A Framework for Textbook Analysis

O’Keeffe, Lisa

doi:10.12785/irclr/020101

Cited by 45 publications

(26 citation statements)

References 19 publications

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“…Textbooks have a strategic position in the national curriculum and the learning of learners, even politically contributing. Textbooks are an important 'vehicle' for curriculum promotion [10]. Some research also shows that there is a relationship between political and ideological framing within the national curriculum that has a significant impact on the production and use of textbooks [11][12][13].…”

Section: A Textbooksmentioning

confidence: 99%

Peace Values on Pancasila and Civic Education Textbooks in Senior High School

Wulandari¹,

Murdiono²

2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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The content of peace values on Pancasila and Civic Education Textbooks in Senior High School becomes very important and relevant to be examined. The peace values become an urgent need for learners and including the civic values within the framework of the civic education scope that learners must possess. The need to include the peace values requires textbooks. The purpose of this research is analyze peace values contained on Pancasila and Civic Education Textbooks in Senior High School. This research method using content analysis with qualitative approach. The object of this study is Pancasila and Civic Education textbooks in Senior High School which published by the Education and Culture Ministry that used in 2016/2017 academic year. Data collection technique through observation, recording, and analyzing with analysis sheets. The research procedures include data collection, data reduction, data analysis, and inference. The results show content of peace values on Pancasila and Civic Education textbooks in Senior High School consists of self-respect, respect with others, gender equality, respect for life/non-violence, compassion, global attention, ecological attention, cooperation, openness and tolerance, justice, social responsibility, and positive vision. These peace values reflect inner peace, social peace, and peace with nature.

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Section: A Textbooksmentioning

confidence: 99%

Peace Values on Pancasila and Civic Education Textbooks in Senior High School

Wulandari¹,

Murdiono²

2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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“…Oleh karena itu materi dalam buku teks pelajaran merupakan hal penting yang perlu diperhatikan. Hal yang diperhatikan dalam buku teks tersebut antara lain struktur buku maupun presentasi materinya (O'Keeffe, 2013). Begitu pula halnya dengan materi yang disajikan dalam buku teks matematika hendaknya menjadi salah satu saran bagi siswa untuk belajar, sehingga meningkatkan kognitif dan pengetahuan siswa.…”

Section: Pendahuluanunclassified

Analisis kesesuaian materi buku teks Kemendikbud matematika kelas VII dengan Kurikulum 2013

Ramda

2017

Pytha Jurnal Pend. Math

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Tujuan penelitian ini adalah mendeskripsikan kesesuaian buku teks Kemendikbud Matematika kelas VII edisi revisi 2014 dengan Kurikulum 2013 dilihat dari Standar Isi, Standar Proses, dan Standar Penilaian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan analisis konten. Teknik analisis data dilakukan dengan tahap pendefinisian unit, penentuan sampel, pencatatan, pereduksi data, penarikan kesimpulan, dan penarasian. Hasil penelitian menunjukkan bahwa kesesuaian materi dalam buku dengan Standar Isi pada Kurikulum 2013 dilihat dari (1) cakupan materi adalah sebesar 90,91%. Pada cakupan materi dalam buku, tidak terdapat pokok bahasan Bidang Cartesius. (2) Kesesuaian KD adalah sebesar 95,45%. (3) Keluasan materi adalah sebesar 90,91%. (4) Kedalaman materi adalah sebesar 90,91%. (5) Keakuratan materi adalah sebesar 81,82%. (6) penyajian materi adalah sebesar 87,27%. Kesesuaian materi dalam buku dengan Standar Proses pada Kurikulum 2013 dilihat dari substansinya adalah sebesar 90,9%. Kesesuaian materi dalam buku dengan Standar Penilaian pada Kurikulum 2013 adalah sebesar 54,55%.Kata Kunci: buku teks matematika, materi, standar isi, standar proses, standar penilaian, kurikulum 2013 An Analysis of Content of the Relevance of the Materials in the Mathematics Textbook for Grade VII to Curriculum 2013 AbstractThis study aimed to describe the relevance of the materials in the 2014 revised edition mathematics textbook for Grade VII published by Puskurbuk to Curriculum 2013 in terms of the Content Standar, the Process Standar, and the Assessment Standar. This research was a qualitative study using content analysis. The data were analyzed by means of the instruments that had been validated. The data analysis was carried out through the stages of unit definition, recording, data reduction, conclusion drawing, and narration. The results of the study showed that the relevance of the materials in the book to the Content Standar in Curriculum 2013 is as follows. (1) In terms of the materials coverage, the relevance is 90.91%. (2) In terms of Basic Competencies (BC) in Curriculum 2013, it is 95.45%. (3) In terms of the materials breadth, it is 90.91%. (4) In terms of the materials depth it is 90.91%. (5) In terms of the materials accuracy, it is 81.82%. (6) In terms of the materials presenting, it is 87.27%. The relevance of the materials in the book to the Process Standar in Curriculum 2013 in terms of the substance is 90.9%. The relevance of the materials in the book to the Assessment Standard in Curruculum 2013 is 54.55%.Keywords: mathematics textbook, content, content standar, process standar, assessment standar, curriculum 2013

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“…In developing a means of analysing mathematical text, we have used grammatical tools drawn from SFL alongside Sfard's (2008) characterisation of mathematical discourse. SFL tools have been used previously in mathematics education to analyse various kinds of school mathematics texts by a number of researchers (including, for example, Chapman, 2003;Herbel-Eisenmann & Wagner, 2007;Morgan, 1998Morgan, , 2005O'Halloran, 2004;O'Keeffe, 2013). Although developed independently, the linguistic features that Sfard identifies are broadly compatible with SFL and offer the advantage of directing attention specifically to how they function in mathematical thinking (Tabach & Nachlieli, 2011).…”

Section: Developing Tools To Characterise School Mathematics Discoursementioning

confidence: 99%

Studying the role of human agency in school mathematics

Morgan

2016

Research in Mathematics Education

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Mathematical discourse is often described as abstract and devoid of human presence, yet many school curricula espouse an aim to develop active, creative mathematical problem posers and solvers. The project The Evolution of the Discourse of School Mathematics (EDSM) developed an analytic scheme to investigate the nature of school mathematics discourse through the lens of high-stakes examinations in England. Following an overview of the scheme, this article 'zooms in' on the development of the sub-component addressing the question of how the origin of mathematical knowledge is construed, allowing investigation of the potential for students to see a role for themselves as active, creative agents in mathematical practices. Analytical tools operationalising this component are presented and their application illustrated. Results of analysis of examinations over a period of three decades suggest some increase in human agency, though some other aspects characteristic of higher-level mathematics may have reduced.

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A Framework for Textbook Analysis

Cited by 45 publications

References 19 publications

Peace Values on Pancasila and Civic Education Textbooks in Senior High School

Peace Values on Pancasila and Civic Education Textbooks in Senior High School

Analisis kesesuaian materi buku teks Kemendikbud matematika kelas VII dengan Kurikulum 2013

Studying the role of human agency in school mathematics

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