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Using a quantitative descriptive content analysis, materials from two textbook sources are examined: force and motion and simple aircraft. Four science literacy indicators are assessed, including science as knowledge, investigation method, thinking process, and technology-society interaction, with rubric-based descriptive analysis and percentage comparison. Results show science as knowledge dominates at 46.5%, followed by investigation at 37.7%, thinking at 12.1%, and technology-society interaction at 3.6%, indicating STEM-oriented aspects need strengthening.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploration-of-integrated-science-physics-textbooks-based-on-science-literacy-indicators-a-case-study-in-kendari-city-indonesia/591907/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploration-of-integrated-science-physics-textbooks-based-on-science-literacy-indicators-a-case-study-in-kendari-city-indonesia/591907.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To analyze and describe learning textbooks that include elements of science literacy, especially in the Integrated Science-Physics Test Book for junior high grade VIII.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which science literacy indicators are evaluated?",{"text":117,"@type":113},"Four indicators are assessed: science as knowledge, science as a method of investigation, science as a way of thinking, and science-technology-society interaction.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results show about the distribution of indicators?",{"text":121,"@type":113},"Science as knowledge is the most prominent (46.5%), followed by investigation (37.7%), thinking (12.1%), and finally technology-society interaction (3.6%), showing the need to encourage other aspects.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591907,1792210494,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Exploration of Integrated Science-Physics Textbooks Based on Science Literacy Indicators: A Case Study in Kendari City Indonesia  \nSuritno Fayanto  \nUniversitas Negeri Malang, Indonesia, [suritnofayanto@uho.ac.id](suritnofayanto@uho.ac.id)  \nSulthoni  \nUniversitas Negeri Malang, Indonesia, [sulthoni.fip@um.ac.id](sulthoni.fip@um.ac.id)  \nAgus Wedi  \nUniversitas Negeri Malang, Indonesia, [agus.wedi.fip@um.ac.id](agus.wedi.fip@um.ac.id)  \nAmiruddin Takda  \nUniversitas Halu Oleo, Indonesia, [amiruddintakda@uho.ac.id](amiruddintakda@uho.ac.id)  \nMuhamad Fadilah  \nUniversitas Halu Oleo, Indonesia, [muhammadfadilah@gmail.com](muhammadfadilah@gmail.com)  \nThe purpose of this research is to analyze and describe learning textbooks that include elements of science literacy, particularly in the Integrated Science-Physics Test Book for junior highschool grade VIII. This study is part of a quantitative descriptive study analyzing the content of science literacy elements contained in textbooks. The textbooks used come from two sources: science textbook for junior high school publisher form Erlangga and Publisher of Ministry of Education and Culture edition Revision 2017. The analyzed materials include (1) force and motion and (2) simple aircraft. The analyzed object of science literacy consists of four indicators:  \n(1) science as science; (2) science as a method of investigation; (3) science as a way of thinking; and (4) science as a technology-society interaction. Data collection techniques are presented in the form of rubrics with descriptive analysis techniques. With a percentage of 46.5% for both textbook sources, the element of science as knowledge was found to be the most important part of science literacy. Furthermore, the element of science as a process of investigation amounted to 37.7%, followed by science as a process of thinking by 12.1%, and finally science as a process of interaction between technology and society by 3.6% . From the analysis results obtained, it is clear that each of the two test books has included aspects of science literacy in its physical science material, but the provision of material is still dominated by the knowledge of science compared to other aspects. Meanwhile, current learning conditions emphasize more on how to integrate learning in the form of STEM, which includes elements of science, technology, and society. Thus, the application of aspects of science literacy, particularly science as a thinking process and science as an interaction between technology and society, should be encouraged.  \nKeywords: textbooks, literacy science, student, problem solving  \nINTRODUCTION  \nIn the era of 21st century learning development, the dominance of technological advances plays an important role, especially in the field of education (Lazorenko & Krasnenko, 2019) . To support the learning process, various types of technology have emerged, either in real or virtual form (KumiYeboah et al., 2020; Samaniegoerazo et al., 2015) . This undoubtedly has an impact, both in terms of  \nCitation: Fayanto, S., Sulthoni., Wedi, A., Takda, A., & Fadilah, M. (2023) . Exploration of integrated science-physics textbooks based on science literacy indicators: A case study in Kendari City Indonesia . Anatolian Journal of Education, 8(1), 159-172. [https://doi.org/10.29333/aje.2023.8111a](https://doi.org/10.29333/aje.2023.8111a)  \nbenefits and drawbacks. The benefit that results is the simplicity of access, particularly in supporting student teaching (Thomas et al., 2002) . Such access is available in both online and traditional classroom settings. In contrast, excessive use of technology can have drawbacks such as a decline in ethics, morals, and critical thinking abilities (Ab-Hamid et al., 2021; Philbeck et al., 2018) . This is because technology dependence causes students to be lazy and prioritize other activities. To anticipate this, science literacy is needed. Turiman et al. (2012) and Annisa & Laksono (2021) reported that scien","cbCaioBrY0KQAIay","https://ap.wps.com/l/cbCaioBrY0KQAIay","pdf",411763,14,"English","# Introduction\n## Science literacy need in 21st-century education\n## Technology benefits and drawbacks\n## Rationale for textbook content analysis","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To analyze and describe learning textbooks that include elements of science literacy, especially in the Integrated Science-Physics Test Book for junior high grade VIII.\"},{\"question\":\"Which science literacy indicators are evaluated?\",\"answer\":\"Four indicators are assessed: science as knowledge, science as a method of investigation, science as a way of thinking, and science-technology-society interaction.\"},{\"question\":\"What do the results show about the distribution of indicators?\",\"answer\":\"Science as knowledge is the most prominent (46.5%), followed by investigation (37.7%), thinking (12.1%), and finally technology-society interaction (3.6%), showing the need to encourage other aspects.\"}]","Exploration of Integrated Science-Physics Textbooks Based on Science Literacy Indicators - A Case Study in Kendari City Indonesia | PDF",1792073449,35]