The representation of laboratory activities in Indonesian physics textbooks: a content analysis

ABSTRACT

Background

Physics textbooks are a learning resource for students to acquire knowledge and information. The findings of previous studies on physics textbooks analysis have mostly focused on representations of gender, the nature of science, and scientific literacy. This study, therefore, extends the critical content analysis of physics textbooks to examine the levels of laboratory activities as empirical evidence among domination of previous studies in analysing physics textbooks.

Purpose

To investigate the representation of the laboratory activities in Indonesian physics textbooks and teachers’ perspectives on the use of the textbooks in facilitating laboratory activities.

Method

Content analysis was used to elicit data on laboratory activities and the semi-structured interview was used to reveal teachers’ perspectives on the use of the textbooks. The Inquiry Level Index and Laboratory Assessment Inventory were used as the main analytical framework for distinguishing levels of these activities. In addition, thematic analysis was adopted to analyse teachers’ perspectives on the use of textbooks in the classroom.

Results

A dominant type of laboratory activity was Level One, which presents questions and methods as a guide for conducting laboratory activities, whereby students have to find solutions to problems. Concerning teachers’ perspectives, the use of physics textbooks was found to not align with curriculum needs, which emphasise open laboratory activities.

Conclusion

The representation of laboratory activities in textbooks encourages students to develop a low level of inquiry. Textbooks do not facilitate students in developing their understanding through hands-on activities. This is supported by the role of teachers who use laboratory activities only to verify concepts learned in the classroom. Consequently, several changes are required to underpin the implementation of open laboratory activities, such as the role of teachers in designing these activities and the assessments used.

KEYWORDS:

• Content analysis
• laboratory activities
• physics textbook
• textbook analysis

Acknowledgments

We wish to express our gratitude to BUDI-DN and LPDP Scholarship which supported this research project. We also like to thank Pete Sorensen, Judith Hillier, and anonymous reviewers in this journal whose critical and helpful comments have greatly improved this paper.

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).