Reproducing or challenging gender stereotypes? Literary texts in Indonesian language textbooks under the merdeka curriculum
DOI:
https://doi.org/10.26555/bs.v46i2.2122Keywords:
gender representation, literary text, Literacy , Merdeka Curriculum, TextbooksAbstract
This study aims to: (1) analyze the gender values projected in literary texts in Indonesian language textbooks under the Merdeka Curriculum and (2) examine how gender projection operates in literary works and its manifestation as a source of literacy. Literary text in a textbook not only functions as the material of learning language but also as the medium representing the social value and construct of gender roles. This study uses a qualitative approach combined with content analysis of the literary texts contained in the Indonesian language textbook for Junior High School and Senior High School students in accordance with the Merdeka Curriculum (Emancipated Curriculum). The research data were collected through documentation by identifying and classifying literary texts containing gender representation. The findings mainly show two points: first, gender perspective has been integrated in some literary texts through character representation, critical description towards gender representation, and the discussion of gender issues in narrative texts; and second, some literary texts still reproduce dichotomous gender stereotypes which strengthen the patriarchal roles, representing women as weak and subordinated figures while men are represented as strong and dominant figures. However, some texts also show a more inclusive representation by presenting an empowered woman with a sense of agency. This study concludes that gender representation in literary texts potentially influences students’ understanding of gender roles in the community, so that textbook development needs to consider gender diversity and balance in the literary materials.
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