The Silent Architecture of Science Learning: A Critical Analysis of Visual Representations in Indonesian Integrated STEM Textbooks
Abstract
This study aimed to analyze visual content on Indonesian junior high school science textbooks by discovering characteristics and patterns of STEM-related content. Textbooks could be a great vehicle to promote the interlinked importance of science, technology, engineering, and mathematics disciplines in a compact context. Therefore, analyzing the visual patterns and characteristics in the science textbook is paramount. The samples in this current study consisted of science textbooks from grade IX, specifically two of the most widely used science textbooks in Indonesia. The type, function, and pattern of the STEM-related contents were the main focuses. The results showed significant differences in the type, function, and pattern of STEM-related content in the selected textbook. Moreover, this current study reveals a poor, unequal representation of the type, function, and pattern of STEM-related content in the textbook. This empirical evidence, in the form of visualizing patterns and characteristics, is crucial, primarily to guide science teachers to utilize science textbooks in their everyday school life. Other essential implications are also discussed in this study, primarily pertaining to publishers, academia, and educational policymakers in Indonesia and other countries worldwide.
Keywords
Full Text:
PDFReferences
Adanur-Sönmez, E., Aydın-Ceran, S., & Koçak, N. (2025). Student experiences in context-based stem instructional design: An investigation focused on scientific creativity and interest in STEM career. Education Sciences, 15(9), 1218. https://doi.org/10.3390/educsci15091218
Baker, F. W. (2012). Media literacy in the K–12 classroom. Washington, DC: International Society for Technology in Education.
Baran, E., Bilici, S. C., Mesutoglu, C., & Ocak, C. (2016). Moving STEM beyond schools: Students’perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics Science and Technology, 4(1), 9–19. https://doi.org/10.18404/ijemst.71338
Behnke, Y. (2021). Usability qualities of ‘well-designed’geography textbook visuals. Journal of Visual Literacy, 40(1), 15-33. https://doi.org/10.1080/1051144X.2021.1902042
Binali, T., Chang, C.-H., Chang, Y.J., & Chang, H.-Y. (2024). High school and college students’ graph-interpretation competence in scientific and daily contexts of data visualization. Science & Education, 33, 763-785. https://doi.org/10.1007/s11191-022-00406-3
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
Calcetero, M.A. (2021). Teaching Data Visualization to STEM Students. Robotlab. Accessed at https://www.robotlab.com/blog/teaching-data-visualization-to-stem-students on November 10, 2023.
Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14, 5–26. https://doi.org/10.1023/A:1013176309260
Cheung, K. K. C., & Winterbottom, M. (2023). Students’ integration of textbook representations into their understanding of photomicrographs: Epistemic network analysis. Research in Science & Technological Education, 41(2), 544-563. https://doi.org/10.1080/02635143.2021.1920382
Coleman, J. M., & Dantzler, J. A. (2016). The frequency and type of graphical representations in science trade books for children. Journal of Visual Literacy, 35, 24–41. https://doi.org/10.1080/1051144X.2016.1198543
Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073-1091. https://doi.org/10.1002/sce.20164
Erstad, O. (2012). The learning lives of digital youth-Beyond the formal and informal. Oxford Review of Education, 38, 25–43. https://doi.org/10.1080/03054985.2011.577940
Evagorou, M., Erduran, S., & Mäntylä, T. (2015). The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works. International Journal of STEM Education, 2(11). https://doi.org/10.1186/s40594-015-0024-x
Fingeret, L. (2012). Visuals in children’s informational texts: A content analysis (Unpublished doctoral dissertation). Michigan State University, East Lansing.
Ghritlahare, A. (2025). The Role of Flowcharts in Problem Solving and Process Visualization. https://doi.org/10.5281/zenodo.15358152.
Guo, D., Wright, K. L., & McTigue, E. M. (2018). A content analysis of visuals in elementary school textbooks. Elementary School Journal, 119(2), 244–269. https://doi.org/10.1086/700266
Guo, D., Zhang, S., McTigue, E., & Wright, K. L., (2020). Do you get the picture?: A metaanalysis of the effect of graphics on reading comprehension. AERA Open, 6(1). https://doi.org/10.1177/2332858420901696
Howell, D. C. (2011) Chi-Square Test: Analysis of Contingency Tables. In: Lovric M. (eds) International Encyclopedia of Statistical Science. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04898-2_174
Jian, Y. C., & Ko, H. W. (2017). Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study. Computers and Education, 113, 263–279. https://doi.org/10.1016/j.compedu.2017.06.002
Kang, E., & Kim, H. S. (2023). Analysis of light-related visual images presented in elementary schools science textbooks in Kore, the United States, and Japan. Asia-Pasific Science Education, 9(2), 265-298. https://doi.org/10.1163/23641177-bja10068
Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 1–24. https://doi.org/10.1002/sce.21522
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(8). https://doi.org/10.1007/s10648-023-09842-1
Moodley, V. (2013). In-service teacher education: Asking questions for higher order thinking in visual literacy. South African Journal of Education, 33(2), 1–17. https://hdl.handle.net/10520/EJC134989
Myers, C. B., Dougan, A. M., Barber, C. R., Dumas, W., Helmkamp, C. J., Lane, J. W., . . . Theisen, R. (2002). National standards for social studies teachers (Vol. 1). Silver Springs, MD: National Council for the Social Studies.
Norman, R. R. (2012). Reading the graphics: What is the relationship between graphical reading processes and student comprehension? Reading and Writing, 25(3), 739–774. https://doi.org/10.1007/s11145-011-9298-7
OECD. (2017). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264281820-en.
OECD. (2021). PISA 2021 Creative Thinking Framework (third draft), Organization for Economic Co-Operation and Development, https://www.oecd.org/pisa/publications/PISA-2021-Creative-Thinking-Framework.pdf.
Parthasarathy, J., & Premalatha, T. (2022). Content analysis of visual representations in biology textbooks across selected educational boards from Asia. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2057002
Roberts, K. L., Norman, R. R., & Cocco, J. (2015). Relationship Between Graphical Device Comprehension and Overall Text Comprehension for Third-Grade Children. Reading Psychology, 36(5), 389–420. https://doi.org/10.1080/02702711.2013.865693
Sadoski, M., & Paivio, A. (2013). Imagery and text: A dual coding theory of reading and writing. New York: Routledge.
Schoenherr, J., Strohmaier, A. R., & Schukajlow, S. (2024). Learning with visualizations help: A meta-analysis of visualization interventions in mathematics education. Educational Research Review, 45. https://doi.org/10.1016/j.edurev.2024.100639
Teplá, M., Teplý, P., & Šmejkal, P. (2022). Infulence of 3D models and animations on students in natural subjects. International Journal of STEM Education, 9(65). https://doi.org/10.1186/s40594-022-00382-8
Vermehren, J. A. V., Trikoili, A., & Pittich, D. (2025). Abstract thought in STEM education: an integrative literature review. International Journal of STEM Education, 12(54). https://doi.org/10.1186/s40594-025-00573-z
Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 1–18. https://doi.org/10.1186/s40594-020-00236-1
Wahono, B., Sholihah, I.M., Narulita, E. (2023). Visual Content Analysis of STEM-Related Content in Indonesian Vocational High Schools Biology Textbooks. Journal of Science Learning, 6(3), 281-293. https://doi.org/10.17509/jsl.v6i3.53772
Wahono, B., Purmanna, A., Ramadhani, R., & Manalu, M.S. (2025). Strengthens the Student Collaboration and Decision-making Skills through Integrated STEM Education: A Research and Development Study. Science Education International, 36(1),86-93. https://doi.org/10.33828/sei.v36.i1.9
Wilkerson, M. H., Kim, J., Lee, H. S., Stokes, D. J., & Ferrell, M. (2025). How teachers envision using data visualization discussion tasks in classroom instruction. International Journal of Science and Mathematics Education, 23, 2653-2687. https://doi.org/10.1007/s10763-024-10521-y
Wu, Y. (2025). Analyzing scientific literacy in asia’s top five pisa 2022 performers using hierarchical linear modeling and bourdieu’s theory of practice. Asia-Pacific Science Education, 11(1), 95-130. https://doi.org/10.1163/23641177-bja10091
Yukaliana, Y. (2018). IPA Biologi [Biological Science]. Jakarta: Erlangga.
Yoon, H.-G., Kim, M., & Lee E. A. (2021). Visual representation construction for collective reasoning in elementary science classrooms. Education Sciences, 11(5), 246. https://doi.org/10.3390/educsci11050246
Zerman, K. G., & Pektaş, M. (2023). Examination of visual items in secondary school science textbooks. Journal of Social Sciences and Education, 6, 264-278. https://doi.org/10.53047/josse.1353086
Zhang, C., & Jia, B. (2024). Enriching STEAM education with visual art: education benefits, teaching examples, and trends. Discover Education, 3(247). https://doi.org/10.1007/s44217-024-00354-w
Zubaidah, S., Mahanal, S., Yuliati., L., Dasna., I.W., Pamgestuti, A., Puspitasari, D.R., Mahfudhilah, H.T., Robitah, A., Kurniawati, Z.L., Rosyida, F., Sholihah, M. (2018). Ilmu Pengetahuan Alam [Natural Science]. Jakarta: Puskurbuk Kemdikbud RI.
DOI: https://doi.org/10.53889/jpig.v6i1.847
Article Metrics
Abstract view : 23 timesPDF - 12 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jurnal Pendidikan Indonesia Gemilang is licensed under a Creative Commons Attribution 4.0 International License