A textbook should reflect a curriculum being applied. The compability of the philosophical foundation between the curriculum and textbook is needed to achieve the educational goals. This study aims to find the philosophical foundation of the English in Mind Students' Book and the compability of the philosophical foundation between the curriculum and the textbook. This study is an inferential content analysis. The object is the English in Mind Students' Book. The procedure is the data making; physical and referential units, sampling; six chapters, data recording, data reduction, and withdrawal of inference. This study used semantic validity and test-retest reliability. This study used analytic constructs as a reference for the meaning of data to be analyzed using conceptual domain analysis techniques. Based on data analysis, there are six philosophies namely philosophy of perennialism, progressivism, essentialism, existentialism, humanism, and social reconstruction in the English in Mind Students' book and in the curriculum 2013. It means that there is no difference in philosophical foundation between the curriculum 2013 and textbooks. Both of them also emphasize on critical thinking skills, problem solving, communication and collaboration, creative and innovative and character development for students.

Penelitian ini bertujuan mendeskripsikan: (1) pengasuhan orang tua siswa SMA Muhammadiyah 2 Yogyakarta, (2) perilaku siswa SMA Muhammadiyah 2 Yogyakarta dan (3) peran pengasuhan orang tua siswa SMA Muhammadiyah 2 Yogyakarta dalam pembentukan perilaku siswa. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus, dilakukan di SMA Muhammadiyah 2 Yogyakarta dan dilaksanakan pada bulan Juni sampai dengan Desember 2014, dengan siswa sebagai subjek penelitian. Peneliti menggali informasi sampai pada titik jenuh menggunakan snowball sampling. Pengumpulan data melalui observasi langsung, wawancara mendalam, dan dokumentasi. Validitas data dalam penelitian menggunakan teknik informant review dan triangulasi. Hasil penelitian ini adalah sebagai berikut: Pengasuhan orang tua yang mengedepankan komunikasi tidak didukung lingkungan yang baik menyebabkan perilaku anak tidak baik. Pengasuhan yang cenderung mengarah ke penekanan tidak didukung lingkungan yang baik akan menyebabkan perilaku anak tidak baik. Apalagi pengasuhan yang memberi kebebasan tidak didukung dengan lingkungan yang baik otomatis akan menyebabkan anak yang tidak baik. Pendidikan IPS khususnya sosiologi berperan sangat penting dalam memperbaiki perilaku menyimpang terhadap remaja di sekolah, serta berperan strategis dalam mewujudkan perilaku yang baik.

Educational and language philosophy is the combination of education philosophy and language philosophy. Education philosophy seeks the truth in the education section. On the other hand, language philosophy is a combination of linguistics and philosophy. Hence, language is a vital medium in philosophizing. The research was aimed to ascertain the educational and language philosophy principle. This research used content analysis inferential. The data resource was ‘Basic English Handout’ for the first semester students of the Early Childhood Education Program of Hamzanwadi University. The data were collected by data making, data reduction, inference, and analyzing the data. To ascertain valid and reliable data, semantic validation data and test-retest reliability were used. The researchers used an analytical construct with a qualitative conceptual domain in analyzing data. The results showed that educational and language philosophy principle on ‘Basic English Handout’ were: existentialism, reconstructionism, and humanism. Existentialism refers to students’ activities on committing themselves in learning concrete experiences, dynamic reflection, observation, active experimentation, and creating thinking conceptualization. While, reconstructionism created students on: problem-solving, focusing on transformation (direct participation), democracy, learning by doing, cooperation in learning, and doing the exercises. Last, humanism instructed students to think inductively, explore and develop self-concept, develop their own experience and trials, actively participating, and discipline in learning activities.