Grade Textbooks Research Articles

Learning Opportunities for Solving Context-Based Calculus Tasks in Nepal’s High School Mathematics Textbooks

ABSTRACT A vital skill for students to acquire in school mathematics involves solving problems embedded within real-world contexts. The extent to which students achieve intended learning outcomes largely depends on whether textbooks offer opportunity-to-learn (OTL) the assessed concepts and skills. The National Assessment of Students’ Achievements (NASA) reveals a significant deficiency in the performance of Nepali students in solving context-related problems. We conducted a content analysis of the most commonly adopted Nepali mathematics textbooks for grades XI and XII to assess the OTL they afford for tackling context-related problems in calculus. Results show that almost all mathematical concepts were introduced without providing related contexts, and around 95% of worked examples and exercise problems did not have any context and offered little or no opportunities for modeling and mathematization. Although most of the contexts presented in the problems were categorized as real and essential, the cognitive demands of many tasks were lower. The investigated textbooks were not necessarily aligned with Nepal’s updated National Mathematics Curriculum (2018), which underscores the integration of mathematics with real-world applications. Results of this study indicate that the limited access to quality mathematics textbooks might be a significant barrier hindering students’ ability to solve context-related problems.

Gender Representation in Class Ten Nepali Language Textbook

The present study is based on the analysis of gender representation in textbook. It aims to analyze the situation of gender representation in the texts included in the grade X compulsory Nepali textbook of CDC, GON Nepal. Qualitative framework has been adopted in this study. After an in-depth study of the lessons of the Nepali textbook of grade X, the data has been noted and tabulated. For this, the paradigms created by Logsdon (1985) for the analysis of gender representation have been made a basis. It has been analyzed using the textual method. Out of the seventeen texts included in the textbook of class ten, only one text is written by a female author. In terms of occupation, women are shown only in a limited field compared to men. Examples, contexts and events include a wide range of masculine names and a limited range of feminine names. Overall, it is seen that the textbook is not balanced in terms of gender representation. This study has guided the revision of this book in the future to maintain a balance in it and to pay attention to the role of textbooks in developing the sense of gender equality in children.

Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

A Beginner Book For Arabic Basic User: Analysys Al-Lughah Al-Arabiyah Book Chapter One Based On CEFR Standart

<em>The Arabic textbook MI Grade 1 KSKK is a book published by the Ministry of Religious Affairs in the context of implementing KMA Number 183 of 2019 concerning the PAI Curriculum and Arabic Language in Madrasas. This article presents the results of the analysis of MI Class 1 KSKK Arabic textbooks using CEFR standards. CEFR stands for Common European Framework of Reference established by the Council of Europe in 2001 as a response to the importance of learning foreign languages in order to use them in everyday transactions, be it social, interaction and information transfer. The purpose of this article is to find out the description of the MI Class I Arabic textbook, then at what level is this book in the CEFR standard and how are the CEFR principles contained in it. In its writing, this article uses a literature research method (literature review) with a content analysis approach, where researchers analyze all the material in this MI Class 1 Arabic textbook. The results showed that the Arabic textbooks of MI grade 1 KSKK were categorized in levels A1 and A2 based on CEFR standards. In addition, this book has also fulfilled CEFR principle 6, including language activities, language processes, text, domain, language learning strategies, and language tasks.</em>

Analiza comparată a curriculumului și a manualelor de fizică pentru clasa a VII-a din România, Rusia și Republica Moldova din punctul de vedere al susținerii conceptului de competențe de învățare pe tot parcursul vieții

In this paper, the lifelong learning competencies supported by physics textbooks for the 7th grade from Romania, Russia, and the Republic of Moldova were studied. Additionally, it was investigated whether there is any discrepancy between the competency units declared in the curriculum and the content and structure of the textbooks. A comparative analysis was conducted on Unit 2 “Mechanical Phenomena. Interactionsˮ from the Romanian textbook, Chapter 2 “Interaction of Bodiesˮ from the Russian textbook, and Chapter 2 “Interactionsˮ from the Moldovan textbook. It was found that the Romanian textbook emphasizes the development of technological skills and critical and analytical thinking through the conduct and analysis of experiment results within each lesson, as well as problem-solving skills by examining complex real-world situations. However, the Romanian curriculum lacks specific competency units for the learning unit. The Russian textbook is distinguished by a clear, structured, and concise presentation of the material, and the Russian curriculum includes a short list of cognitive objectives that fully reflect the constructivist nature of learning. It was established that the Moldovan textbook supports autonomous learning, problem-solving, and technological skills, corresponding in such a way to the curriculum.

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 Kesalahan Berbahasa dalam Teks Nonfiksi pada Buku Pelajaran Bahasa Indonesia Kelas VIII Terbitan Pusat Kurikulum dan Perbukuan Balitbang Kementerian Pendidikan dan Kebudayaan sebagai Upaya Meningkatkan Kualitas Pembelajaran Membaca

The use of the Indonesian language, particularly in spelling, has not been fully executed properly, especially in textbooks. Textbooks, especially Indonesian language textbooks, as the primary learning source, should serve as examples of standardized and error-free texts. However, in reality, many language errors are still found in the non-fiction texts of Indonesian language textbooks. This research describes syntax language errors in the Indonesian Language Textbook for Grade VIII published by the Curriculum and Book Development Center of the Ministry of Education and Culture. The research method used is Qualitative Descriptive. The results of the research include language errors in the Grade VIII Indonesian Language Textbook published by the Curriculum and Book Development Center of the Ministry of Education and Culture in the field of syntax, which include: conjunction errors, punctuation errors, misspellings not in accordance with KBBI (Indonesian Dictionary), and sentence ineffectiveness. From the research findings, it can be concluded that Indonesian language textbooks serve as good learning resources, but the various errors found indicate that Indonesian language textbooks are still not effective for learning. This research was conducted to identify language errors in Indonesian language textbooks in order to pay more attention to their effectiveness in learning.

Integrating numeration in mathematics learning

This research is motivated by the Indonesian numeracy ranking, which is the fifth from the bottom of the PISA numeration. Based on the quality report related to numeracy abilities from several elementary schools in Semarang Regency, it can be seen that the scores of schools with numeracy-related achievements are below the minimum competency, which has an overall average of 1.6 for numeracy at the school level. This study is Research and Development that involves three stages: define, design, and develop. It intends to define the context of integrating numeracy in the management of mathematics learning, identify, and find solutions to integrate numeracy in elementary schools in Semarang Regency. The findings of the research show that (1) the significance of numeracy in the management of mathematics learning; (2) the developments obtained in integrating numeracy are conceptual understanding, problem-solving skills, independent skills, logical thinking, and the capability to integrate the learning to students everyday life; (3) the integration of the management of mathematics learning with numeration into a valid learning tool and textbook for grade V Elementary School, as proven by the results of the lesson plans validation of 3.50 and the validation of textbooks of 3.36.

Depiction Of Moral Values In Indonesian English Junior High School Textbooks

Most language textbooks are analyzed by emphasizing cultural/multicultural content, gender stereotypes/representation, neoliberalism, and pedagogical representation. The role of language textbooks on moral and cultural values at various levels has been examined. However, moral values at the junior high school level are scarce. This study examined the moral values in junior high school English textbooks entitled “English for Nusantara” for grades 7 and 8 published by the Indonesian Education Standard, Curriculum, and Assessment Agency of the Ministry of Education Culture, Research and Higher Education within the independent curriculum. This research used a qualitative content analysis research design. This study adopted the Moral Foundations Theory Framework (MTF) Graham presented a set of moral principles such as care/harm, fairness/cheating, loyalty/betrayal, authority/subversion, and sanctity/degradation. The result showed that both the textbooks for grades 7 and 8 were similar representing more dominant moral values than bad values, with percentages of 95% and 59%, respectively. The other finding suggested that the textbooks did not integrate authority, loyalty, and fairness. The study implies incorporating stories that highlight moral values should be required to internalize ethical values and encourage students to do good things.

Representation of Female Gender in English Books A Case of Pakistani English Textbooks

This study offers a comprehensive picture of the gender gaps that persist in our society by demonstrating how gender differences are still prevalent in our educational materials. The goal of the study is to classify gender stereotypes that emerge in textbook content and to investigate how women are portrayed in English textbooks for classes sixth, seventh, and eighth grade that are produced by Sindh Textbook Board. Specifically, the study used Fairclough's three-dimensional critical discourse analysis paradigm to examine the text and images. Various themes pertaining to female representation surfaced. Females were typically linked to household responsibilities, and stereotypes and progressive portrayals of women have both been studied. The language for women or how women are portrayed in textbooks has an impact on the readers of all ages. It influences their thoughts and attitudes about women. Therefore, it is recommended that curriculum developers may evaluate the content before presenting it in published form for the readers.

Lexical Density of Reading Materials in An English Textbook: A Content Analysis

In reading, students are required to learn to comprehend the content of the text. Lexical density is one of the factors that influences students’ reading comprehension. Lexical density is a condition of words’ proportion in a text, which shows the ratio of content words (CW) and grammatical function words (GFW). This research used the “Passport to the World” English textbook for the 8th grade of junior high school to be analyzed. This study aims to find out the genres of reading materials offered by the curriculum 2013 found in the textbook and to examine the lexical density of the reading materials in the textbook. A qualitative approach was applied, while content analysis was used as the research design. Data were collected with document analysis. The findings showed that there are 3 genres of reading materials, among 5 genres offered by the curriculum 2013, included in the textbook such as descriptive, recount, and functional texts in the form of announcements. From those, it was found that two texts were categorized as low lexical density, 11 texts were categorized as medium lexical density, and four texts were labeled as high lexical density. In addition, the composition of this text did not reach the ideal ratio of 1:2:1 for index difficulty. However, this textbook can still be suggested to be used in the class with some usage modifications in the classroom.

LIFE SKILLS INTEGRATION IN PAKISTAN STUDIES TEXTBOOK GRADE-XII: A QUALITATIVE CONTENT ANALYSIS

This qualitative research aimed to analyze the integration of twelve core competencies in the Pakistan Studies textbook for Grade Twelve based on the framework of the UNICEF MENA report (2017). The textbook was selected through purposive sampling. In analyzing the text, the approach used was qualitative content analysis with help of NVivo 14 software. The analysis showed that the textbook exhibited a mixed view of these life skills. To some extent, critical thinking, problem-solving, communication & participation are covered through historical analysis of specific instances or a description of governance structures and active citizenship. However, important skills like creative thinking, communication, self-management, and empathy are paid minimum attention. Textbook mainly seems to be information sharing on Pakistani history, politics, and social organization, and process of learning and developing life skills is not very visible. Based on study, it is suggested that curriculum developers make a more conscious effort to ensure that life skills are integrated into content of textbooks; in the form of extra exercises, problem-solving activities, actual conversations about these as the worthy lifelong skills.

Exploring meaning: an analysis of denotative diction and connotative diction in Indonesian language textbook stories for second grade elementary school

This study examines denotative and connotative diction in Indonesian textbooks for grade II primary schools under the Merdeka Curriculum. The main objective of this study is to assess how denotative and connotative word choice can affect the understanding of diction in primary school students' stories. Through the content analysis method, this study evaluated various stories in the textbook, focusing on word choice and its influence on teaching effectiveness. Denotative diction and connotative diction were chosen as the objects of analysis because of their critical role in helping students understand literal texts, which is the foundation for further learning at an early age. Increased consistency of diction use across all subject matter to support learning effectiveness at the primary level. It is hoped that these findings can be used as a reference for curriculum development and the preparation of better Indonesian language textbooks in the future, in accordance with the principles of Merdeka Curriculum which supports inclusive and comprehensive education. The conclusion of the study shows that the use of words with clear and unambiguous denotative meanings tends to make it easier for students to understand the concepts taught. Through connotative diction learners can develop analytical skills that are important in reading and understanding texts.

Life Skills Integration in English Textbook Grade 5: A Qualitative Content Analysis

This qualitative study focuses on integrating core life skills in Grade 5 English textbook that was purposively sampled. Applying qualitative content analysis supported by NVivo 14, the study explores how these essential skills are integrated into the textbook. The results show that communication, creativity, and critical thinking are given considerable attention. Such activities include creative writing assignments, reading and comprehension exercises, and dialogues. However, the study reveals some areas not covered extensively in teaching, such as negotiation, problem-solving, and decision-making skills. All 12 skills are introduced, but their integration level is inconsistent. The textbook offers a basis for life skills learning, but there is an opportunity for improvement as it concerns real-life situations. This study adds to the knowledge about integrating life skills in the primary education curriculum and the possible enhancements to the textbook in line with the UNICEF MENA framework.

Implementation of Javanese Cultural Values Through the Pancasila Student Profile in Merdeka Curriculum

This study investigates the incorporation of the Pancasila learner profile in the Mardika Basa lan Sastra Jawa textbook for grade VII SMP/MTs and its alignment with Javanese cultural character values. The Pancasila learner profile aims to cultivate students' values and character based on Indonesia's foundational philosophy. Understanding how textbooks reflect these values, particularly within the context of Javanese culture, is important for character education. A descriptive qualitative approach was used to analyze the textbook. Data were collected through data cards, questionnaires, and interviews with teachers. The analysis followed the Miles and Huberman technique, and data validity was ensured through triangulation. The findings indicate that the Mardika Basa lan Sastra Jawa textbook for grade VII, following the Merdeka Curriculum, integrates the Pancasila learner profile in each chapter. This is reflected in the value content, lesson preparation, and learning activities. The Javanese cultural character values corresponding to the Pancasila student profile include andhap asor (humility), babar binuka (openness), tepa salira (tolerance), laku hambeging kartika (noble conduct), wicaksana (wisdom), and niteni, nirokke, nambahi (observe, imitate, add). The study highlights that Javanese cultural values align well with the Pancasila learner profile, contributing positively to character development. These values not only strengthen the national identity but also foster ethical and responsible behavior among students. This research provides valuable insight into how Javanese cultural values can reinforce the Pancasila learner profile in education, supporting national character-building efforts.

Folklore In Elementary School Textbooks

The purpose of this topic is to highlight the usability, role and impact of folk creativity in the textbooks of grades 1 - 5. Considering that students from the first grade to the fifth grade are constantly confronted with folk creations, it is important that to know what impact they have on children's lives, in various social, pedagogical, cultural, psychological aspects, etc. We will also address the aspect of how these creations are suitable for the age and psycho-cognitive aspect of the students. But one thing is certain, that they predominate in useful instructions and teachings, through which various vices and weaknesses are reprimanded, and on the other hand, good human habits are praised and supported. Therefore, these creations have always served and will continue to serve in the future for the education of children. Folklore creativity is very present in school textbooks, in its various forms, such as fairy tales, riddles, proverbs, folk songs, lullabies, folk games, etc. Therefore, we have tried to treat these creations from the perspective of how they are presented to students. The purpose of this paper is to analyze how popular creativity is used and whether this subject is sufficiently included in school textbooks from grades 1-5.

Representasi Budaya dan Profil Pelajar Pancasila di Buku Pelajaran Bahasa Indonesia Kelas VII

This study aims to (1) describe the representation of culture in Indonesian textbooks grade VII, (2) describe the representation of Pancasila student profile in Indonesian textbooks grade VII. This research is a qualitative research and uses case study method with content analysis approach. The data source of this research is the seventh grade Indonesian textbook. The sampling technique was done by purposive sampling. Data collection was done by document analysis. The data validity test technique used was data source triangulation. The results of this study are, in the seventh grade Indonesian textbooks, cultural representations are found to be described through Koentjaraningrat's cultural elements in the form of language, technological systems, livelihood systems, social organization, knowledge systems, religious systems, and arts. Second, in the seventh grade Indonesian textbook, there is a representation of the Pancasila student profile which is divided into six dimensions, namely faith, fear of God Almighty; and noble character; global diversity; mutual cooperation; independent; critical reasoning; and creative. In the discussion, the six dimensions are then further divided based on the existing key elements

Analisis Teks pada Buku Pelajaran Bahasa Indonesia Kelas X Terbitan Kemdikbud Edisi Revisi Tahun 2017

This study aims to conduct a text analysis on Indonesian language textbooks in Grade X by focusing on (1) Language Use in Indonesian Language Textbooks in Grade X, (2) Conformity of Indonesian Language Textbooks in Grade X to the 2013 Curriculum, (3) Conformity of Indonesian Language Textbook Discourse to Strengthening Character Education for Grade X Students, (4) Impact of Indonesian Language Textbooks on Learning for Grade X Students. The method in this research is descriptive qualitative research method with critical discourse analysis approach. The subject of this research is the Indonesian Language textbook Grade X for SMA/SMK, published by the Ministry of Education and Culture in the 2017 revised edition. The results showed that from (1) language use, (2) conformity with the 2013 curriculum, (3) conformity of discourse with strengthening character education, (4) the impact of textbooks on student learning is included in the good category, feasible, and in accordance with the level of understanding of students. In accordance with these findings, it is expected that the government and teachers should work together to develop and improve the quality of Indonesian language learning books to make them more interesting in accordance with the times, relevant, easy for students to understand

Exploring the density property of rational numbers in Mexican textbooks

In this article we present an analysis of the density property of rational numbers in eight Mexican textbooks for the first grade of secondary education. This research was qualitative and was based on the semiotic representation register theory and the technique of content analysis. In that sense, the analysis focused specifically on the treatment of definitions and examples, semiotic registers and the transformations involved in the tasks. As a result, it was found that the natural and numerical registers have the greatest presence in the definitions of the property of density, as well as in the tasks proposed to address its teaching. Likewise, few tasks were identified that allow for transformations between registers, which could be an obstacle for the student to create semiotic representations of the density property.

MEMPELAJARI BENCANA ALAM MELALUI PEMBELAJARAN IPS DI SD KELAS 1 TEMA 8 SUBTEMA 4 KURIKULUM 2013

The Ring of Fire that traverses Indonesia makes it a region vulnerable to earthquakes. Not only are Indonesia’s characteristic earthquakes a concern, but being an archipelagic nation also renders it susceptible to tsunamis. This article explores how Science Learning can provide a deeper understanding of natural disasters. Additionally, the research method employed—qualitative descriptive approach—is discussed, along with an analysis of the student textbook for Grade 1, Theme 8, titled “Natural Disasters.” The challenges faced by teachers in explaining this material are also addressed, including how they can create a dynamic learning environment, provide additional learning resources, and emphasize the importance of understanding natural disasters.