REPRESENTATION OF WOMEN IN INDONESIAN SOCIAL STUDIES TEXTBOOKS: A TEXTUAL ANALYSIS
DOI:
https://doi.org/10.37478/jpm.v6i3.6371Abstract
There are many studies related to gender representation in textbooks, but there is still limited research specifically focused on the representation of women in Indonesian social studies textbooks. This study aims to address that gap by analyzing the portrayal of women in three Indonesian social studies textbooks in comparison to the dominant representation of men. The findings suggest that the authors of these textbooks are generally mindful of gender equality and strive to represent both men and women. However, the majority of representations of women tend to be stereotyped, both in images and text. This analysis demonstrates that social studies textbook authors and curriculum designers would benefit from a deeper awareness of the stereotypes that depict unequal gender roles for both women and men. It is essential to avoid gender stereotypes, as social studies textbooks not only provide theoretical and practical knowledge but also convey underlying values such as gender equity.
Downloads
Keywords:
Gender representation;, Portrayal of women;, Social Studies textbooks;, Textual analysis.References
Adriany, V. (2019). Being a princess: young children’s negotiation of femininities in a Kindergarten classroom in Indonesia. Gender and Education, 31(6), 724–741. https://doi.org/10.1080/09540253.2018.1496229
Asadullah, M. N., Islam, K. M. M., & Wahhaj, Z. (2018). Gender Bias in Bangladeshi School Textbooks: Not Just a Matter of Politics or Growing Influence of Islamists. The Review of Faith & International Affairs, 16(2), 84–89. https://doi.org/10.1080/15570274.2018.1469821
Azifambayunasti, A. (2022). Membangun Generasi Tangguh Melalui Pembelajaran IPS Terintegrasi Isu Kesetaraan Gender. Social, Humanities, and Educational Studies (SHEs): Conference Series, 5(3), 41. https://doi.org/10.20961/shes.v5i3.59310
Blumberg, R. L. (2008). The invisible obstacle to educational equality: gender bias in textbooks. PROSPECTS, 38(3), 345–361. https://doi.org/10.1007/s11125-009-9086-1
Brugeilles, C., & Cromer, S. (2009). Promoting gender equality through textbooks: Amethodological guide. United Nations Educational, Scientific and Cultural Organization. https://resourcecentre.savethechildren.net/pdf/158897e.pdf
Clark Blickenstaff, J. (2005). Women and science careers: leaky pipeline or gender filter? Gender and Education, 17(4), 369–386. https://doi.org/10.1080/09540250500145072
COCORADA, E. (2018). Gender Stereotypes in School Textbooks. Revista Romaneasca Pentru Educatie Multidimensionala, 10(4), 65–81. https://doi.org/10.18662/rrem/73
Dejene, W. (2017). A Survey of Gender Representation in Social Studies Textbooks of Ethiopian Primary Schools. British Journal of Education, Society & Behavioural Science, 21(1), 1–7. https://doi.org/10.9734/BJESBS/2017/32754
Elgar, A. G. (2004). Science textbooks for lower secondary schools in Brunei: issues of gender equity. International Journal of Science Education, 26(7), 875–894. https://doi.org/10.1080/0950069032000138888
Etzkowitz, H., & Ranga, M. (2011). Gender dynamics in science and technology: From the ‘‘leaky pipeline’’to the ‘‘vanish box’’. Brussels economic review, 54(2/3), 131-147. https://econpapers.repec.org/article/bxrbxrceb/2013_2f108936.htm
Fairclough, N. (2003). Analysing discourse: Textual analysis for social research (Vol. 270). Routledge. https://www.researchgate.net/publication/31763834_Analysing_Discourse_Textual_Analysis_for_Social_Research_N_Fairclough
Fitriansyah, F. (2019). Analisis Isi Buku Teks Teknologi Media Pembelajaran Sebagai Sumber Belajar Mahasiswa. Cakrawala - Jurnal Humaniora, 19(2), 207–212. https://doi.org/10.31294/jc.v19i2.6250
Hafidhatur, R. (2024). Analisis Bias Gender Dalam Buku Teks Pelajaran Bahasa Indonesia Sekolah Dasar. Universitas Muhammadiyah Malang. https://eprints.umm.ac.id/id/eprint/13899/7/TESIS.pdf
Islam, K. Md. M., & Asadullah, M. N. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks. PLOS ONE, 13(1), e0190807. https://doi.org/10.1371/journal.pone.0190807
Kahveci, A. (2010). Quantitative Analysis of Science and Chemistry Textbooks for Indicators of Reform: A complementary perspective. International Journal of Science Education, 32(11), 1495–1519. https://doi.org/10.1080/09500690903127649
Kostas, M. (2021). Discursive construction of hegemonic masculinity and emphasised femininity in the textbooks of primary education: children’s discursive agency and polysemy of the narratives. Gender and Education, 33(1), 50–67. https://doi.org/10.1080/09540253.2019.1632807
Krishannanto, D., D. A., & F. I. (2025). Keterampilan Abad 21 pada Buku Teks Bahasa Indonesia Kelas VI Kurikulum Merdeka. Jurnal Ilmiah Pendidikan Dasar, 10(02), 273–287. https://journal.unpas.ac.id/index.php/pendas/article/view/27029/14225
Lee, J. F. K. (2018). Gender representation in Japanese EFL textbooks – a corpus study. Gender and Education, 30(3), 379–395. https://doi.org/10.1080/09540253.2016.1214690
Leeuwen, T. van. (2008). Discourse and practice. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195323306.001.0001
Lestariyana, R. P. D., Widodo, H. P., & Sulistiyo, U. (2020). Female Representation in Government-Mandated English Language Textbooks Used in Indonesian Junior High Schools. Sexuality & Culture, 24(4), 1150–1166. https://doi.org/10.1007/s12119-020-09752-2
Levtov, R. (2014). Addressing Gender Inequalities in Curriculum and Education?: Review of Literature and Promising Practices to Inform Education Reform Initiatives in Thailand. World Bank, Washington, DC. https://doi.org/10.1596/21034
Ma, F. C. M. (2020). Analyzing a language-driven content-based language teaching textbook using sociocultural theory. Indonesian JELT: Indonesian Journal of English Language Teaching, 15(2), 169–181. https://doi.org/10.25170/ijelt.v15i2.1848
McAdams, D. P. (2013). The Psychological Self as Actor, Agent, and Author. Perspectives on Psychological Science, 8(3), 272–295. https://doi.org/10.1177/1745691612464657
Mutiah, R. (2019). Sistem Patriarki Dan Kekerasan Atas Perempuan. Komunitas, 10(1), 58–74. https://doi.org/10.20414/komunitas.v10i1.1191
Namatende-Sakwa, L. (2019). Networked texts: discourse, power and gender neutrality in Ugandan physics textbooks. Gender and Education, 31(3), 362–376. https://doi.org/10.1080/09540253.2018.1543858
Nursa’ban, M., & Supardi. (2023). Ilmu Pengetahuan Sosial untuk SMP/MTs Kelas VII (Edisi Revisi) (U. Amalia, Ed.; Revisi, Vol. 1). Pusat Perbukuan Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. https://static.buku.kemdikbud.go.id/content/pdf/bukuteks/kurikulum21/IPS_BS_KLS_VII_Rev.pdf
Pillay, P., & Maistry, S. (2018). The ‘firstness’ of male as automatic ordering?: gendered discourse in Southern African business studies school textbooks. The Journal for Transdiciplinary Research in Sourthern Africa, 14(2). https://journals.co.za/doi/abs/10.4102/td.v14i2.484
Porter, M. (2001). Women in “Reformasi” Aspects of Women’s Activism in Jakarta. Canadian Journal of Development Studies/Revue Canadienne d’études Du Développement, 22(1), 51–80. https://doi.org/10.1080/02255189.2001.9668802
Prihantoro, N. A. (2017). Analisis Isi Buku Teks Pelajaran Ilmu Pengetahuan Sosial Kurikulum 2013 Kelas Vii Smp/Mts. The Indonesian Journal of Social Studies, 1(1), 1. https://doi.org/10.26740/ijss.v1n1.p1-10
Rambe, R. D., Dompak, T., & Salsabila, L. (2025). Keterwakilan Perempuan Dalam Politik (Studi Kasus: Caleg Perempuan DPR RI Tahun 2024-2029). Jurnal Pemerintahan Dan Politik, 10(1), 170–191. https://doi.org/10.36982/jpp.v10i1.5192
Risman, B. J. (2018). Gender as a Social Structure (pp. 19–43). https://doi.org/10.1007/978-3-319-76333-0_2
Sadker, D., Zittleman, K., McCormick, T., Strawn, C., & Preston, J. (2007). The Treatment of Gender Equity in Teacher Education. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315759586-16
Satria, M. R., Oktafiana, S., Nursa’ban, M., & Supardi. (2022). Ilmu Pengetahuan Sosial untuk SMP/MTs Kelas IX (E. Wardana & Hartati, Eds.; Vol. 3). Pusat Perbukuan Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. https://static.buku.kemdikbud.go.id/content/pdf/bukuteks/kurikulum21/IPS-BS-KLS-IX.pdf
Scott, T., & Husain, F. N. (2021). Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem. Journal of Educational Issues, 7(1), 233. https://doi.org/10.5296/jei.v7i1.18447
Setyono, B. (2018). The Portrayal of Women in Nationally-Endorsed English as a Foreign Language (EFL) Textbooks for Senior High School Students in Indonesia. Sexuality & Culture, 22(4), 1077–1093. https://doi.org/10.1007/s12119-018-9526-2
Simorangkir, D. (2011). The Impact of the Feminization of the Public Relations Industry in Indonesia on Communication Practice. International Journal of Strategic Communication, 5(1), 26–48. https://doi.org/10.1080/1553118X.2011.537602
Siregar, & Wahidah, Z. B. (2007). Gaining representation in parliament?: a study of the struggle of Indonesian women to increase their numbers in the national, provincial and local parliaments in the 2004 elections. Australian National University. https://openresearch-repository.anu.edu.au/bitstreams/70daa123-c418-4793-99af-3037e5adac27/download
Supardi, Satria, M. R., Oktafiana, S., & Nursa’ban. Muhammad. (2021). Ilmu Pengetahuan Sosial untuk SMP Kelas VIII (Revisi, Vol. 1). Pusat Perbukuan Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. https://static.buku.kemdikbud.go.id/content/pdf/bukuteks/kurikulum21/IPS-BS-KLS-VIII.pdf
Taufiq, M. A., & Choiroh, M. (2021). Gender Dalam Buku Pendidikan Bahasa Arab Al-`Ashri Kelas X; Studi Analisis Teks Pola Diskriminasi Gender. EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab, 9(2), 241. https://doi.org/10.24235/ibtikar.v9i2.6429
Whiteley, P. (1996). The ‘gender fairness’ of integrated science textbooks used in Jamaican high schools. International Journal of Science Education, 18(8), 969–976. https://doi.org/10.1080/0950069960180808
Widodo, H. P. (2018). A Critical Micro-semiotic Analysis of Values Depicted in the Indonesian Ministry of National Education-Endorsed Secondary School English Textbook (pp. 131–152). https://doi.org/10.1007/978-3-319-63677-1_8
Yakub, I., Rahman, N., & Armin, M. A. (2024). Analisis Makna Narasi dan Ilustrasi dari Perspektif Gender pada Buku Tematik Terpadu Siswa Kelas I Kurikulum 2013 di Sekolah Dasar. Cakrawala Indonesia, 9(1), 19–38. https://doi.org/10.55678/jci.v9i1.1258
Yang, C. C. R. (2016). Are males and females still portrayed stereotypically? Visual analyses of gender in two Hong Kong primary English Language textbook series †. Gender and Education, 28(5), 674–692. https://doi.org/10.1080/09540253.2015.1103839
Zahwa, F. A., & Syafi’i, I. (2022). PEMILIHAN PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI INFORMASI. Equilibrium: Jurnal Penelitian Pendidikan Dan Ekonomi, 19(01), 61–78. https://doi.org/10.25134/equi.v19i01.3963
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Triani Widyanti, Sapriya Sapriya, Elly Malihah, Erlina Wiyanarti, Slamet Nopharipaldi Rohman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
