DOI: https://doi.org/10.14710/parole.v15i1.27-37

A Multimodal and Critical Discourse Analysis of Gender Representation in an Indonesian Grade 4 Science Textbook

1Department of English and Literature, Faculty of Languages and Arts, Universitas Negeri Medan, Medan, 20221, Indonesia, Indonesia

2Faculty of Mathematics and Natural Sciences, Department of Physics, Universitas Negeri Medan, Medan, 20221, Indonesia, Indonesia

Received: 27 Aug 2025; Revised: 5 Oct 2025; Accepted: 2 Nov 2025; Available online: 23 Jan 2026; Published: 23 Apr 2025.
Open Access Copyright (c) 2025 PAROLE: Journal of Linguistics and Education under http://creativecommons.org/licenses/by-sa/4.0.

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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.

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Keywords: Gender Representation; STEM Education; Multimodal Discourse Analysis; Critical Discourse Analysis; Science Textbook; Primary Education
Funding: This research was supported by Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM), Universitas Negeri Medan (UNIMED), Indonesia, through its Pusat Unggulan Iptek (Center of Excellence) — the Center of Excellence for Future Innovative Science Education.

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Section: Research Article
Language : EN
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