruments. Data analysis was conducted using content analysis to identify patterns, themes, and the frequency of gender and ethnic representations, as well as critical discourse analysis to examine how language constructs meaning, identity, and power relations. The findings reveal a dominance of male representation in leadership and innovation roles, while female characters are more frequently portrayed in domestic roles. In addition, ethnic minority groups tend to be marginalized within historical and social narratives. These results indicate that the language and narrative structures of the textbooks continue to reproduce social biases that shape students’ perceptions of gender and ethnic roles. Therefore, this study concludes that curriculum revision and the development of more inclusive, equitable, and representative Social Studies textbooks are necessary to support education that is sensitive to social and cultural diversity.

Islamic Religious Education (PAI) plays a strategic role in shaping students' religious attitudes, especially in the context of communities with a strong traditional belief system. This research aims to analyze the role of Islamic Religious Education in shaping students' attitudes toward the Kajang customary beliefs at SMA Negeri 13 Bulukumba. This research uses a qualitative approach with a case study type. The subjects of the research include students from the Kajang indigenous community as well as Islamic Religious Education teachers. Data collection techniques were carried out thru in-depth interviews, participatory observation, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing and verification, with data validity maintained thru source and technique triangulation. The research results show that Islamic Religious Education at SMA Negeri 13 Bulukumba plays an important role in shaping students' religious, tolerant, and moderate attitudes. Islamic Religious Education (PAI) not only serves as a means of transferring religious knowledge but also as a medium for the internalization of moral and spiritual values implemented in the daily lives of students. On the other hand, the Kajang customary beliefs based on the pasang ri Kajang are maintained as a cultural identity and a guideline for the community's way of life. This research found a pattern of coexistence and value dialog between Islamic teachings and traditional beliefs, where students are able to respect customs as local wisdom without neglecting the principles of Islamic teachings. Thus, contextual and culturally sensitive Islamic Religious Education has proven capable of shaping students' characters to be both religious and cultured.

Islamic Religious Education (PAI) plays a strategic role in shaping students' religious attitudes, especially in the context of communities with a strong traditional belief system. This research aims to analyze the role of Islamic Religious Education in shaping students' attitudes toward the Kajang customary beliefs at SMA Negeri 13 Bulukumba. This research uses a qualitative approach with a case study type. The subjects of the research include students from the Kajang indigenous community as well as Islamic Religious Education teachers. Data collection techniques were carried out thru in-depth interviews, participatory observation, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing and verification, with data validity maintained thru source and technique triangulation. The research results show that Islamic Religious Education at SMA Negeri 13 Bulukumba plays an important role in shaping students' religious, tolerant, and moderate attitudes. Islamic Religious Education (PAI) not only serves as a means of transferring religious knowledge but also as a medium for the internalization of moral and spiritual values implemented in the daily lives of students. On the other hand, the Kajang customary beliefs based on the pasang ri Kajang are maintained as a cultural identity and a guideline for the community's way of life. This research found a pattern of coexistence and value dialog between Islamic teachings and traditional beliefs, where students are able to respect customs as local wisdom without neglecting the principles of Islamic teachings. Thus, contextual and culturally sensitive Islamic Religious Education has proven capable of shaping students' characters to be both religious and cultured.

The impact of globalization has led to the free entry of Western cultural influences into Indonesia. This development brings both positive and negative effects, especially for the younger generation in the field of education. Students who fail to respond wisely to globalization may experience moral degradation. As the leader in the school environment, the principal holds a significant responsibility in ensuring the success of educational implementation and plays an essential role in shaping students' character through school-based moral development programs to counter the negative effects of rapid globalization. This study focuses on three research questions: (1) What is the current condition of students' moral character at SMAIT Darul Rasyid Lampung Timur? (2) What is the role of the principal in shaping students’ character at SMAIT Darul Rasyid Lampung Timur? (3) What are the supporting and inhibiting factors in the moral development of students at SMAIT Darul Rasyid Lampung Timur? This research employs a descriptive qualitative approach, with data collected through documentation, observation, and interviews. The data were then analyzed by interpreting the collected information to draw meaningful conclusions. The results of the study indicate that the moral condition of students at SMAIT Darul Rasyid still presents several issues, particularly regarding student discipline in implementing the 5S culture (Smile, Greet, Salute, Politeness, and Courtesy). The principal plays a vital role in shaping students’ morals through school culture, which includes seven leadership roles: as an educator, by providing moral advice during flag ceremonies; as a manager, by implementing management functions (POAC) through programs such as Dhuha prayer, short religious talks (kultum), Qur'an recitation, prayer routines, and ceremonies aligned with the school’s vision and mission; as an administrator, by recording student violations in a disciplinary logbook; as a supervisor, by monitoring teachers’ implementation of daily prayers and student pledges; as a leader, by delegating authority and leading activities such as Dhuha prayer and flag ceremonies; as an innovator, by scheduling regular moral development activities; and as a motivator, by encouraging teachers and staff during ceremonial events. The supporting factors in students’ moral development through school culture include teacher involvement and community support, while the inhibiting factors involve students’ individual personalities and limited knowledge about moral and ethical values (akhlaqul karimah)

Character education is essential for developing students’ personalities, particularly religious character, which serves as a core value in strengthening student character education guidelines. In this regard, schools play a vital role in shaping students’ religious character. One way to achieve educational goals with strong character is through the optimal implementation of school culture. This study aims to describe the process of school culture in shaping students’ religious character, to identify the religious character of students, and to analyze the role of school culture in developing religious character among students at Asshiddiqiyah Islamic Boarding School Elementary School. This research employed a qualitative method with a descriptive approach. The participants consisted of five informants, including the principal, the first- and fifth-grade homeroom teachers, and two tahfidz (Qur’an memorization) teachers for grades 1 and 5. Data were collected through overt and covert observations, semi-structured interviews, and documentation. Data were analyzed using the Miles and Huberman (1984) model, including data reduction, data display, and conclusion drawing or verification. The findings indicate that the habituation of school culture—such as the culture of reading the Qur’an, congregational prayer, and greeting—plays a significant role in shaping students’ religious character at Asshiddiqiyah Islamic Boarding School Elementary School.

Literature has explored education and its values, highlighting the significance of experience in learning. However, a paucity of research has investigated the importance of teachers’ lifelong experiences in shaping their views toward education. Employing a collaborative autoethnographic methodology, this study attempts to provide insights into the significance of teachers’ lifelong experiences in shaping their views and their teacher identity. The narratives highlight the influence of the living environment and life events in shaping worldviews, along with affirmation of the individual’s agency in self-regulation. A dynamic accumulation of various lifelong experiences like losing Author 1’s father, war, and harassment at school shaped his teacher identity. Understanding the significance of this process helps teachers to appreciate their experiences and recognise their role in shaping students’ views and identifies. In conclusion, teachers’ socially constructed identity shapes their educational perspectives, reminding them of teachers’ role in shaping students’ experiences. This knowledge could be valuable in future teacher education programs and developing educational material for learners.

Education plays an important role in shaping students’ lives, because students tend to uphold and practice what they learn in the classroom. Therefore, promoting gender equality in English language education is essential, as it not only influences students’ attitudes, but also advances the United Nations’ Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality). In Sri Lanka, textbooks are the primary material used by teachers for teaching. Hence, textbooks have the potential to foster a positive self-image among students regarding gender. Visual representations, especially in school textbooks, play a vital role in shaping the perceptions and attitudes of students, and have an immediate impact on students rather than textual content. Gender stereotypes in the visual content presented in English language textbooks could perpetuate traditional gender roles and limit students’ understanding of gender roles in society. Therefore, it is crucial to examine the representation of gender in these textbooks. This study aimed to explore how gender is visually represented in English language textbooks used at the secondary level (Grades 6 to 11) in Sri Lankan schools. This mixed-methods research employs content analysis to explore gender representation in the visual content found in English language textbooks published by the Educational Publication Department. This study specifically examines four specific aspects: the numerical representation of boys, men, and girls or women in visuals; the types of activities depicted visually for each gender; the portrayal of occupational identities illustrated through visuals; and the inclusion of great personalities in visual content. The findings revealed a clear imbalance in the visual representation of gender in the selected English language textbooks. Furthermore, this study highlighted the need for more gender-inclusive visuals in English language textbooks to promote gender equality in classroom learning.

The research aims to identify both internal and external factors affecting students' motivation while proposing innovative solutions to enhance their engagement. The study employs a qualitative exploratory approach, utilizing semi-structured interviews and classroom observations to collect data from eleventh-grade students at an Islamic senior high school in Malang, Indonesia. Thematic analysis is used to examine patterns in students' responses, focusing on elements such as anxiety, teaching strategies, and environmental influences. Findings reveal that students’ reluctance stems from multiple factors, including fear of making mistakes, lack of material relevance, monotonous teaching approaches, and limited external support from peers and family. Additionally, technological integration and an engaging classroom atmosphere play a crucial role in shaping students’ motivation. To address these challenges, the study recommends incorporating interactive teaching methods, gamification, and contextual learning strategies. Strengthening teacher-student relationships and introducing ice-breaking activities at the beginning of lessons can help reduce anxiety and foster a more inclusive learning environment. The study concludes that enhancing students' motivation requires a holistic approach, combining pedagogical innovations, supportive learning environments, and family engagement. By implementing these strategies, educators can transform English learning into a more interactive and meaningful experience, ensuring students develop confidence and enthusiasm in mastering the language.

Basic education plays a vital role in shaping students’ social values and character, particularly within the context of Indonesia's rich cultural and social diversity. This study aims to identify the necessity of integrating a social pedagogy-based learning model to enhance students' tolerance in elementary schools. Employing a qualitative approach with a case study design, the subjects of this study were teachers and students from five elementary schools across Indonesia. Data were collected through semi-structured interviews, direct classroom observations, and the analysis of relevant curriculum documents and learning activities. The findings indicate that the consistent application of social pedagogy can significantly improve students' tolerance, cooperation, and positive social interactions. However, challenges, such as limited time, resource constraints, and insufficient teacher training, pose significant barriers to effective implementation. The study concludes that the development of a social pedagogy-based learning module is essential for reinforcing tolerance values in elementary education. Consequently, the integration of social pedagogy into the curriculum is expected to foster a more inclusive learning environment, support the holistic development of students' character, and prepare them for active participation in diverse societies.

Catholic Religious Education (CRE) plays a vital role in shaping students’ character, morality, and spirituality. However, traditional and monotonous teaching approaches often lead to passive student engagement and low motivation. This article explores the implementation of the Think Pair Share (TPS) method in CRE as an innovative, cooperative, and student-centered learning strategy. Utilizing a literature review method, this study analyzes various scholarly sources related to TPS and Catholic religious education. The findings indicate that the TPS method encourages students to think critically, engage in peer discussions, and confidently share ideas in class, thereby creating an active and inclusive learning environment. Nevertheless, the effectiveness of this method depends greatly on the teacher’s readiness in lesson planning, fostering a supportive classroom atmosphere, and providing constructive feedback. Adaptive and creative teaching strategies are essential to ensure that TPS is effectively and meaningfully applied within the context of CRE in the era of independent learning.

Based on the theory of cross-cultural adaptation and cultural identity, this paper offers a thorough examination of cultural collision and interaction within language curricula. It explores how teaching materials reflect cultural diversity, how classroom teaching facilitates cultural exchange, and how subject evaluation incorporates multicultural values. The analysis reveals that the integration of diverse cultural perspectives in educational settings plays a crucial role in shaping students' understanding and adaptability in a globalized world. By scrutinizing the dynamics of cultural collision—where differing cultural norms and practices intersect—the study highlights both the challenges and opportunities inherent in international education. It emphasizes the importance of addressing these issues proactively to enhance the effectiveness of language teaching and foster a more inclusive learning environment. The paper concludes that the blending of cultures not only enriches the educational experience but also poses significant challenges that must be navigated thoughtfully to maximize the benefits of multicultural education.

Gender responsive education in the Merdeka Curriculum promotes equality and inclusivity, with textbooks playing a key role in shaping students' views on gender. This study analyzes how deep learning which encompasses three aspects: mindful, meaningful, and joyful learning is integrated into Indonesian language textbooks for elementary schools, alongside gender representation. Using qualitative content analysis, the study finds that while gender equality is promoted, stereotypes persist in roles and professions. Mindful and meaningful learning are well applied through reflective questions and contextualized materials, but joyful learning is more common in early grades and uneven across levels. Strengthening joyful learning and enhancing diverse gender representation are recommended to create more equitable and engaging learning experiences.

This research aims to explore the relationship between learning Islamic Religious Education (PAI) and character towards the social behavior of students in class IX SMPN 48 Bandung. The research method used is qualitative with a naturalistic approach. Data was obtained from students, PAI teachers, school principals, and deputy heads of curriculum. The research results show that PAI learning plays an important role in shaping students' character, especially in the aspect of discipline in worship. Factors such as the behavior and characteristics of other people, cognitive processes, environmental factors, and cultural background also influence students' social behavior. PAI teachers have a crucial role in guiding students to develop positive attitudes, such as a sense of empathy, integrity, responsibility and honesty. There is a positive relationship between PAI learning and students' social behavior, where understanding religious values ​​can influence student behavior positively. PAI teachers also play an important role in shaping students' social behavior through real examples in everyday life and interactive teaching methods. The implications of this research for education are the importance of developing an innovative PAI curriculum, continuous training for PAI teachers, supporting a positive school environment, and involving parents in their children's religious education. It is hoped that the results of this research can contribute to the formation of character and social behavior of students at SMPN 48 Bandung and strengthen understanding of religious values ​​in education.