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The Analysis of Science Literacy Aspect in High School Biological Textbooks (First Grade) on The Biodiversity Material at SMAN 1 Kutacane
Abstract
Background: Textbook analysis is very important to assess the quality and suitability of the book. A teacher needs to analyze textbooks so that students can quickly understand the material being taught and read. This study aims to analyze the aspects of scientific literacy presented in the tenth-grade Biology textbooks used at SMAN 1 Kutacane, specifically in the topic of Biodiversity, as contained in two instructional materials: first book, Biology for Public High School/Islamic High School Grade 10 (Merdeka Curriculum, Erlangga publisher), and second book, Biology for Public High School/Islamic High School Grade 10 (Grafindo publisher). Methodology: The research used a descriptive qualitative content analysis method, measuring and comparing the percentage scores of four dimensions of science literacy: Scientific thinking; science as an investigative process; science as a product of knowledge; and the interaction between science-technology, and society. Data were collected from both textbooks and analyzed by calculating the percentage scores for each dimension. Findings: The results showed that Textbook I (Erlangga) had a higher percentage score than Textbook II (Grafindo). The highest dimensions in both books were "science as a way of thinking" (Book I: 61.25%; Book II: 52.50%) and "science as an investigative process" (Book I: 62.50%; Book II: 53.12%). The dimension with the lowest score was "science-technology-society interaction" (Book I: 55.00%; Book II: 48.75%). This book analysis provides empirical evidence about the importance of balancing science literacy dimensions and the need to develop textbooks that improve students' comprehensive science literacy. Contribution: This study provides a comparative insight into how different high school biology textbooks represent dimensions of scientific literacy, offering empirical guidance for improving the balance and depth of literacy components in future textbook development
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DOI: https://doi.org/10.36987/jpbn.v11i1.6818
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