Malaysian Online Journal of Educational Sciences: JANUARY 2021, 9

MALAYSIAN ONLINE JOURNAL OF EDUCATIONAL SCIENCES JANUARY 2021, 9 (1)
CONTENT ANALYSIS OF MALAYSIAN FORM TWO SCIENCE TEXTBOOK
Lim Yi Xing
*Hidayah Binti Mohd Fadzil
Department of Mathematics and Science Education
Faculty of Education
University of Malaya, Malaysia
*hidayahfadzil@um.edu.my
ABSTRACT
This research is driven due to significant role of textbooks possess in a country.

The purpose of this study is to analyse the Malaysian Form Two Science textbook
as this learning tool may acts as one of the reason that affects national Science
education. The textbook was analysed based on content element adapted from
Florida University Department of Education [FLDOE] (2015). Only four chapters
from the theme ‘Energy and Sustainability of Life’ were analysed due to its physics
related concepts which consider notoriously difficult for students (Oon &
Subramaniam, 2011). This qualitative content analysis study found that all the
requirements set by national syllabus were aligned with textbook. Other criteria
were developed which were values and STEM careers. The values emerged were
caring and patriotic aside from Science core values. Nevertheless, limited example
of STEM careers and portrayal of caring and patriotism values found in the textbook
which may result in lower efficiency of the objectives to be achieved in real life.
Following the analysis, the treatment level or the complexity in the introduction
chapter is generally consistent except for Chapter 8 ( Force and Motion) as it
demonstrates questions with lower order thinking skills (LOTS). There were also
certain examples in the textbook were not further explained which shows
insufficiency in its content. Meanwhile, the textbook does not consist of any error
in scientific disciplines, however few inaccuracies were found in technical websites
and language manner. These technical difficulties may affect classroom lessons
while the grammatical errors may distort students’ language coherency.
Keywords: Content Analysis, Science Textbook, Science Education, Learning

Strategies
INTRODUCTION
Textbooks are dictated as the ultimate source of learning materials to obtain comprehensive information
in science curriculum (Vahdany, 2015). Nevertheless, the competences of textbooks are concerned in
terms of inability to provide students with problem solving skills in real life applications (Balliet et al.,
2015). Additionally, textbooks were often misunderstood as a source of textual memorisation and hinder
learning efficiency, but many technologies tools can be integrated in order to motivate students besides
than aiding the teachers to focus on real duty of teaching than to prepare materials (Tomlinson, 2012).
Even technology savvy countries such as Finland and Singapore encourage the use of textbooks as one
of the reason that affect students proficiency is incompetent textbooks (Loewen, 2018; Yeasmin &
Uusiautti, 2018). Hence, the noble old textbooks should not be shunned as it provides the totality of
education system.
51 | http://mojes.um.edu.my/ EISSN: 2289-3024

In Malaysia, science education system is highly related with Science textbooks as it acts as major source
of information to the students. Hence, there is a necessity to analyse the textbook to identify its
appropriateness. However, very few researches had been conducted in Science textbooks such as by
Cheok (1994) and Ho (1997) which were done for past two decades ago. There were also numerous
errors occurred in other textbooks such as Year Six History textbooks and Form 6 textbooks which were
approved by the Ministry of Education (Ooi, 2017). Besides, it was stated in the Bahasa Malaysia,
English, Science and Mathematics textbooks that they’re unable to cultivate concern towards
environment as the content focused only on the language aspects (Savita et al., 2017). Despite of all
the meticulous vetting done, there are still issues that need to be looked into in order to enhance the
learning of Science.
This research is interested in analysing the textbook in terms of its’ content with few sub-elements
adapted from FLDOE framework. This framework is chosen due to its broad yet distinguishable
definitions among each other besides it was studied comprehensively since 1999. Content is generally
referred to as the entirety of the message that it wants to be delivered from the textbook (Neuendorf,
2016). Nevertheless, only physics related theme (‘Energy and Sustainability of Life’) was analysed due
to its notoriously difficult concepts and greatly causes misconceptions among students (Oon &
Subramaniam, 2011). Therefore, this research aims to discover ways to improve the gap of Science
textbooks. As a result, this research able to bridge the gaps and consequently benefits future curriculum
developer, publishers and writers to tackle effectively on the components to amplify the impacts on
students. Thus, this study answer the following research question: how is the content of the Form 2
Science textbook on theme ‘Energy and Sustainability of Life’?
METHODOLOGY
Research Design
Content analysis refers to the act of interpreting and producing inferences during the analytical process
(Drisko & Maschi, 2015). The textbook analysed was Science Form 2 textbook which was first published
in 2017. The textbook comprise of four themes with13 chapters however only 1 theme was analysed
that known as ‘Energy and Sustainability of Life’ which consists of four chapters (Table 1). This due to
its physics related theme which consider difficult for students (Oon & Subramaniam, 2011). It was
analysed from the beginning of the chapter and ends before the practices at the end of the chapter.
The analysis of content was according to the qualitative approach which was adapted from Florida
University Department of Education’s (FLDOE, 2015) framework. The adapted framework was then
validated by two reviewers and acts as a guideline during the analysis as researcher was open to any
emerging elements such as values and careers. Trustworthiness strategies of peer debriefing were used
in this research (Creswell, 2014). Peer debriefing refers to the researcher’s peer whom completed her
doctoral studies which experienced in this research to continuously ask challenging questions about
interpretations and provide opinions to enhance credibility to this research.
Table 1
Chapters in Theme ‘Energy and Sustainability of Life’
Chapters Description
7 Electricity and Magnetism
8 Force and Motion
9 Heat
10 Sound Waves
Elements of FLDOE
The Florida University Department of Education (FLDOE) framework which was used in this research
consists of three sub-elements in term of content which were alignment with curriculum requirements,

level of treatment and accuracy of content. This framework was studied and field-tested since 1999 and
revamped in 2015 by a group of curriculum specialist. To carry out a deeper assessment of categories,
articles about each sub-element was used parallel to the FLDOE criteria:
i) Alignment with curriculum requirements
The content should fulfil the required curriculum standards such as the subjects, grade level, objectives
and skills. It is required that the content should be parallel with national obligation in order to achieve
its objectives. It is also important that the content should also be adequate enough to stand on its own
without the help of other sources.
ii) Level of treatment
According to the framework, the content should be simple yet complex to aim learners and adequate to
meet objectives. It should also be mentally challenging in terms of thoughts.
iii) Accuracy of content
A good quality of content should be error-free and absence of biases in context. It has to be precise in
terms of context and up-to-date facts and theories besides than the graphic or other elements of
instruction.
FINDINGS AND DISCUSSION
The findings presented are based on the content and sub-elements emerge during the analysis that was
guided by the proposed framework. The sub-elements are (i) Alignments with curriculum requirements,
(ii) Level of treatment, and (iii) Accuracy of content.
i) Alignment with curriculum requirements
Textbooks that had been approved by Ministry of Education must be align with national’s Science
Curriculum Standard (KSSM) requirements to achieve its’ objectives (Ministry of Education, 2016). It is
analysed based on the Table 2 which depicts the checklist of fulfilling the Learning Standard, consists
of carry out or designing experiments, daily life applications and applications of 21 st century skills which
were communication, critical thinking, collaboration and informative. Following the analysis, two other
criteria were developed which were values and STEM careers. The values emerged from this research
were caring and patriotic. It is recorded according to the chapters in the theme ‘Energy and Sustainability
of Life’.

Table 2
Checklist of Criteria of Science Curriculum Standard According to Chapters
Features Theme 3 – Energy and Sustainability of Life
Ch 7: Ch 8: Ch 9: Ch 10:
Electricity and Force and Heat Sound
Magnetism Motion Waves
Fulfil learning standard criteria    

Carry out 2 2 2 -
Experiments
Design - - 1 -
Daily life application 4 17 6 8

Communication
21st century
i) Using technology 1 1 - 2
ii) Using other than technology 1 1 2 -
skills
Critical thinking 2 - 1 -
Collaboration 2 2 2 3
Informative 8 1 - 2
Caring - - 1 -
Values
Patriotic - 1 - -
STEM career - 1 - -
1. Fulfil Learning Standard Criteria
A national approved textbook must fulfil all the requirements of Learning Standard criteria which was
measurable that had been conceptualized according to the learning areas stated in National’s curriculum
(Ministry of Education, 2016). Based on analysis, all of the four chapters in the theme ‘Energy and
Sustainability of Life’ in Form Two Science textbook fulfil all the learning standard criteria (Table 2). It
comprise of thinking and scientific skills which acts as list of objectives that were transcribed in
measurable manners to ensure it will be achieved in a textbook (Figure 1 and Figure 2).
Figure 1. Explanation on Learning Standards

Figure 2. The portrayal of the Learning Standard on bottom of the related page
2. Experiment
Based on the analysis for the experiment in the textbook, it was precisely stated as the name
“Experiment” in the textbook. There are two types of experiment which are carrying out or designing
experiments. For carry out experiments known as experiments where students need to follow exactly
the procedure as stated like inside a ‘cookbook’ (Figure 3) (Durmaz, 2016). It was found in three of the
analysed chapters that consist of two experiments each except Chapter 10 (Sound waves) which has
none (Table 2). It is usually stimulating for the students as they able to prove and work together to
solve something intriguing by testing the hypothesis and observing it. However, based on a research by
Dong (2017), it is stated that there is a necessity to produce a better experimental textbook, as teachers
who have not enough scientific inquiry skills would just follow the inadequate textbook.
Figure 1. Example of carry out experiment

On the other hand, designing experiments known as experiments which constructed using own ideas.
It only consists of one which was on Chapter 9 (Heat) (Figure 4). Designing experiment activity is
considered as a more challenging work than carry out experiment as it requires more scientific inquiry
and critical thinking skills. By providing such opportunity to design their own experiment able to show
their understanding of the steps in order to achieve the objective required (Suardana et al., 2018).
Simultaneously, designing experiment enhances problem solving skills which consider as an important
scientific skill (Ministry of Education, 2016). Nevertheless, students may require scaffolding in designing
experiment as it may considered too challenging for some (Durmaz, 2016).
Figure 2. Designing experiment in Experiment 9.2 (pg. 218)
3. Daily life application
Another important criterion in the curriculum is the knowledge of application on our daily life in order
to solve problems and making decisions that related to life. By making a connection with daily life
examples able to arouse students’ curiosity besides than enhancing understanding and students’
learning (Ormanci & Cepni, 2019). All of the four chapters consist of daily life examples and applications
such as in Figure 5.
Figure 3. Daily life examples
There is also a section known as ‘My Science World’ specifically for situation where students encounter
with science related problem on daily life (Figure 6).

Figure 4. Explanation on ‘My Science World’
However, only one example was found which was labelled as ‘My Science World’ in Chapter 8 (Force
and Motion) (Figure 7).
Figure 5. Example of ‘My Science World’ section
Chapter 8 (Force and Motion) has the highest number of examples in daily life applications which
consists of 17 examples in comparison with Chapter 7 (Electricity and Magnetism) which has the lowest
number of examples in daily life with only four examples of daily life. It is advisable for Chapter 7
(Electricity and Magnetism) to add more daily life examples to increase the connection between the
context besides than using their thinking skills to link the concepts with daily life examples.
4. 21st Century skills
In addition to the curriculum objectives, it is intended to produce 21st century skills pupils that consist
of adequate thinking, literate and life skills to be applied in life in their future professions. The 21 st
century skills selected in this research were communication, critical thinking, collaboration and
informative (Ministry of Education, 2016).
Communication
Communication refers to students’ platform that able to communicate their thoughts and ideas positively
while working with a group of pupil using various methods either in verbal, written or technology ways.

All the four chapters consists of two activities each which requires verbal presentation skills. Meanwhile,
in terms of using technology as a way to present the ideas was found in all of the chapters except in
Chapter 9 (Heat) which has no verbal activities using ICT (Information and Communication Technology).
Figure 8 depicts an example of verbal activity which requires application of ICT. According to Malaysia
Education Blueprint (2012), technology is regard as an essential aspect to enhance students’ learning
as it makes learning fun, effective and beneficial for their ICT skills. Effective persuasive communication
is also an important skill in 21st century as it helps to convey the intended message proficiently (Turiman
et al., 2012).
Figure 8. Example of communication activity with application of ICT
Critical thinking
Critical thinking pupil is generally referred to a pupil who able to think creatively, critically and
innovatively to solve a multifaceted problems with confidence in real world applications (Dwyer et al.,
2015; Turiman et al., 2012). In the textbook, a section known as ‘Brain Teaser’ was allocated which
consists of questions that challenge pupil to think critically (Figure 9 and Figure 10).
Figure 6. Explanation on ‘Brain Teaser’
Figure 7. Example of ‘Brain Teaser’ section
Nevertheless, only two chapters consist of ‘Brain Teaser’ sections which were on Chapter 7 (Electricity
and Magnetism) and Chapter 9 (Heat) which made a total of three examples. Therefore, it is
recommended that each of the chapter to include at least one critical thinking question to courageously
challenge the students’ to think as it was stated as a very important skill. However, it was also found to

be inadequate in few researches (Arum & Roksa, 2011; Momsen et al., 2010). It may due to the difficulty
and time consuming to synthesis such questions (Stanger-Hall, 2012).
Collaboration
Collaboration or teamwork activities was found in all of the four chapters where the pupil is given chance
to work harmoniously with other teammates. Such collaborative activities able to enhance their
interpersonal skills to create sense of respecting and appreciating towards each other either as a leader
or team member. These interpersonal skills were gained through the collaboration as they able to cope
with their own emotions from the social discussion which then be applied practically in their future
workplaces (Turiman, 2012).
Most of the activities comprise of collaboration opportunity through presentation activities in grouping
manner. Collaboration activities is almost the same as communication activities as discussed earlier as
it involves discussion among team members. However, only Chapter 10 (Sound Waves) consists one
extra activity which involves collaboration skills without much communication skills where it requires
another partner to run past while sound an air horn to carry out the experiment (Figure 11).
Figure 8. Example of collaboration activity
Informative
Informative known as content that is rich in information and knowledge in terms of local or global
relating life issues which may motivate and enhance the students’ interest (Laughridge, 2011). It is well
balanced with various types of disciplines, ethical issues or laws related to the information. Therefore,
this able to produce students who are not only well in academic but also rich with instructive knowledge
from all around the world. Figure 12 shows an example of informative knowledge pertaining on cargo
ships used across the globe in Chapter 8 (Force).
Figure 9. Informative knowledge on Cargo ships in Chapter 8

In the textbook, there is a section that related to informative knowledge which known as ‘Science Info’.
It refers to additional information that added to the topics (Figure 13 and Figure 14).
Figure 10. Explanation on ‘Science Info’
Figure 11. Example of ‘Science Info’
A total of 11 ‘Science Info’ examples were found in three chapters where Chapter 7 (Electricity and
Magnetism) recorded the highest with eight examples, followed by Chapter 10 (Sound Waves) with two
examples and lastly Chapter 8 (Force and Motion) with only one example. The inconsistency of the
number of examples where Chapter 9 (Heat) recorded none should include more informative issues to
utilise such section to increase students’ knowledge and interest (Laughridge, 2011).
5. Values
A good Science textbook should not only teach and consists of science core knowledge and skills but
also able to nurture good values on the pupils. Through my research on analysis of textbook, I
established two values that are important in Science curriculum which are caring and patriotic.
Caring
Aside from science core values, a textbook includes humanities values such as caring which is stated in
KSSM are important to show empathy, concern and respect towards others. These caring portrayals
able to impart on the students’ morality through such curriculum textbook (Bim & Egorova, 2016). It is
also to ensure sustainability of environment and responsibility to serve the society.
Nevertheless, it only consists of only one example found in Chapter 9 (Heat) that shows caring value
which uses the application of green technology (Figure 15). With limited example of portrayal towards
environment may cause difficulty to raise awareness of importance of environment and consequently
unable to achieve its’ objective. According to a research, it was stated that some Science textbooks
unable to demonstrate a sense of caring towards the environment as the students were taught to focus
more on other aspects (Savita et al., 2017). It was also mentioned that the extend of discussion on
environment in a textbook is depending on the degree of a country connected to the global
environmental issue rather on a specific set of interest (Bromley et al., 2010).

Figure 12. Example of caring value in application of Green technology
Patriotic
Patriotism which defines by the love and support towards own country is important as stated in KSSM.
According to Bim and Egorova (2016), education is able to instil intrinsic values such as patriotism and
humanity among students. Through cultivating patriotism in textbook, students would be able to elevate
their love spirit for Malaysia and inspire them to be proud of Malaysia. It is labelled as ‘My Malaysia!’
which depicts patriotism of latest success of Science in Malaysia (Figure 16).
Figure 13. Explanation on ‘My Malaysia!’
However, it only consists of one example in this Theme 3 (Energy and Sustainability of Life) which is on
Chapter 8 (Force and Motion) (Figure 17). Increasing the example of patriots succeed may increase the
awareness and knowledge of the country’s achievement. However, it might not be effective as it needs
to cultivated at a very young age; wherein children should narrate and involve themselves to think why
and how the patriots struggled in order to instil higher patriotism value (Nussbaum, 2012).
Figure 14. Example of ‘My Malaysia!’

6. STEM careers
Meanwhile, to benefit pupils and country in the long run, Science, Technology, Engineering and
Mathematics (STEM) practice is emphasized in KSSM. Hence, STEM related careers information is
beneficial to both the students and national development as able to attract students’ interest and raise
their awareness on the STEM careers as they can set as their future careers. Nevertheless, it was stated
that the careers should be written in a various representation manner as it may lead to gender inequality
that may influence their interest on science (Good et al., 2010; Pienta & Smith, 2012). In the textbook,
it is shown as ‘Career in STEM’. By providing such examples on the textbook able to help students to
recognise that there is numerous successful science careers. Nevertheless, only one example was
depicted in Theme 3 (Energy and Sustainability of Life) which is on Chapter 8 (Force and Motion), as
presented in Figure 18.
Figure 18. Example of Career in STEM Section
ii) Level of treatment
The level of treatment in this study refers to the density and complexity of content to ensure it is simple
and complex based on students’ abilities and level to motivate students for continuous learning. It is
analysed based on three sub-criteria which are (1) starting with real life example and thinking questions,
(2) sufficient details to understand without the aid of other sources and (3) verbal discussions activities.
1. Starting with real life example and thinking question
Incorporating real life example and thinking question on the beginning of a chapter may be able to
make students understand better and boost their interest as they able to relate with their daily life
experiences and think critically. Generally, all chapters start with thinking questions indicated on one
whole page (Figure 19). Table 3 shows the list of thinking questions according to its chapter.
Figure 15. Example of thinking questions on chapter introduction

Table 3
List of Thinking Questions on Chapter Introduction
Chapter 7: Electricity and Chapter 8: Chapter 9: Chapter 10:
Magnetism Force and Motion Heat Sound Waves
 How can wind be used  All daily activities  Why are tall buildings  Can sound waves
to generate electricity? involve force. We fixed with shiny glass propagate to the
 Which energy is need force to panels? bottom of the
needed for vehicles to produce motion.  Why does a thick glass sea?
move? What is the break when it is filled  How do our ears
 What causes the meaning of force? with hot water? respond to
formation of lighting?  What is the effect  How do thermometers sound?
 Why does the compass of force on daily work?  What is echo?
always show the activities?  Why is a bonfire lit on a  What is the
north-south direction? cold night? limitation of a
 How does heat affect human’s hearing?
gas?
Based on Table 3, all of the questions from each of the chapters were related to real life examples and
thinking questions used. This may enhance students’ motivation and understanding throughout the
learning process. However, Chapter 8 shows the least amount of questions which has two questions
compare to other chapters. In addition, both of the questions used were also on lower order thinking
skills (LOTS) which was on remembering level which uses only recalling information. These questions
may dampen students’ interest as it may not effectively stimulate critical thinking skills (Eshun &
Mensah, 2013; Tofade et al., 2013).
Meanwhile, for further analysis of the beginning of the chapters’ paragraph was shown on Table 4. It
depicts the checklist of starting the chapters with real life example or thinking question in the beginning
of the paragraph.
Table 4
Checklist of Starting with Real Life Example and Thinking Question Based on Chapters
Chapter Start with real life example Start with thinking question
7 : Electricity and Magnetism  
8 : Force and Motion  
9 : Heat  
10 : Sound Waves  
Based on Table 4, it portrays the significant use of starting the textbook chapters with real life
connections examples and thinking questions for all of the chapters (Figure 20).
Figure 16. Example on real life examples and thinking questions on beginning of chapter

Nevertheless, Chapter 9 (Heat) lack on starting with thinking question on the beginning of the chapter
may be unable to provoke students to think critically and maintain their interest (Figure 21) (Eshun &
Mensah, 2013; Tofade et al., 2013).
Figure 17. Example on lack of thinking question on beginning of chapter
1. Sufficient details without aid from other sources
The complexity present in the textbook should encompass sufficient details from the textbook itself for
students to understand easily without the aid from other sources. Few shortages were found in Chapter
7 (Electricity and Magnetism). For instance, Figure 22 only briefly shows how the electroscope works.
It does not explain how the charges travel in the device which may cause students unable to fully
understand.
Figure 18. Example on lack of explanation on how the charges travel
Meanwhile, Figure 23 shows the lack of explanation on how microfibre cloth works. It stated that the
cloth able to cause the TV screen not to become dusty quickly but with less information on how it works
may deter students from fully understanding.
It mentioned that microfiber membrane is a positively charged ion which is able to attract the negative
charges of the dust (Chen et al., 2017).

Figure 19. Example on lack of explanation on how microfibre cloth works
On the other hand, Figure 24 also depicts the lack of explanation on how the devices work. Lacking
understanding of how these devices works may cause students unable to fully comprehend or gaining
new knowledge in terms of application. It only provides examples of devices but lack of explanation on
how these devices works may cause students unable to fully comprehend in terms of application. It was
said that a lower performance obtained if the information assigned abruptly without complete
understanding (Kager, 2015).
Figure 20. Example on lack of explanation on how the devices work
2. Verbal discussion activities
As this section focuses on the treatment level on complexity of the textbook, verbal discussion is
considered important to be analysed. Discussion helps students to understand better through practical
class discussions and promotes them to communicate their ideas (Pombo & Talaia, 2012). This is almost
the same as mentioned above on the section of alignment with national curriculum, where its’ objective
is to produce 21st century skills pupils with communication skills.
Table 5
Number of Discussion Activities Based on Chapters
Chapter Number of discussion activities
7: Electricity and Magnetism 2
8: Force and Motion 2
9: Heat 2
10: Sound Waves 2
According to the Table 5, a total of two activities involving collaboration and presentation skills were
found on each of the chapters. On-field verbal discussion during classroom learning may be beneficial

as the teachers able to provide corrections and comments such as in Figure 25. It is more engaging as
it involves students’ participation which then able to produce communicative competence students
(Dourado & Leite, 2013; Pombo & Talaia, 2012). However, it was stated that discussion activities
consume a lot of time in a classroom (Dourado & Leite, 2013).
Figure 21. Example on verbal discussion activity

iii) Accuracy
The accuracy of the textbook content is known to be important as it affects the learning process towards
students. Such accuracy is signified in terms of language, visuals, labels, videos, website link and others.
There were errors spotted in the QR readers application in the textbook. A total of 15 QR readers were
found from Chapter 7 to Chapter 10 which consists of either video, interactive quiz or additional
information for students to explore through the scanning of QR codes. However, two errors were found
from the 15 QR codes analysed. The first error was found in Chapter 9 (Heat) (Figure 26).
Figure 22. Error of QR code in Chapter 9
It was stated as “No post found” through scanning of the QR code or the website stated (Figure 27).
Figure 23. Result shown an error in Chapter 9
The next QR code error was found in Chapter 10 (Figure 28).

Figure 24. Error of QR code in Chapter 10
It was indicated as “This page could not be found” through scanning of the QR code or the website link
given (Figure 29).
Figure 25. Result shown an error in Chapter 10
On the other hand, speech and grammatical errors were found in the self-reflection section in Chapter
10 (Sound Waves) where extra care for proofreading is advisable. In Figure 30, there is an error in
terms of speech used as the sentence was just ‘Doppler effect’. It lacks a verb as the sentence before
it was ‘After learning this chapter, you are able to’. Therefore, it is recommended the sentence to be
reconstructed to ‘Explain the Doppler effect’.
Figure 26. Speech error in Chapter 10 (Page 235)
A grammatical error was found in the same checklist (Figure 31). As a lot of phenomena and applications
were studied in reflections of sound waves, it is suggested the word ‘application’ to be modified to
‘applications’.
Figure 27. Grammatical error in Chapter 10 (Page 235)
Generally, there is no error in terms of scientific disciplines, however few inaccuracies were found in
technical and language manner. The corrupted QR codes may affect the teachers to conduct the
intended website lesson while the grammatical errors may distort students’ language coherency which
is why it is important to have more type of proof-readers to ensure utmost accuracy (Harwood, 2019).

CONCLUSION
Given the importance and major use of textbooks, it is substantial to analyse textbooks to obtain
valuable insights as it plays an important role in national’s curriculum. Findings showed there were
several drawbacks of the textbook wherein it should include more examples on critical thinking questions
and hinder LOTS questions on chapter introduction in order to stimulate the students. Hence, the results
which highlight important elements of the content able to be use as rubric for future production of
textbooks. The results of the analysis is also considered valuable as the information obtained able to be
integrated for better production of textbooks when ample profound characteristics have been recognised
and weaknesses able to be rectified. Consequently, this benefits the nations’ education as well as
teachers will be able to obtain a competitive teaching material to improve students learning. Therefore,
rigorous research of textbooks is a perennial practise to ensure growth and continuous improvisation of
textbooks.
REFERENCES
Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. University of
Chicago Press.
Balliet, R. N., Riggs, E. M., & Maltese, A. V. (2015). Students' problem solving approaches for developing
geologic models in the field. Journal of Research in Science Teaching , 52(8), 1109-1131.
Bim, B. M., & Egorova, L. I. (2016). Interaction between Philosophy of Education and Teaching
Practice. International Journal of Environmental and Science Education , 11(10), 3385-3393.
Bromley, P., Meyer, J. W., & Ramirez, F. O. (2010). The worldwide spread of environmental discourse
in social science textbooks, 1970-2008: Cross-national patterns and hierarchical linear models.
Univ. School of Education.
Chen, P. C., Zheng, P., Ye, X. Y., & Ji, F. (2017). Preparation of A. succinogenes immobilized microfiber
membrane for repeated production of succinic acid. Enzyme and microbial technology, 98, 34-
42.
Cheok, T. S. (1994). An evaluation of form one science textbooks by science teachers . [Master’s thesis,
University of Malaya].
Creswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed method approaches (4 th
ed.). SAGE Publications.
Dong, R. K. (2017). The analysis of pre-service elementary teachers’ perception on biology inquiry
subjects, and biology materials in the Korea elementary school science textbook. Journal of
Fisheries and Marine Sciences Education, 29(3), 719-731.
Dourado, L., & Leite, L. (2013). Field activities, science education and problem-solving. Procedia-Social
and Behavioral Sciences, 106, 1232-1241.
Drisko, J. W., & Maschi, T. (2015). Content analysis. Pocket Guides to Social Work R. Oxford University
Press.
Durmaz, H. (2016). The effect of an instructional intervention on enhancement pre-service science
teachers' science processes skills. In Asia-Pacific Forum on Science Learning & Teaching, 17(2).
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st
century. Thinking Skills and Creativity, 12, 43-52.
Eshun, I., & Mensah, M. F. (2013). Domain of educational objectives social studies teachers’ questions
emphasise in Senior High Schools in Ghana. Journal of Education and Practice, 4(4), 185-196.
Florida University Department of Education (2015). Specifications for Florida materials adoption.
Engineering and Technology Education.
http://www.fldoe.org/core/fileparse.php/5574/urlt/Textbook-Adoption-Specs-Engineering-
Technology.pdf
Good, J. J., Woodzicka, J. A., & Wingfield, L. C. (2010). The effects of gender stereotypic and counter-
stereotypic textbook images on science performance. The Journal of social psychology, 150(2),
132-147.
Harwood, N. (2019). ‘I have to hold myself back from getting into all that’: Investigating ethical issues
associated with the proofreading of student writing. Journal of Academic Ethics, 17(1), 17-49.

Ho, Y. K. (1997). Level of inquiry of activities in form two science textbooks and its relationship with the
acquisition of science process skills. [Master’s thesis, University of Malaya].
Kager, E. (2015). Effects of participation in a STEM camp on STEM attitudes and anticipated career
choices of middle school girls: A mixed methods study [Doctoral dissertation, Ohio University].
Laughridge, V. J. (2011). The relationship between professional development and teacher change in the
implementation of instructional strategies that support elementary students' science textbook
reading [Doctoral dissertation, University of Nebraska].
Loewen, J. W. (2018). Teaching what really happened: How to avoid the tyranny of textbooks and get
students excited about doing history. Teachers College Press.
Malaysia Education Blueprint. (2012). Malaysia Education Blueprint 2013-2025.
https://teachformalaysia.org/wp-content/uploads/2019/08/Preliminary-report-Blueprint-
English.pdf
Ministry of Education Malaysia. (2016). Dokumen Standard Kurikulum dan Pentaksiran. Kurikulum
Standard Sekolah Menengah. Bahagian Pembangunan Kurikulum, Ministry of Education
Malaysia.
Momsen, J. L., Long, T. M., Wyse, S. A., & Ebert-May, D. (2010). Just the facts. Introductory
undergraduate biology courses focus on low-level cognitive skills. CBE—Life Sciences
Education, 9(4), 435-440.
Neuendorf, K. A. (2016). The content analysis guidebook. Sage Publications.
Nussbaum, M. C. (2012). Teaching patriotism: Love and critical freedom. The University of Chicago Law
Review, 79, 213.
Ooi, M. S. (2017, May 7). Seeing blunders in print. The Star.
https://www.thestar.com.my/news/education/2017/05/07/seeing-blunders-in-print/
Oon, P. T., & Subramaniam, R. (2011). On the declining interest in physics among students—from the
perspective of teachers. International journal of Science education, 33(5), 727-746
Ormanci, Ü., & Cepni, S. (2019). The relation of 6th grade science textbooks in secondary school with
daily life: An example of cell. MOJES: Malaysian Online Journal of Educational Sciences, 7(4), 1-
14.
Pienta, R. S., & Smith, A. M. (2012). Women on the margins: The politics of gender in the language and
content of science textbooks. In The new politics of the textbook (pp. 31-47). Brill Sense.
Pombo, L., & Talaia, M. (2012). Evaluation of innovative teaching and learning strategies in science
education: Collaborative work and peer assessment. Problems of education in the 21st
Century, 43.
Savita, K., Zainuddin, A., Muniandy, M., & Mehat, M. (2017). A mobile based application on
environmental education for primary school children in Malaysia. Journal of Theoretical &
Applied Information Technology, 95(22).
Stanger-Hall, K. F. (2012). Multiple-choice exams: an obstacle for higher-level thinking in introductory
science classes. CBE—Life Sciences Education, 11(3), 294-306.
Suardana, I. N., Redhana, I. W., Sudiatmika, A. A., & Selamat, I. N. (2018). students' critical thinking
skills in chemistry learning using local culture-based 7e learning cycle model. International
Journal of Instruction, 11(2), 399-412.
Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as
a teaching tool. American journal of pharmaceutical education , 77(7), 155.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language
teaching, 45(2), 143-179.
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through
scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-
116.
Yeasmin, N., & Uusiautti, S. (2018). Finland and Singapore: Two different top countries of PISA and the
challenge of providing equal opportunities to immigrant students. Journal for Critical Education
Policy Studies (JCEPS), 16(1).
Vahdany, F. (2015). Evaluating PNU General English textbook from two perspectives: Science vs.
humanities students. International Journal of Asian Social Science, 5(11), 678-693.

Malaysian Online Journal of Educational Sciences: JANUARY 2021, 9

Uploaded by

Copyright:

Available Formats

Malaysian Online Journal of Educational Sciences: JANUARY 2021, 9

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Malaysian Online Journal of Educational Sciences: JANUARY 2021, 9

Uploaded by

Copyright:

Available Formats

MALAYSIAN ONLINE JOURNAL OF EDUCATIONAL SCIENCES JANUARY 2021, 9 (1)

CONTENT ANALYSIS OF MALAYSIAN FORM TWO SCIENCE TEXTBOOK

This research is driven due to significant role of textbooks possess in a country.

Keywords: Content Analysis, Science Textbook, Science Education, Learning

51 | http://mojes.um.edu.my/ EISSN: 2289-3024

52 | http://mojes.um.edu.my/ EISSN: 2289-3024

i) Alignment with curriculum requirements

ii) Level of treatment

iii) Accuracy of content

FINDINGS AND DISCUSSION

i) Alignment with curriculum requirements

53 | http://mojes.um.edu.my/ EISSN: 2289-3024

Fulfil learning standard criteria    

Daily life application 4 17 6 8

1. Fulfil Learning Standard Criteria

Figure 1. Explanation on Learning Standards

54 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 1. Example of carry out experiment

55 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 2. Designing experiment in Experiment 9.2 (pg. 218)

3. Daily life application

Figure 3. Daily life examples

56 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 4. Explanation on ‘My Science World’

Figure 5. Example of ‘My Science World’ section

4. 21st Century skills

57 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 8. Example of communication activity with application of ICT

Figure 6. Explanation on ‘Brain Teaser’

Figure 7. Example of ‘Brain Teaser’ section

58 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 8. Example of collaboration activity

Figure 9. Informative knowledge on Cargo ships in Chapter 8

59 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 10. Explanation on ‘Science Info’

Figure 11. Example of ‘Science Info’

60 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 12. Example of caring value in application of Green technology

Figure 13. Explanation on ‘My Malaysia!’

Figure 14. Example of ‘My Malaysia!’

61 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 18. Example of Career in STEM Section

ii) Level of treatment

1. Starting with real life example and thinking question

Figure 15. Example of thinking questions on chapter introduction

62 | http://mojes.um.edu.my/ EISSN: 2289-3024

63 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 17. Example on lack of thinking question on beginning of chapter

1. Sufficient details without aid from other sources

Figure 18. Example on lack of explanation on how the charges travel

64 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 19. Example on lack of explanation on how microfibre cloth works

Figure 20. Example on lack of explanation on how the devices work

2. Verbal discussion activities

65 | http://mojes.um.edu.my/ EISSN: 2289-3024

Figure 21. Example on verbal discussion activity

Figure 22. Error of QR code in Chapter 9

Figure 23. Result shown an error in Chapter 9