Representation of Peace Values in Indonesian ELT Textbooks: A Comparative Content Analysis of the 2013 and Merdeka Curriculum

Sabrina, Zilan Najzwa Ala (2026) Representation of Peace Values in Indonesian ELT Textbooks: A Comparative Content Analysis of the 2013 and Merdeka Curriculum. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

Text Zilan Najzwa Ala Sabrina _222101060019.pdf Download (5MB)

Abstract

English textbooks play an important role in language education as they not only support language learning but also transmit values and ideologies promoted by the curriculum. In the Indonesian educational context, English textbooks function as key instruments for character education, including the integration of peace values. However, how peace values are represented in English textbooks across different curriculum frameworks remains underexplored, particularly in relation to the three dimensions of peace: inner peace, social peace, and peace with nature.
This study aims to identify the peace values represented in English textbooks used under the 2013 Curriculum and the Merdeka Curriculum. In addition, it seeks to examine how these peace values are portrayed and to compare the differences in their representation across the two curricula. The research questions guiding this study are: (1) How are the peace values represented in English textbooks under the 2013 and Merdeka Curriculum? and (2) What are the differences in the integration of the three peace values between the 2013 Curriculum and Merdeka Curriculum?
This study adopts a qualitative research design using a comparative content analysis approach. The data consist of textual and visual elements taken from two government-published English textbooks for tenth-grade students representing the 2013 Curriculum and the Merdeka Curriculum. The analysis involved an interpretative examination of both explicit and implicit representations of peace values and guided by the peace education frameworks proposed by Agnihotri and Renner, which conceptualize peace into three dimensions: inner peace, social peace, and peace with nature. The data were systematically categorized and interpreted to reveal the implicit representations of peace values.
The findings show a contrasting pattern in the dominant peace dimensions across the two textbooks, with social peace emerging as the most prominent dimension in the 2013 Curriculum textbook, moderately represented through cooperation, empathy, and interpersonal interaction. Inner peace is most dominant in the Merdeka Curriculum textbook, mainly through themes related to health, self-awareness, and emotional well-being. In contrast, peace with nature is minimally represented and lacks explicit integration. In conclusion, while both textbooks emphasize personal and social aspects of peace, ecological peace remains underrepresented. Therefore, future English textbooks should integrate peace values more evenly to promote holistic peace education and support students’ development as peaceful and socially responsible individuals.

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