The analysis of Ecoliteracy elements in language textbooks
AbstractThis study reports the analysis of ecoliteracy aspects in four Indonesian language textbooks. The textbooks are based on different curriculum and from different publishers. In analyzing the ecoliteracy aspects, we used the ecological literacy framework proposed by Roth (1992)—Ecoliteracy Con...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2300907 |
| _version_ | 1827320810913660928 |
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| author | Sarwiji Suwandi Nur Arifah Drajati Anis Handayani Agustina Tyarakanita |
| author_facet | Sarwiji Suwandi Nur Arifah Drajati Anis Handayani Agustina Tyarakanita |
| author_sort | Sarwiji Suwandi |
| collection | DOAJ |
| description | AbstractThis study reports the analysis of ecoliteracy aspects in four Indonesian language textbooks. The textbooks are based on different curriculum and from different publishers. In analyzing the ecoliteracy aspects, we used the ecological literacy framework proposed by Roth (1992)—Ecoliteracy Content Analysis Frame (ECAF). This framework consists of four elements, namely: (1) knowledge, (2) effective tendency, (3) behavior, and (4) cognitive skills. The results show that the aspect of ecoliteracy, which has the least number, is cognitive skills, while the one which has the highest number of frequencies is the knowledge aspect. Affective tendency and cognitive skill elements are missing in two books. Furthermore, the ecoliteracy aspect of each book is different in frequency. It shows that the textbooks need to be revised to meet the purpose of ecoliteracy. Teachers may use it as a consideration in selecting the textbooks for the teaching-learning process. |
| first_indexed | 2024-04-25T00:53:34Z |
| format | Article |
| id | doaj.art-23b512286e7e400a9703b2d11415eaf2 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-04-25T00:53:34Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-23b512286e7e400a9703b2d11415eaf22024-03-11T12:28:50ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2023.2300907The analysis of Ecoliteracy elements in language textbooksSarwiji Suwandi0Nur Arifah Drajati1Anis Handayani2Agustina Tyarakanita3Indonesian Language and Literature Education, Universitas Sebelas Maret, Surakarta, IndonesiaEnglish Language Education, Universitas Sebelas Maret, Surakarta, IndonesiaEnglish Language Education, Universitas Sebelas Maret, Surakarta, IndonesiaEnglish Language Education, Universitas Sebelas Maret, Surakarta, IndonesiaAbstractThis study reports the analysis of ecoliteracy aspects in four Indonesian language textbooks. The textbooks are based on different curriculum and from different publishers. In analyzing the ecoliteracy aspects, we used the ecological literacy framework proposed by Roth (1992)—Ecoliteracy Content Analysis Frame (ECAF). This framework consists of four elements, namely: (1) knowledge, (2) effective tendency, (3) behavior, and (4) cognitive skills. The results show that the aspect of ecoliteracy, which has the least number, is cognitive skills, while the one which has the highest number of frequencies is the knowledge aspect. Affective tendency and cognitive skill elements are missing in two books. Furthermore, the ecoliteracy aspect of each book is different in frequency. It shows that the textbooks need to be revised to meet the purpose of ecoliteracy. Teachers may use it as a consideration in selecting the textbooks for the teaching-learning process.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2300907ECAFEcoliteracyIndonesian language textbookLiteracy mediaTextbook analysisJohn Lee, Education University of Hong Kong, Hong Kong |
| spellingShingle | Sarwiji Suwandi Nur Arifah Drajati Anis Handayani Agustina Tyarakanita The analysis of Ecoliteracy elements in language textbooks Cogent Education ECAF Ecoliteracy Indonesian language textbook Literacy media Textbook analysis John Lee, Education University of Hong Kong, Hong Kong |
| title | The analysis of Ecoliteracy elements in language textbooks |
| title_full | The analysis of Ecoliteracy elements in language textbooks |
| title_fullStr | The analysis of Ecoliteracy elements in language textbooks |
| title_full_unstemmed | The analysis of Ecoliteracy elements in language textbooks |
| title_short | The analysis of Ecoliteracy elements in language textbooks |
| title_sort | analysis of ecoliteracy elements in language textbooks |
| topic | ECAF Ecoliteracy Indonesian language textbook Literacy media Textbook analysis John Lee, Education University of Hong Kong, Hong Kong |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2300907 |
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