Conceptual errors and cross-representational inconsistencies in an indonesian primary science textbook on insect metamorphosis
DOI:
https://doi.org/10.58524/jasme.v6i4.1660Keywords:
Content Analysis, Didactic Misconception, Insect Metamorphosis, Primary Science, Supplementary TextbookAbstract
Background: Conceptual errors and inconsistencies across textual, visual, and assessment components may undermine the scientific accuracy and instructional coherence of primary science textbooks, particularly when explaining insect metamorphosis.
Aims: This study identified conceptual errors, examined cross-representational inconsistencies, and investigated how assessment items reproduced inaccuracies in an Indonesian Grade III supplementary science textbook.
Method: Qualitative content analysis examined a purposively selected chapter emphasizing insect metamorphosis. Text, illustrations, and assessments were coded using established error classifications and theoretically derived categories for internal contradictions and assessment misalignment. Findings were verified against independent entomological references and reviewed through peer debriefing.
Results: Thirty-three coded instances were identified: 18 textual, six visual, and nine assessment-related findings. These comprised misidentification (13), assessment misalignment (11), internal contradictions (5), oversimplification (3), and undergeneralization (1). Major issues involved incorrect metamorphosis classifications, inconsistent developmental terminology, contradictory illustrations, and assessment items containing conceptual inaccuracies, ambiguous answers, or editorial errors.
Conclusion: The analyzed chapter exhibited interconnected conceptual and representational deficiencies. Improvements require accurate biological classifications, consistent terminology, coordinated text–visual revisions, and systematic assessment validation to strengthen instructional coherence and scientific accuracy.
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