Representation of Nature of Science (NoS) in Indonesian Physics Textbooks: a case of heat and temperature concepts

Rahmah Salamah Nur Azizah


Learning science including physics cannot be separated from the nature of science or Nature of Sciencen (NoS). Understanding of NoS is very important in the world of education in schools because by understanding NoS students will find it easier to understand the concept of physics in learning at school. For this reason, this study aims to determine the representation of NoS in eleventh grade high school physics textbooks for the concepts of temperature and heat using the content analysis method. The research sample was taken using a purposive sampling technique. Of all the physics textbooks for eleventh grade of high school, only 5 physics textbooks with different publishers analyzed 10 aspects of NoS. The results showed that the frequency of the appearance of the ten aspects of NoS in the five physics textbooks for eleventh grade was different. Book 1 (Erlangga) has 36.64 percent, book 2 (Mediatama) has 18.32 percent, book 3 (Grafindo Media Pratama) and book 4 (Yrama Widya) has the same percentage, namely 14.50 percent. Meanwhile, book 5 (Yudhistira) has an appearance frequency of 16.03 percent. The number of NoS aspects of the five books mostly raises aspects of social and cultural cultivation in science. On the other hand, the aspect that is not raised at all in the five textbooks above is the creative aspect. In general, the five physics textbooks that were analyzed had explicit aspects of NoS, but some were conveyed implicitly. Based on the results of this study it can be concluded that the five physics textbooks have not conveyed aspects of NoS explicitly, correctly and completely.


Nature of Science (NoS); physics textbooks; heat dan temperature

Full Text:



Abd-El-Khalick, Fouad, Mindy Waters, and An-Phong Le. 2008. Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 45 (7): 835–855.

Agustin, Adinda Regiliani, et al. 2021. A quantitative analysis of indonesian junior high school science textbooks for scientific literacy themes. In 6th international seminar on science education (isse 2020), 752–761. Atlantis Press.

Dhamayanti, Lina Fitri, Ngurah Made Darma Putra, and Langlang Handayani. 2019. Analisis struktur penyajian dan konten nature of science (nos) pada buku teks fisika sma pokok bahasan getaran harmonis. UPEJ Unnes Physics Education Journal 8 (1): 16–21.

Eyisi, Daniel. 2016. The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of education and practice 7 (15): 91–100.

Gumilar, Surya, and Ali Ismail. 2021. The representation of laboratory activities in indonesian physics textbooks: a content analysis. Research in Science & Technological Education, 1–21.

Harsani, Azura Carolina, Desnita Desnita, Asrizal Asrizal, and Yenni Darvina. 2020. Kajian keterampilan proses sains pada buku teks pelajaran fisika sma kelas xii semester 1. Pillar Of Physics Education 13 (1): 121–128.

Jannah, Ni’matul, Iyon Suyana, and Hera Novia. 2019. Analisis hakikat sains (nature of science) dalam buku teks fisika sma kelas x di kota bandung. In Seminar nasional fisika, 1:160–166. 1.

Kaya, Volkan Hasan, and Doris Elster. 2018. German students’ environmental literacy in science education based on pisa data. Science Education International 29 (2).

Lederman, Norm G, Fouad Abd-El-Khalick, Randy L Bell, and Renee S Schwartz. 2002. Views of nature of science questionnaire: toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of research in science teaching 39 (6): 497–521.

Lederman, Norman G, Fouad Abd-El-Khalick, and Judith Sweeney Lederman. 2020. Avoiding de-natured science: integrating nature of science into science instruction. In Nature of science in science instruction, 295–326. Springer.

Liu, Yang, and Myint Swe Khine. 2016. Content analysis of the diagrammatic representations of primary science textbooks. Eurasia Journal of Mathematics, Science and Technology Education 12 (8): 1937–1951.

Ma’rifah, Elfa. 2016. Identifikasi kesulitan siswa pada materi suhu dan kalor. Jurnal Pembelajaran Fisika 4 (5): 124–133.

Noviana, Raden Ayu Sania, Apit Fathurohman, and Muhamad Yusup. 2021. Analisis konten nature of science (nos) dalam buku teks fisika sma kelas xi. PhD diss., Sriwijaya University.

Olson, Joanne K. 2018. The inclusion of the nature of science in nine recent international science education standards documents. Science & Education 27 (7): 637–660.

Rigby, Alan S. 2000. Statistical methods in epidemiology. v. towards an understanding of the kappa coefficient. Disability and rehabilitation 22 (8): 339–344.

Vincent-Ruz, Paulette, and Christian D Schunn. 2018. The nature of science identity and its role as the driver of student choices. International journal of STEM education 5 (1): 1–12.



  • There are currently no refbacks.

Creative Commons License
Research in Physics Education (RiPE) is a scientific journal regularly published by Jurusan Pendidikan Fisika, Institut Pendidikan Indonesia (Jl. Pahlawan No.32, Garut,Indonesia). RiPE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © Institut Pendidikan Indonesia-Garut.