Grade Textbooks Research Articles

Multicultural Education Values in the Indonesian Textbooks: A Critical Discourse Analysis

The values of multicultural education in Indonesian middle and high school textbooks have been of great interest among researchers, for the Indonesian people have a variety of cultures, ethnicities, religions, as well as different levels of economy. Teaching the values of multicultural education in Indonesian language textbooks aims to foster solidarity and harmony in society. Multicultural education aims to achieve two objectives, namely national unity and cultural diversity, in order to adapt to the changes brought about by the country's economic progress and globalization. This study compared the dominant values of multicultural education between Indonesian language textbooks for grade 7 middle and grade 10 high schools. Based on critical discourse analysis, this study documented the values of multicultural education in three major issues: religion, culture, and ethnicity. The results of the comparative analysis show that high school Indonesian language textbooks dominate the values of multicultural education more than those middle school textbooks. Additionally, the implications and suggestions for further development of the values of multicultural education in the two textbooks are also discussed.

Content Analysis of General Science Text Book for 8th Grade

General Science textbooks have integrated contents of Biology, Chemistry, Physics and; Earth and Space, demand special attention of curriculum developers. This study aimed to explore the contents of General Science textbook of 8th grade taught in government and private schools of Punjab province. This qualitative nature research was conducted through content analysis design. T

Do Javanese textbooks convey relevant material? Evidence of readability and value of learning outcomes

This study is aimed to analyze the readability level of the fourth grade textbooks in Javanese language used in Madiun, East Java, Indonesia then then connect with student learning outcomes. The data were obtained from 18 students, comprising 6 male and 12 female students between 10 and 12 years old. The secondary data were obtained from textbooks and worksheets used in primary schools. The data were analyzed using the Fry’s Graph and the Klose’s technique to determine the readability level of the textbooks. The results of data analysis indicated that the Javanese language textbooks had a score of 9.075, meaning that the textbooks are too difficult for the fourth grade students. This results in students having difficulty absorbing the material, so that students’ learning outcomes in Javanese are below the required standard. The success of learning the Javanese language depends on an appropriate level of readability.

Are they finely tuned?: Mapping the CEFR level of the reading texts of the English textbook for grade 10 of Indonesian senior high school

This study sought to investigate the CEFR level of the reading passages of the English textbook for Grade 10 of Indonesian senior high school written within the framework of the newly launched Kurikulum Merdeka and the extent to which the levels match the intention of the curriculum. Drawing on a quantitative approach, the data for the study were 16 reading passages of the textbook and analyzed using an online program for analyzing the CEFR level of texts. The results showed that only 2 out of the 16 passages were of B1 CEFR level, the level the textbook is intended to be by the curriculum. The rest range from B2 to C2 CEFR level indicating that, in general, the passages are higher in their CEFR levels than that stipulated by the curriculum

Content analysis of the developed science textbook (Collins) for the fourth grade in Jordan in light of the requirements of (TIMSS-2019)

The study aimed to analyze the content of the developed science book (Collins) for the fourth grade in Jordan in light of the requirements of (TIMSS, 2019) The analysis card was designed in light of the list of requirements of the international study project (TIMSS, 2019), and to ensure its validity and stability. The results of the study concluded The content of the developed science book (Collins) is consistent in terms of the percentages of the main areas of content with the requirements of (TIMSS-2019), where the content areas were distributed in percentages that reached (47.5%) in the field of biology, while this area was mentioned in the standards (TIMSS-2019). By (45%), and in the field of physics, the percentage coincided with the same percentage in the standards of ((TIMSS-2019), which is (35%), while the field of Earth science in the science book was at a percentage of (17.5%) compared to (20%) in the standards of (( TIMSS-2019, and although the percentages of content areas agree with TIMSS-2019 standards, 31 of the content indicators did not appear in the Science Book among the 57 approved indicators in content standards according to TIMSS-2019. Accordingly, the study recommends Continuing to plan science books in Jordan in light of international standards, especially TIMSS standards, and taking into account the inclusion of indicators of content areas concepts in a balanced manner. Keywords: Content analysis, developed science book (Collins), TIMSS - 2019.

Cultural contents of senior high school English textbook entitled “Bahasa Inggris”

One of the most important aspects that must be included in ELT textbooks is culture. This research aims at exploring types of cultural contents and cultural elements. The subject of this research was English Textbook for grade XII entitled “Bahasa Inggris”. This research belongs to content analysis. Document observation was used to collect the data which were analyzed by using Miles & Huberman’s model and coding method. The research findings show that there were three types of culture found in this textbook, namely the source culture (66 times or 58%), target culture (34 times or 30%), and, international culture (14 times or 12%). Concerning the cultural elements, they were represented by product (39 times or 80%), person (9 times or 18%), and practice (1 times or 2%). Meanwhile, perspective was not represented. It implies that the textbook still focused on source cultures which were more easily internalized by the learners and on products which were the most concrete for learners to learn the culture. It is recommended that the authors of the textbook balance the cultural contents proportionally and the teachers creatively insert more target and international cultures to avoid cultural shocks.

Reading-Related Activities in English Textbook for Grade 7th Junior High School and How Teacher Exploited Texts in the Classroom

The use of textbook in the reading class is one of the efforts that can be done by teachers in helping students to improve their abilities, namely by applying reading-related activities contained in the textbooks to the learning process in the classroom. This study aims at analyzing reading-related activities that are available in English textbook entitled “Effective English; Bahasa Inggris untuk SMP/MTs Kelas VII” was used for 7th Grade students and describing how the reading texts were exploited by the English teacher in the classroom. This study employed a qualitative descriptive research design. The subjects of this study were seventh grade students and an English teacher at Junior High School. Data were collected through document analysis, class observations, and interviews. The data in this study were analyzed through the data analysis procedures which include data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that there are only a few reading-related activities in the English textbook entitled, namely lexical items and questioning activity. Meanwhile, the teacher’s strategies in exploiting the reading texts were also limited as the teacher closely used reading-related activities available in the textbook. This study was limited in time, number of subjects, and data sources so that further research is suggested for more generalizable findings.

ANALYSIS OF THE PRIMARY SCHOOL SOCIAL STUDIES TEXTBOOK IN THE CONTEXT OF PEACE LITERACY

In the context of the changing conditions of the age, peace comes first among the values that should be taught to children. This meaningful value can be gained through a systematic understanding of peace education. In many countries, peace education is tried to be given together with the social studies curriculum that aims to make individuals become citizens of the world. In this respect, textbooks are important resources with their content and rich design. The aim of this study is to analyze the primary school social studies textbook in the context of peace literacy. This study was created taking into account the qualitative understanding. In the study, document analysis technique, which is one of the qualitative research data collection methods, was used. The subjects and achievements in the primary school 4th grade textbook were tried to be analyzed by taking into consideration the components of peace education such as "international education, human rights education, development education, environmental education and conflict resolution education". When the findings of the study were examined, it was determined that the subjects and concepts related to peace education were included in the learning areas of Individual and Society, Culture and Heritage, People, Places and Environments, Science, Technology and Society, Production, Distribution and Consumption and Global Connections in the primary school textbook.

Različite vrste znanja o merenju dužine u udžbenicima matematike za prvi ciklus osnovnog obrazovanja

Textbook content strongly shapes instructionand what teachers do during educationand instruction. Research shows that measurement tasks in textbooks are procedural in the first cycle of primary education and that little attention is paid to conceptual understanding of measurement, which can limit measurement procedures. Therefore, we analyzed the current mathematics textbooks that have been approved and are used in schools in Serbia in order to observe tendencies in them as opportunities for learning about measuring length, since the biggest changes in the curricula for the first cycle of primary education occurred in the domain of measuring. The goal of the research is to examine the extent to which requirements/tasks orientated to two types of knowledge  conceptual and procedural  are represented in mathematics textbooks for the domain of measurement and the concept of length. The descriptive method and content analysis technique were applied in the paper. Based on the research of students" achievement for conceptual understanding and procedural knowledge of measuring length, area and volume (Tan Şişman, 2010), we formed a list of indicators that indicate learning opportunities in mathematics textbooks for the aforementioned different types of knowledge about measuring length that are presented to students of the first three grades of primary school. The basic results of the research show that in textbooks for the first grade, length measurement tasks orientated to conceptual understanding dominate, while in the textbooks for the second and third grades, there is a significantly greater presence of those tasks orientated to procedural knowledge. We highlight an interesting research result for textbooks for the third grade from different textbook publishers with smaller differences in the frequency of the presence of tasks focused on conceptual understanding and procedural knowledge compared to the larger difference between the two types of knowledge in the first two grades.

EVALUATING THE COMPATIBILITY OF THE ENGLISH TEXTBOOKS WITH THE CURRICULUM OF THE VOCATIONAL HIGH SCHOOL

The textbook is defined as the learning materials that are commonly used in the teaching and learning process, are easy to get, and are also commercially provided. There will be different needs for textbooks in senior high school and vocational high school. For that reason, some questions need to be answered. Those were the characteristics of the compatibility of the English textbooks for the marketing and online business program for eleventh grade with the curriculum in terms of completeness, up-to-dateness, depth, difficulty levels, and accuracy. This research was conducted to explain the compatibility of the materials in the textbooks used by the marketing and online business programs of vocational high schools in Semarang with the 2013 curriculum. There are two books analyzed, an English textbook for the eleventh grade of senior and vocational high school entitled “bahasa inggris,” published by Kementerian Pendidikan dan Kebudayaan Republik Indonesia, and an English textbook for the eleventh grade of vocational high school entitled "english,” published by Bumi Aksara. It uses the theories of many experts and BNSP. The technique used to collect the data is observation and a document checklist, which is described qualitatively. The result of this research shows that both textbook 1 and textbook 2 are good in terms of their compatibility with the 2013 curriculum. The lack was that those books were not suited enough to students' needs in the marketing and online business fields.

What We Teach Our Children: Gender Sensitivity Within the Indian Curriculum

Equity and Equality are an integral part of any humane society. As a country with norms formulated and bills passed around gender disparity and equal education rights, India has come a long way to be genderinclusive when it comes to educating the youth. However, beyond the admittance of students in schools, the quality of education imparted to them acts as a measure of the child's development. Despite the tremendous strides in technological and institutional aspects, the Indian curricula still fare poorly in the discourse of gender sensitization. Gender inequality and societal stereotypes are an integral part of the kind of stories included in the Indian syllabi. The present study looks at the magnitude of gender inclusivity within the Indian curriculum by exploring the English textbooks for grades IX and X prescribed by the National Council of Educational Research and Training (NCERT). The paper alludes to the United Nations Sustainable Development Goals and the country's efforts in maintaining gender equality in the classroom; and draws a parallel to the content taught in a child's formative years. By analyzing the manner in which gender roles, stereotypes, heteronormativity, and gender- based binaries are expressed within the highschool textbooks, the study opens up an academic probe into the impact of rigid gender boundaries on a student's mental health.

A Study on the Activity Design of PEP English Textbooks for Grade Eight Based on Thinking Qualities

A Study on the Activity Design of PEP English Textbooks for Grade Eight Based on Thinking Qualities

Investigating Higher- Order Thinking Skills "Hots" In English For Palestine 12th Grade Textbook And EFL Teachers’ Perspectives Towards Hots

Investigating Higher- Order Thinking Skills "Hots" In English For Palestine 12th Grade Textbook And EFL Teachers’ Perspectives Towards Hots

Eclectic Approach to English Textbook for Eleventh Grade Students of Senior High School

The objective of this study is to determine the effects and advantages of using an eclectic approach in English textbooks for the eleventh grade of Indonesian senior high school students. The study was designed using qualitative research methods, with the objective of generating descriptive data in the form of words, phrases, and sentences. The study found the effect of using an eclectic approach in an English textbook for the eleventh-grade students of the Islamic High School (MAN) 1 of Metro. The use of an eclectic approach enabled teachers to use conversation, forming study group, loud-speaker, game, and body movement at the appropriate moment and arrangement while delivering the material. Among the advantages of using this method is that it allows the teacher to make the material more interesting, vary the teaching, increase confidence in delivering material, and liven up the bilingual situation. In addition, eclectic approach allows students to understand the English material more easily and relax while learning English. The study found that the use of an eclectic approach in English textbooks for the eleventh-grade students in an Islamic senior high school (MAN) 1 of Metro has a significant impact on both teachers and students when it comes to teaching and learning English.

Relevancy of Revised Bloom's Taxonomy in School-Level English Language Curriculum

The study is based on the analysis of curriculum objectives of Compulsory English textbooks for grades 6, 9 and 11 based on the educational taxonomy of Bloom and its relevance. It is based on the document analysis of all two-level curriculum analysis: basic and secondary level and the selection of the objectives in relation to the six levels of educational objectives and higher order thinking and lower order thinking skills. Based on the international and national review of secondary sources, the study focuses on the curriculum analysis of the Compulsory English curriculum. It was found that the curriculum objectives were more focused on reading and writing skills compared to listening and speaking skills. With regard to thinking skills, it was found that the majority of the curriculum objectives and its learning outcomes included lower order thinking skills (LOTS) more than higher order thinking skills (HOTS) in grades 6 and 9 more than of grade 11.

Curriculum and History Reflections on the Pakistan Studies Text Books Taught in Khyber Pakhtunkhwa, Pakistan

Though history as a discipline and historical instances are used for different agendas since centuries, it provided new grounds to ‘nation building’ after the emergence of Nation State in the previous colonies during the 20th century. The academicians and writers started writing and interpreting history to serve ‘national interests’ and promote ‘national sense’. Each State tried to sort out common features in the different ethnic and social groups living in that political boundary. The creation of Pakistan in August 1947 was a sort of unique experience when Islam was used as a common factor to unite heterogeneous ethnic entities. The ideological fathers, with the colonial legacy of identity crisis tried to promote common features for the Pakistani Nation. For this purpose, the new state managers formed different commissions which provided guidelines for textbooks writing. The successive governments followed the policy which developed ‘historical content’ in all textbooks for ‘constructing image’ of different individuals, institutions and creeds. This ‘insertion’ in textbooks might have some positive impact in promoting ‘Pakistani nation’ but the process culminated in alienation of multiple ethnicities on one hand and use of historical accounts as a propaganda tool on the other hand. The present paper is an attempt to scrutinize the historical content in the textbooks of Pakistan Studies taught at secondary level in public schools in Khyber Pakhtunkhwa. The scrutiny would be dealing with two aspects: a) authenticity of the material; b) presentation. The paper would cover textbooks for grade 9 and 10, published by Khyber Pakhtunkhwa textbook board.

EXAMINING THE ALIGNMENT OF SINGLE NATIONAL CURRICULUM OF WAKFIYAT-E-AMA TEXTBOOKS FOR GRADE 1-3 WITH MORAL VALUES AND SUSTAINABLE DEVELOPMENT GOALS

This research aimed to analyze the extent to which Punjab's Wakfiyat-e-Ama text books for grades 1 to 3 incorporate sustainable development elements and promote moral values. The study employed a qualitative research design and content analysis as the research tool, which involved systematically categorizing and analyzing the textbook content based on predefined criteria. The study revealed that topics such as peace, diversity, excellent health and wellbeing, and a sustainable way of life were given priority, while other factors such as morality, political principles, energy conservation, environmental concerns, climate change, and access to clean water received less attention. The predominant themes in the Wakfiyat-e-Ama text books were honesty, mutual respect, compliance, toleration, empathetic freedom, and kind-heartedness. The study suggests that there should be a separate section at the end of each book with extracurricular moral activities to allow students to apply what they have learnt. Moreover, moral values and SDG chapters should be integrated into all subjects to expose students to these principles more extensively for their success in life. The content analysis method provided a structured approach to evaluate the textbook content and identify areas for improvement in promoting sustainable development and moral values.

The Creation of EYL Textbooks in Indonesia: An Interview Study on EFL Teachers’ Perceptions

Textbooks are a type of teaching material. Textbooks used in classrooms must have gone through an evaluation process based on standards for textbook creation. However, various problems arise in the production of textbooks, especially English textbooks for grades 1-3. This study used a case study to find out what information is used by EFL teachers for low grades textbook creation and the causes of material gaps in in the textbook situated in an elementary school in Malang, East Java, Indonesia. Participants in this study were 6 teachers who had created English textbooks for their EYL classes. Data were collected through interviews. Semi-structured interviews were used to address questions and explore topics of interest. From the interviews, there were 3 answers to the first research question, which is what teachers use when creating textbooks for lower grade, those are; 1) worksheets, 2) the combination of books and worksheeet and 3) Internet. There were 4 main answers to the second research question regarding the difficulties or obstacles experienced by teachers in creatingcreating the English books. Those are; 1) standart in creating tetxtbooks, 2) time allocation in creating books, 3) feedback in creating textbooks, and 4) English as local content.

Keterbacaan Buku Bahasa Arab Terbitan Pustaka Mulia

This study aims to determine the level of readability of the Arabic teaching text book for sixth grade published by Pustaka Mulia and used in SD Islam Ruhama. The cloze test method was used to determine the level of readability of the text. The sample consisted of 80 students from the sixth grade of SD Islam Ruhama. The results of this study showed that the level of readability of the textbook varies. The readability level of the textbook is 34%, which means that the readability is at the level of frustration and the students' reading ability is 43%, which means the level of readability is at the instructional or educational level. The researchers concluded that the textbook did not meet the readability standards and that the readability of the textbook was varied. However, to further support students' reading skills, books or other additional references are still needed.

The Extent to which Concepts of Sustainable Development are included in Social Studies Textbooks in Qatar

The aim of this study is to examine the extent to which concepts of sustainable development are included in social studies textbooks in Qatar. Content analysis methodology was used in this study. The target social studies textbooks were textbooks of the 3rd grade through the 10th grade in public schools in the State of Qatar, which accumulated eight textbooks in total. To achieve the objectives of the study, the researchers developed a list of concepts that included 140 concepts distributed in five domains: social and culture, economy, environment, technology, and information, and politic. The results of the study showed that concepts of sustainable development were distributed among the study domains as the following: social and culture (53.84%), environment (17.93%), economy (16.38%), politic (10.84%), and finally technology and information (1.01%). Overall, the inclusion percentage of concepts in the target textbooks were as follows: third-grade textbook (6.79%), fourth-grade (9.77%), fifth-grade (10.24%), sixth-grade (11.79%), seventh -grade (11.73%), eighth- grade (19.54%), ninth- grade (9.47%) and tenth-grade (20.67%). The number of concepts included in all textbooks was (94), while the number of concepts that were not mentioned was (46). The most important recommendation that the study provided was the need to achieve a balance between sustainable development concepts in different domains in the social studies textbooks in the State of Qatar, in order to achieve integration in the sustainable development system that learners will acquire in the different school stages.