Quality Of Textbooks Research Articles

The Russian Language Textbook as a Multimodal Object

The school textbook has always been the most important tool for organizing the educational process. Many studies by Kazakhstani scholars have been devoted to the issue of the quality of Kazakhstani textbooks. However, most of the research primarily focuses on the verbal component of textbooks, while their visual design is often underestimated. This suggests that the school textbook is not considered a holistic multimodal object, each element of which (both verbal and non-verbal) is intended to contribute to developing students' multimodal literacy. Since the development of educational literature today is carried out not only by scholars but also by practicing educators, there is a need to study teachers' professional attitudes toward the multimodality of textbooks. The article employs a survey method to investigate teachers' evaluative perception of the visual design of Russian language textbooks for the 5th grade from the publishers “Mektep” and “AEO NIS”. The authors found out that teachers transfer their negative attitude towards the verbal component of the textbook to its non-verbal aspect, poorly understanding the didactic potential of the multimodality of the textbook, which hinders their successful work in shaping and developing students' multimodal literacy. In light of the insufficiently high ranking of Kazakhstani students in international studies such as PIRLS and PISA, the results obtained in the article acquire special relevance. Based on the conducted analysis, the authors propose recommendations for solving the identified problem.

Analisis Miskonsepsi Buku Teks Biologi Kurikulum 2013 Kelas X di SMAS Teladan Medan pada Materi Virus dan Monera

Books are a key element in the education system that helps deliver the curriculum and facilitate the learning process of students and teachers. Books provide learning resources that are easily accessible and can be adapted to students' needs. It plays an important role in learning, curriculum, and instruction in developing countries like Indonesia. However, careless selection of books can cause misconceptions in students, which can affect learning outcomes. Therefore, it is important to choose books that suit the curriculum and are able to convey concepts appropriately. Various assessments have been proposed to assess the quality of textbooks, including clarity of concepts, relevance to the curriculum, and ability to increase students' enthusiasm for learning. Misconceptions often arise from textbooks that are incorrect and not in accordance with the established curriculum, so analysis needs to be carried out to update the book. Descriptive research methods were used to analyze misconceptions in the 2013 Curriculum class This research highlights the importance of choosing textbooks that are accurate and in accordance with curriculum standards to prevent student misconceptions in biology learning.

Challenges and Pathways of Developing School-Based Textbooks in Primary and Secondary Schools

School-based textbooks are essential tools for implementing school-based curricula, cultivating students’ individuality, leveraging teachers’ strengths and highlighting school characteristics. This study investigates and analyzes the current state of school-based textbook development in primary and secondary schools, revealing common issues such as inadequate policy frameworks, low-quality textbook writing, and a lack of review and filing systems. These problems significantly hinder the quality of school-based textbooks and the teaching quality of school-based curricula. In response, this study offers the following recommendations: (1) to legally and procedurally regulate school-based textbooks and enhance the planning and management of their development; (2) to optimize topic selection and focus investments to ensure the quality of textbook writing; (3) to establish comprehensive, scientific and highly operable standards for textbook review.

The Importance of Teaching Resources on Physical Sciences Learners' Academic Achievement in Rural Schools: A Case of South Africa

The purpose of the article is to explore the importance of teaching resources on the academic achievement of physical science learners in selected rural secondary schools. Qualitative research was undertaken and data were collected from physical sciences teachers, principals and curriculum advisers, through in-depth face-to-face interviews. A multiple-case study design was used and the Activity Theory acts as a theoretical lens, offering a broad approach to analysing the availability of instructional resources and the context of teaching and learning in rural secondary schools. The study revealed three important aspects: resource availability, the quality of textbooks and the value of information, communication and technology (ICT). The availability and quality of resources were found to impact the effectiveness of science teaching in rural schools significantly. The resources make it possible for learners to do practical work, which could contribute to comprehension and possibly improve learner's performance. It is therefore recommended that the Department of Basic Education should address interlocking frameworks for change that include, providing Curriculum Assessment Policy Statements (CAPS) aligned textbooks, well-equipped laboratories, use of ICT and develop teachers’ skills and knowledge in rural secondary schools.

A prominent Russian public figure of the XIX century N.V. Shelgunov and his pedagogical views. To the 200th anniversary of his birth

Annotation. The relevance of the research lies in the characterization of the pedagogical ideas of the prominent Russian pedagogical figure, progressive publicist of the second half of the XIX century N.V. Shelgunov (1824-1891), which are currently of theoretical and practical interest to workers in the field of education in connection with the reform of this most important sphere of the spiritual life of society. The purpose of the study is to analyze the content of Shelgunov's pedagogical views; critical assessments expressed by him in relation to a number of works by figures of Russian education of his time (I.I. Paulson, L.N. Tolstoy, V.I. Vodovozov, etc.) are given. An assessment of Shelgunov's contribution to Russian pedagogical thought is shown. The article was prepared in connection with the 200th anniversary of his birth. Materials and methods. The author uses methods of analysis of scientific and pedagogical literature and the biographical method, as well as historical and axiological (value) methodological approaches. During the work on the material, a number of sources of Russian and foreign researchers, as well as N.V. Shelgunov himself, were used. Results. N.V. Shelgunov entered Russian history as a prominent social democratic figure, as the author of deep, acute and interesting publications that were discussed by the advanced part of Russian society and to a certain extent contributed to the formation of public opinion in Russia in the second half of the XIX century, expressed both in the formulation of consciously expressed demands to the authorities from the progressive part of society, in particular, in the issue of opening new educational institutions, and in connection with the assessment of the quality of textbooks and teaching aids produced for the national school. Shelgunov noted positive sides of school books and their disadvantages. His sharp criticism of activities of the ministry of public education and its head, D.A. Tolstoy, stimulated the advanced part of the then Russian intelligentsia to practice in the interests of educational development. Up to the present time, Shelgunov's articles are of interest, characterizing in historical terms the path traversed by Russian education. Discussion and сonclusions. In his writings, Shelgunov analyzed methodological manuals and study books by I.I. Paulson, V.I. Vodovozov, L.N. Tolstoy and other scientists, gave them an objective, and sometimes critical assessment. He criticized also the state of women education in Russia, although by that time many educational institutions for women had opened. His articles "Letters on education", "What women don't know", etc., were highly appreciated by experts; they became the starting point for subsequent generations of Russian scientists and teachers to develop problems of education, including family education. Public figure and pedagogical publicist N.V. Shelgunov proved himself as one of the most prominent representatives of the revolutionary democratic movement in Russia in the second half of the XIX century. Having joined the organization "Land and Freedom", he carried out practical activities aimed, as he believed, at improving the lives of the people. His pedagogical works made a significant contribution to the treasury of pedagogical knowledge, primarily in the field of the history of education and organization of education of Russian citizens.

THE QUALITY AND RELEVANCE OF LEARNING MATERIALS IN INDONESIAN TEXTBOOKS IN THE INDEPENDENT CURRICULUM CONTEXT: A CRITICAL ANALYSIS

The introduction of the Merdeka Curriculum as the latest innovation in the Indonesian education system marks a paradigmatic change that aims to provide greater opportunities for students to develop their potential holistically. In this context, the quality and relevance of Indonesian language textbooks are crucial in supporting the learning process. This study uses qualitative analysis to evaluate the quality and relevance of Indonesian language textbooks in the Merdeka Curriculum. The results of the analysis show significant differences between evaluation approaches in textbooks from various publishers. In addition, this study highlights the importance of diversity, inclusiveness and relevance of learning materials in textbooks. The findings confirm the importance of in-depth and objective assessment of Indonesian language textbooks to ensure they meet quality and relevance standards in supporting national education goals. With a better understanding of the strengths and weaknesses of the textbooks in use, concrete steps can be taken to improve the quality of student learning and prepare them to face the challenges of an increasingly complex and dynamic world. Keywords: abstract, italic, maximum three words,

How do Chinese and Egyptian science textbooks differ? A cross-country comparative research

Textbooks have a crucial role in shaping students' knowledge, behaviors, and attitudes in different school subjects. This study compares the structure and content of science textbooks of grade nine in Egypt and China to reveal the common and different features in the textbook design. It opts for a horizontal analysis of four science textbooks in the associated countries. The results revealed that the distribution of science subjects has partial similarities to some extent among the preparatory stage between the Chinese and Egyptian science textbooks besides the overlapping in the associated topics, presenting Biology as a common subject of interest. Moreover, the number of activities distributed within units and subjects have the highest shares in the Chinese textbooks, and most of the activities in the Egyptian textbooks focused on Chemistry and Physics subjects. In addition to the structure analysis, this study also explored the textbooks content in both countries, covering three dimensions: (1) cognitive expectations, (2) learning goals, and (3) efficiency of illustration. The results provide valuable insights for textbook designers and curriculum developers to enhance the quality of science curricula and textbooks. Therefore, the study recommends considering instructional design and lesson plans when distributing the learning activities and developing international standards for designing school science textbooks.

영국 역사교과서의 고고학 자료 서술 특징과 시사점

This paper examines the characteristics of archaeological narratives in British history textbooks, where modern archaeology was established early. In the England, the National Curriculum has been in place since 1988, and the government has provided guidelines on what should be taught in history classes. According to the recently revised National Curriculum, the study of British prehistory and ancient history is intensively taught at the Key Stage 2, which corresponds to the 3rd to 6th grades of elementary school in Korea, and it is very characteristic that archaeological descriptions are intensively taught in the upper grades of elementary school in history textbooks. In other words, according to the most recent national curriculum in 2014, English students focus on prehistory, the Roman Britons, the Anglo-Saxons, and the Viking Age in the Key Stage 2, and in middle school, they move on to medieval history, and in high school, the subject of study in history textbooks becomes similar to our world history. In this situation, the history textbook of Key Stage 2, which is the upper grade of elementary school in the UK, was able to point out the current situation of effective use of various archaeological materials. The astonishing quality of British history textbooks is likely to have significant implications for Korean archaeology at the present stage of the full-fledged pursuit of popularization of archaeology. However, at the middle and high school levels, modern and contemporary history is mainly discussed, so the proportion of archaeology in textbooks is relatively reduced. The archaeological narrative aspect of the British history textbooks is considered to be very different from the current state of history textbooks in Northeast Asia, including Korea, and it is necessary to examine the background of the archaeological narrative in the future and the effect of educational activities using the textbooks on students.

Quality Text Book Assessment System

The Quality Textbook Assessment System (QTAS) is a sophisticated methodology aimed at rigorously evaluating the quality and appropriateness of textbooks utilized within educational contexts. With the proliferation of educational materials and the pivotal role textbooks play in shaping students' learning experiences, there arises a critical need for a systematic approach to assess their efficacy and alignment with educational standards. QTAS addresses this need by providing educators, curriculum developers, and policymakers with a structured framework for textbook evaluation. The primary objectives of QTAS are multifaceted. Firstly, it seeks to ensure the accuracy and reliability of information presented in textbooks across various subjects and grade levels. Through meticulous fact- checking and content validation processes, QTAS identifies and rectifies inaccuracies, misconceptions, and biases that may compromise the integrity of educational materials. Additionally, QTAS evaluates the clarity and coherence of textbook content, assessing its ability to facilitate comprehension and knowledge retention among students. Moreover, QTAS places a strong emphasis on the alignment of textbooks with established educational standards and learning objectives. By scrutinizing the curriculum relevance and instructional coherence of textbooks, QTAS helps educators select materials that seamlessly integrate with existing teaching practices and educational frameworks. Furthermore, QTAS evaluates the inclusivity and diversity of textbook content, ensuring representation and recognition of diverse perspectives, cultures, and identities. Incorporating both qualitative and quantitative assessment methods, QTAS employs a combination of expert reviews, stakeholder feedback, and statistical analyses to evaluate textbooks comprehensively. This holistic approach enables QTAS to generate nuanced insights into the strengths and weaknesses of educational materials, guiding informed decision-making regarding textbook adoption, adaptation, or supplementation..

Multidimensional Factors To Measure Quality In Education Institutions

This study aims to assess satisfaction with the quality of education in educational institutions in Algeria and to determine the factors that significantly influence it. The study was based on a survey of inspectors representing the primary control body for educational institutions in Algeria. The questionnaire contained questions based on which the inspectors assessed the quality of education in 1,101 schools (representative sample). A three-point Likert scale was used to evaluate inspectors’ agreement with the statements included in the questionnaire. The questionnaire consists of 7 factors that characterize the quality of the professional development of pedagogical workers, the educational program, textbooks, the educational process, the conditions of school education, the evaluation process, and the effectiveness of the teacher’s work. Correspondence of the data to the normal law of distribution was confirmed with the help of SENWEKS (asymmetry coefficient/skewness coefficient) and KIRTOSIS (variation coefficient or excess) indicators. The reliability of the research tools and the possibility of relying on the questionnaire data were confirmed using Cronbach’s alpha coefficient and validity – using the overall internal consistency coefficient. The internal consistency reliability of the questionnaire was confirmed using Pearson’s linear correlation coefficients between the factors and the total score of the questionnaire. The study proved that the factors of the quality of education, with the highest level of satisfaction expressed by the respondents, were the quality of educational programs (inspectors have a favourable opinion about the educational content, considering it relevant and well structured) and textbooks (inspectors appreciate the clarity and richness of the content of the textbook, emphasizing its essential role in student learning), while they were the least satisfied with the quality of learning conditions (inspectors point to a lack of educational resources, inadequate infrastructure and a large number of students in the classroom). One-sample Student’s t-test (one-sample T-Student Test) was used to identify the factors that have the most significant impact on measuring the quality of education in educational institutions in Algeria. The most important factors were the effectiveness of the teachers, the quality of the curriculum and the quality of the textbooks. The research emphasizes the importance of continuous learning and adequate support for teachers.

ANALISIS ISI BUKU PELAJARAN BAHASA ARAB KELAS XI DI MA SEJAHTERA PARE KEDIRI JAWA TIMUR

Textbooks have an important role in the teaching and learning process because in them there are materials that will be discussed and conveyed to students according to their level. The purpose of this research is to contribute to educational institutions, responsible parties in the world of education, and for teachers of Arabic in choosing and determining quality textbooks. This study used qualitative research methods. This type of research has a descriptive nature and tends to use analysis. the researcher will focus on the analysis of the 2013 Arabic Curriculum class XI MA textbook published by the Ministry of Religion of the Republic of Indonesia in 2020 in terms of content feasibility, presentation feasibility, and language feasibility. From the results of the analysis it was concluded that this book still has several aspects that are not suitable both in terms of material content, material presentation, and language. Especially the lack of complete material to make it easier for students to understand the material in the book. But in terms of material aspects as a whole, the material is interesting and needed by students, although there are still a few mistakes.

Feasibility Analysis of The Content of BIPA Bahasaku Level 1 Textbook Published By Alam Bahasa Indonesia

Selecting quality textbook is highly predominant in learning process. There are such diverse standards shuould be taken into consideration by the textbook atuhors as content, language, presentation, and graphics. This article describes the appropriateness of the contents of the BIPA Bahasaku level 1 textbook published by Alam Bahasa Indonesia. This research uses a quantitative approach with descriptive quantitative methods. The data analysis technique is carried out through several stages, namely creating scoring criteria, reading qualitative data results, assessing the suitability of the content, and determining eligibility status. The research results show that from the aspect of its content, this book is suitable for utilization in BIPA learning, although several things need to be corrected and improved, namely the depth of the material, the accuracy of learning activities, and the up-to-date references. Based on the assessment results, the contents of this textbook obtained a percentage of 66,6% in the appropriate category. The assessment includes suitability of Competency Standard and Basic Competencies (completeness, breadth, and depth of material), the accuracy of material (accuracy of concepts, definitions, terms, examples, facts, pictures, diagrams, illustrations, data, questions), and learning support material (suitability to development knowledge, up-to-date features/examples/exercises/references, reasoning, problem-solving, relationships between concepts, communication).

Analysis of Cognitive Domain on Exercises in Numbers and Operations for Year 3 Mathematics Books

Pupils’ low achievement in Numbers and Operations topics in Trends in International Mathematics and Science Study (TIMSS) 2019 has been a concern for the development of mathematics education in Malaysia. Therefore, the quality of mathematics textbooks and activity books, especially in the cognitive domain of exercises, is essential to ensure effective learning of mathematics contents. Thus, content analysis was performed to identify the cognitive domain of exercises in Numbers and Operations topics in the Year 3 mathematics textbook and activity book based on the TIMSS 2023 Mathematics Framework. In this study, the exercises in Numbers and Operations were categorised based on types of exercises and cognitive domain aspects. Results showed that most of the exercises of both the mathematics textbook and activity book topics are in the domain of knowing. The findings suggest that the percentage of exercises in applying and reasoning should be increased and aligned to the suggested percentage by the TIMSS 2023 Mathematics Framework. This situation should be aware by curriculum developers to enhance mathematics learning resources for Malaysian pupils towards the international level.

ĆIRILIČKO PISMO I NJEGOVE TIPOGRAFSKE VARIJANTE U NASTAVI SRPSKOG KAO STRANOG JEZIKA

The paper analyzes the place of the Serbian Cyrillic alphabet and its typographic variants in the teaching of Serbian as a foreign language, with the aim of creating a clearer picture of the potential difficulties that students can most often encounter when mastering and using it. The method of theoretical analysis with the technique of content analysis was used. The research material consisted: on the one hand, textbooks for learning the Serbian as a foreign language at all three levels - beginner, intermediate and advanced, and, on the other hand, a corpus of 30 texts (students from the USA, Russia and the People’s Republic of China) created during the academic year 2022/2023. in the Center for Serbian as a Foreign and Non-Mother Tongue at the Faculty of Philosophy in Niš. The results of the research showed us that mastering the Cyrillic alphabet is a very complex task considering: 1. the fact that students are expected to learn different typographic variants of the (very often completely unknown) Cyrillic alphabet, namely: printed and italic letters, i.e. capital letters and minuscules and 2. the existence of similarities and differences between the letters of Serbian (as a foreign language) and the student’s mother tongue. The ductus, that is, the impression that the handwriting leaves at first glance, is specific to the texts of each individual group of students. Nevertheless, certain constants and regularities can be easily observed among them. All students, regardless of their language background, first learn the way of writing those letters that they do not have in their script, that is, those whose way of writing is different from the way it is done in the Latin script, but they have difficulties with those whose forms are similar in their native language/Latin script. At the same time, the successful implementation of the process of learning the Cyrillic alphabet and its typographical variants is conditioned by the quality of textbooks, the activity of teachers and the efforts of the students themselves.

SPECIFICATION AND TYPES OF ASSESSMENT IN THE PROCESS OF ONLINE FOREIGN LANGUAGE LEARNING

The article investigates the specification of assessment in the process of distance foreign language learning and their types. The modern world is changing every minute, presenting new challenges for all sectors of society, including the process of teaching foreign languages, which has also undergone significant changes. Over the past few years, the technology and opportunities for organizing distance learning have significantly expanded, with the number and quality of available applications, podcasts, websites, and textbooks increasing. This article explores which types of assessment in the process of learning foreign languages online can be used as well as analyzes examples based on personal experiences and interaction with students. This article focuses on highlighting different types of assessment that can be implemented in remote foreign language education. With the help of the understanding of these types, organizing distance learning has become easier, and the interactivity of classes can be advantageous in engaging students in quality foreign language learning. Importantly, each type of assessment outlined in this article is illustrated by its own examples. The article expands the understanding of the topicality of organizing properly the specification of assessments during online learning. The aim of the research is highlight the specification and the types of assessment in distance learning and show how it can work during lessons.

Analysis of the Arabic Language Textbook Syahid Wa Ta'allam Li al-Nāthiqīn Bighairihā by Hassan Muhammad Abdel Maqsoud According to Amani and Awatif’s Theory

This study aims to determine quality textbook Syahid Wa Ta'allam Li al-Nathiqin Bighairiha. This study uses the method descriptive qualitative with type of research is library research. The main data source of this research is sourced from textbooks Syahid Wa Ta'allam Li al-Nathiqin Bighairiha compiled by Hasan Muhammad Abdul maqsud lecturer at Ain Syams University, Cairo, Egypt. Collection of research data with techniques documentation in depth literature review and then analyze it. Based on analysis, the researcher have found this book was included in the category of good textbooks. But, from some existing assessment. The book Syahid Wa Ta'allam Li al-Nathiqin Bighairiha are some deficianicies that need to be improved, such as covers are less attractive to students, not keep up with the times and development.

Tahlil Kitab Ilmi al-Shorfi Allafahu Abu Razin wa Ummu Razin Bi Ma’ayir at-Ta’lim al-Wathaniyah al-Indonisiyah

To get a decent and quality textbook, it is necessary to evaluate and analyze the book, where a quality book will help achieve learning objectives. The purpose of this research is to analyze 3rd edition of the book Shorof science for beginners by Abu Razin published by the Bisa Learning Center, whether the textbook meets BSNP standards based on aspects of material, presentation, language and graphics and whether the book is suitable for beginners. The type of research used is qualitative and bibliographic research which aims to analyze more deeply the book Shorof Science for Beginners by Abu Razin. The method used is documentation study and literature study. Based on the research results, the Shorof science textbook for beginners by Abu Razin is a book that meets BSNP standards and meets the quality of teaching materials based on aspects of material, presentation, language and graphics and is very suitable for use for teaching Shorof science for beginners. The weakness of this book is that there is no Glossary and Summary at the end of the discussion chapter.

A textbook on the Polish language designed for professionals facing modern challenges

The modern didactic process can be supported by appropriate methodological support due to the expansion of educational opportunities for Ukrainian students. The need for textbooks in Polish as a foreign language in a professional context puts the teacher in the task of choosing or creating such an educational book. The relevance of the study lies in the need for the theoretical development of a number of issues related to the structure of the textbook, its orientation to a certain type of program, to the level of user proficiency in the national version of the Polish language. The didactic content of the textbook is also important: texts, the ratio of lexical, grammatical and communicative exercises, creative tasks, tasks for self-control, tests, auxiliary materials, etc. To answer these questions, the article analyzes the available textbooks on the Polish language in a professional direction, identifies the main trends in their creation and attempts to systematize their types. To achieve this goal, methods of analysis, synthesis, and observation of linguistic phenomena were used. Creating a quality textbook on the Polish language in a professional manner is connected to a specific educational need and, accordingly, the training program. Specialized student training involves the balanced use of professional texts, lexical, grammatical, and communicative tasks. Analyzing the didactic content of existing textbooks of professional Polish, you can group them into a single-profile and multidisciplinary; monolingual and oriented to the native language of the user; The presence of structural components that fully provide the educational process (from texts, dialogues, various exercises and tasks to questions for self-control, tests, individual tasks, dictionaries, etc.; those containing elements of interest and motivation; Availability of audio and video materials; by country of publication; adjustment to the current program.

Development of Wetland Environment Based Textbooks to Improve Critical Literacy Competencies

Based on rankings carried out by a number of international institutions, the literacy level of Indonesian students is still below the literacy level of other countries. Based on the research results, there are a number of factors that cause this. One of these factors is the need to provide quality textbooks for critical literacy learning. However, until now there have been no good textbooks designed to improve critical literacy competencies. Therefore, research into the development of this textbook was carried out. The development of this book is based on the land environment and critical literacy. In the development process the ASSURE model was used(analyze learners; state objectives; select (methods, media, and materials); utilize materials; require learners' participation; evaluate and revise). The results of the development obtained the following findings: the validation results from material and language experts obtained an average score of 89%, which means it is very feasible; the results of media expert validation obtained an average score92% which also means very feasible; and students' literacy competence before using this book was 59.64 and after using this textbook their competence became 79.47, which means there was an increase in literacy competence by 24.95%. The implication is that the textbooks resulting from this development need to be used in language learning in schools to improve students' critical literacy competencies.

Analysis of Grade X Physics Textbooks on the Basic Measurement Material from the Nature of Science Perspective

Issues related to the quality of textbooks are often a topic of discussion in science. However, in various education systems, some textbooks have effectively incorporated the nature of science, while others are still lacking in this aspect. It is well-known that the nature of science serves as a crucial foundation that should be applied in science education, especially in physics. This is because the nature of science plays a role as the basis to guide a more holistic learning approach and an exploratory process in understanding knowledge about the natural world. Hence, a study was conducted to analyze physics textbooks to analyze the percentage of nature of science content and describe the proportion of nature of science aspects in high school physics textbooks. The research employed a mixed methods approach, combining qualitative and quantitative research. The quantitative research section involved the development of the theory, including observations and data collection for accuracy. The quantitative research portion explained how to obtain percentage data for the ten aspects of the nature of science under investigation. The study results showed that the textbook published by Grafindo, referred to as Book B, presented the most aspects of the nature of science compared to the other two textbooks. Quotations in Book B were presented explicitly, although some quotations were presented implicitly. Books A and C were found to be less inclusive of the nature of science aspects in the measurement material. The proportion of the appearance of the nature of science in Book A was 33%, in Book B, it was 53%, and in Book C, it was 27%. Overall, all three evaluated textbooks explicitly conveyed aspects of the nature of science. The implications of this research highlight the importance of incorporating the nature of science aspects in science learning materials to enhance understanding of the nature of science, as the nature of science is a complex concept and serves as a fundamental foundation for studying science.