Muhammad Aliman, Supriyono Supriyono, Dahri Hi Halek, Syahril Lukman, Suhailee Sohnui, Silvia Marni, Mike Mike

Content Analysis of Geography Textbook Using Beck and McKeown Model on Natural Disaster Mitigation

Introduction

Content analysis of geography textbook using beck and mckeown model on natural disaster mitigation. Analyzes Indonesian geography textbooks using the Beck & McKeown model to assess content quality for natural disaster mitigation. Identifies weaknesses to enhance critical thinking & disaster education.

Abstract

Quality textbooks are essential for developing critical thinking skills in geography education, especially for disaster mitigation in Indonesia's disaster-prone environment. To analyze the content quality of geography textbooks on natural disaster mitigation using the Beck and McKeown model and identify specific weaknesses. Qualitative content analysis with coding techniques was conducted on three geography textbooks for grade 11 students published by Erlangga, Grafindo Media Pratama, and Mediatama. A total of 226 paragraphs were analyzed using six adapted Beck and McKeown categories: problematic discussion, concept density, discourse clarity, main idea focus, example adequacy, and explanation structure. Analysis revealed quality issues across categories: 15.92% of paragraphs failed to present discussable problems, 6.19% contained excessive concepts, 4.86% lacked clear discourse, 3.53% presented multiple main ideas, 0.44% provided inadequate examples, and 1.33% showed illogical arrangements. Overall classification ranged from "good" to "very good" despite significant limitations. While textbooks met basic quality standards, substantial improvements are needed in problem-based content, concept organization, discourse clarity, and logical structuring to enhance critical thinking development for disaster education. This is the first application of the Beck and McKeown model to Indonesian geography textbooks focusing on disaster mitigation, providing a specialized assessment framework for disaster education materials. Findings offer actionable guidance for textbook authors, publishers, teachers, and policymakers to improve geography education quality and disaster preparedness literacy.

Review

This study presents a timely and critical analysis of geography textbooks in Indonesia, focusing on their content quality related to natural disaster mitigation. The authors appropriately leverage the well-regarded Beck and McKeown model, adapted for specific pedagogical criteria, to assess three prominent Grade 11 geography textbooks. The choice of Indonesia, a highly disaster-prone nation, lends significant relevance and urgency to this research, highlighting the crucial role of education in developing critical thinking skills for disaster preparedness. A key strength is the novel application of this specific model to Indonesian geography textbooks, establishing a specialized and robust framework for evaluating disaster education materials. Through a meticulous qualitative content analysis of 226 paragraphs across six adapted categories, the study uncovers specific and quantifiable weaknesses in the textbooks. Despite an overarching classification ranging from "good" to "very good," the findings reveal significant quality issues, particularly concerning the presentation of discussable problems (15.92%), concept density (6.19%), and discourse clarity (4.86%). These deficiencies, along with issues in main idea focus, example adequacy, and logical explanation structures, collectively point to content that may not optimally foster critical thinking or deep understanding essential for disaster mitigation education. The detailed breakdown of these shortcomings provides a clear empirical basis for targeted improvements. The implications of this research are substantial and far-reaching, offering actionable guidance for a wide array of stakeholders. Textbook authors, publishers, teachers, and policymakers now have concrete data to inform the revision and development of educational materials. Addressing the identified weaknesses, particularly in problem-based content and logical structuring, is crucial for enhancing the effectiveness of geography education in preparing students for real-world disaster scenarios. This study significantly contributes to the discourse on educational quality and disaster preparedness literacy, providing a foundational assessment that can drive systemic improvements in how natural disaster mitigation is taught and understood in Indonesia.

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