ANALYZING THE REPRESENTATION OF GENDER EQUALITY
IN THE ILLUSTRATION OF ENGLISH TEXTBOOKS
FORSENIOR HIGH SCHOOL
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Institusion
Universitas Sintuwu Maroso Poso
Author
Handayani, Dian Eka
Subject
L Education (General)
Datestamp
2023-09-13 07:09:13
Abstract :
This research focuses on the representation of gender equality in the two English textbooks of K-13 Curriculums for eleventh-grade students in Senior High School Textbooks are crucial educational resources that shape students' understanding, and illustrations play a significant role in engaging students and shaping their mindsets. This study uses a qualitative approach with content analysis as a research method. The study analyzes English textbooks from two publishers, Kemdikbud and Platinum, to assess the representation of gender in their illustrations by using the Mufidah's theory (2013) about identifying physical characteristics of gender to categorize male or female gender, Logsdon's theory (1985) to categorize illustrated representations of images in textbooks, and Marhumah's (2013) theory to draw conclusions falls into the category of Gender Equality, Gender Bias. and Gender Neutral. The findings reveal a dominance of male representation in both textbooks, although Kemdikbud's textbook displays a lower male representation level than Platinum's. This indicates an effort to promote gender equality in Kemdikbud's textbooks. However, gender bias persists in both books, highlighting the need to address this issue and strive for a balanced representation of gender.
This research focuses on the representation of gender equality in the two English textbooks of K-13 Curriculums for eleventh-grade students in Senior High School Textbooks are crucial educational resources that shape students' understanding, and illustrations play a significant role in engaging students and shaping their mindsets. This study uses a qualitative approach with content analysis as a research method. The study analyzes English textbooks from two publishers, Kemdikbud and Platinum, to assess the representation of gender in their illustrations by using the Mufidah's theory (2013) about identifying physical characteristics of gender to categorize male or female gender, Logsdon's theory (1985) to categorize illustrated representations of images in textbooks, and Marhumah's (2013) theory to draw conclusions falls into the category of Gender Equality, Gender Bias. and Gender Neutral. The findings reveal a dominance of male representation in both textbooks, although Kemdikbud's textbook displays a lower male representation level than Platinum's. This indicates an effort to promote gender equality in Kemdikbud's textbooks. However, gender bias persists in both books, highlighting the need to address this issue and strive for a balanced representation of gender.
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