The Representation of the Emancipated Curriculum-Based Peace Value In the Indonesian Elt Textbook For Junior High School Students

Abstract

This study examined the representation and dominant value of peace values in junior high school English textbooks published by the Ministry of Education and Culture in Indonesia. In dealing with the peace values that were part of the character-building program, the researcher related several examples of some categories of peace values with the value in the character-building program. These peace values were inner peace, social peace, and peace with nature. From each value, there were subcategories: The sense of freedom and spiritual values of the character-building program fall under inner peace. The values of reconciliation and conflict resolution, cooperation, tolerance for differences, democracy, and community development from the character-building program were included in social peace. And the environmental care value of the character-building program was included in peace with nature. The researcher gathered images that provide information about peace values by using documentary methods. Content analysis and critical discourse analysis, focusing on the two layers of meaning of visual semiotic analysis were used to analyze the discourse in visual form. The results showed that there was a total of 11 images, six of which presented the values of social peace. While in inner peace there are only three images, and in peace with nature, there are only two images. The data prove that social peace was the most dominant value presented in the textbook. In inner peace, researchers found several pictures presented to appreciate the freedom to tell stories during the learning process and the freedom to choose activities according to interests and talents. Spiritual values presented in the textbooks in the topic of faith and strong obedience to one's religious teachings. There are several topics presented in the textbook that show the value of social peace, namely the value of reconciliation and conflict resolution presented in the picture of solutions to avoid arguments on social media. In the textbook, the value of cooperation is presentedin the form of joint efforts in the game “Panjat Pinang” and a group of rescue teams in cleaning up garbage. The value of tolerance is presented in the picture of several children with different skin colors who gather together without discriminating. Democratic values are presented in the textbook with the opportunity to have an opinion and be active during the learning process. And the value of community development in the textbook is presented in the form of volunteers who help overcome and provide education to local residents about environmental issues on the island of Bali. Finally, on the value of peaceful love with nature, the value of environmental care is presented in the form of environmental care topics. This topic is illustrated with school posters about saving water and cleaning the yard. In this case, to maximize the development of education in Indonesia, the teacher is suggested to pay more attention to students’ character-building program, and as the developers of the textbook, the authors and publisher are suggested to review and evaluate the textbook that has been made based on the latest curriculum in accordance with government regulations