The Representation of Scientific Literacy in Integrated Thematic Textbooks Used for Primary School Students in the Indonesian Context

Using an integrated critical social semiotics approach, this critical discourse study examines how scientific literacy is visually represented in integrated thematic textbooks for Grade 5 and 6 primary school students under the 2013 curriculum in the Indonesian context. Guided by Xiong and Peng's intersemiotic relationship model, the findings reveal that these textbooks present essential scientific knowledge and concepts, including an understanding of the nature and processes of science and their application in everyday life. The study also finds that the textbooks offer opportunities for students to develop critical thinking and problem-solving skills through a scientific approach. These results accentuate the importance of equipping students with scientific literacy to help them navigate science-related situations in their daily lives.