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All Journal Parole: Journal of Linguistics and Education Jurnal Penelitian Pendidikan IPA (JPPIPA) JETL (Journal Of Education, Teaching and Learning) Sustainable: Jurnal Kajian Mutu Pendidikan Register : Journal of English Language Teaching and Learning of FBS UNIMED Jurnal Pengabdian Masyarakat As-salam Jurnal Sastra Indonesia
Barli Kifli
Universitas Negeri Medan
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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A Multimodal and Critical Discourse Analysis of Gender Representation in an Indonesian Grade 4 Science Textbook Kifli, Barli; Pane, Isli Iriani Indiah; Rangkuti, Muhammad Aswin
PAROLE: Journal of Linguistics and Education Vol 15, No 1 (2025): Volume 15 Number 1 April 2025
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v15i1.27-37

Abstract

Textbooks play a central role in shaping learners’ perceptions of social roles, including those related to gender in science education. This study investigates how gender is visually and discursively represented in the Ilmu Pengetahuan Alam dan Sosial (IPAS) Grade 4 textbook issued by the Indonesian Ministry of Education. Using a qualitative content analysis approach, the research integrates Multimodal Discourse Analysis (MDA) and Critical Discourse Analysis (CDA) to examine 44 illustrations from the natural science chapters. The analysis focuses on how agency, authority, and scientific roles are distributed across male and female characters in both visual (e.g., posture, salience) and verbal (e.g., speech functions, cognitive authority) modes. The findings indicate that male characters are more frequently depicted and are often positioned in dominant scientific roles, while female characters appear less frequently and are generally portrayed as passive, supportive, or non-expert. Although a few scenes offer inclusive representations, these are limited and do not significantly alter the prevailing gender asymmetry. The study concludes that despite policy emphasis on equity, the textbook continues to reflect traditional gender norms, particularly in STEM-related contexts. It highlights the need for intentional alignment between visual and verbal elements to support inclusive and equitable science education.
Co-Authors Ayu Nadira Wulandari Batubara, Muhammad Hasyimsyah Fitri Ayu Gamal Kartono Isli Iriani Indiah Pane, Isli Iriani Isnaeni, Diah Mutiara Khadijah Khadijah Lidiman Sahat Martua Sinaga Malay, Irvan MESRA MESRA, MESRA Nazlah Syahaf Nasution Rangkuti, Muhammad Aswin Siallagan, Lasenna Simanullang, Rouli Zulkifli Zulkifli