An Analysis of the Indonesian Language Textbook 'Aku yang Unik' for Grade 5: An Evaluation Based on BSNP Feasibility Criteria
DOI:
https://doi.org/10.35870/ijecs.v5i2.4359Keywords:
Analysis, Unique Me, Indonesian Language Textbook, Grade 5, Textbook Feasibility, BSNPAbstract
In primary education, textbooks serve as a cornerstone for the learning process, playing a pivotal role in achieving educational goals. A high-quality textbook not only aligns with the curriculum but also uses precise language, features appealing visuals, and inspires students to engage actively in learning. For this reason, it is essential to evaluate the suitability of textbooks before they are adopted in classroom instruction. The Indonesian language textbook “Bergerak Bersama” for fifth-grade students is among those implemented under the Merdeka Curriculum, making a feasibility review—particularly of Chapter I, “Aku yang Unik”—crucial to ensure its positive impact on both teaching and learning outcomes. This study examines the appropriateness of content quality, language use, presentation style, and graphic design within Chapter I of the aforementioned textbook. The central question addressed is the extent to which the book meets the standards across these four dimensions. A qualitative descriptive approach was employed, utilizing document analysis as the primary method. Data were collected through direct assessment of Chapter I, following the BSNP textbook eligibility instrument, with each aspect evaluated based on established BSNP indicators. Findings reveal that, in terms of content, the material corresponds well with the latest curriculum objectives and remains relevant, especially in introducing adjectives, affixes, synonyms, antonyms, and compound sentences. Linguistically, the textbook adheres to the Indonesian spelling guidelines (PUEBI), and the language is clear and accessible to students. Regarding presentation, the textbook is considered engaging and motivating, further supported by comprehensive practice questions at the end of each chapter. Visually, choices in typography, formatting, and illustrations meet accepted standards and enhance student comprehension. The analysis indicates that Chapter I of “Bergerak Bersama” fulfills the BSNP’s criteria for use as a teaching resource in elementary schools. The four dimensions—content, language, presentation, and visual design—are all adequately addressed, supporting an effective and enjoyable learning experience. Consequently, this textbook stands as a relevant and reliable primary learning resource aligned with the curriculum and the needs of students
Downloads
References
Widodo, A., & Purnama, R. (2023). Penguatan profil pelajar Pancasila dalam buku teks sekolah dasar. Jurnal Pendidikan Dasar, 14(1), 12–20.
Nuraini, S., Wulandari, F., & Hartati, L. (2022). Nilai empati dalam buku Bahasa Indonesia SD. EduHumaniora, 14(3), 45–53.
Rahmawati, D., & Sari, N. (2021). Kelayakan bahasa dalam buku teks SD. Jurnal Bahasa dan Sastra, 10(2), 89–96.
Lestari, E., & Wibowo, S. (2020). Pengaruh ejaan dalam buku teks terhadap keterampilan menulis. Jurnal Edukasi Bahasa, 8(1), 56–63.
Mulyani, I. (2023). Keterbacaan buku pelajaran di sekolah dasar. Jurnal Pendidikan Literasi, 7(1), 22–30.
Hidayat, R., & Anggraeni, M. (2022). Model penyajian kontekstual dalam buku bahasa SD. Jurnal Inovasi Pendidikan, 9(2), 33–41.
Utami, R., Subekti, A., & Mardiana, L. (2021). Penyajian buku dan peningkatan retensi konsep. Jurnal Pendidikan Indonesia, 11(3), 48–55.
Yuliana, D., & Firmansyah, D. (2024). Latihan soal dalam buku bahasa untuk penguatan HOTS. Edukasi dan Literasi, 6(1), 10–18.
Handayani, T., & Prasetyo, B. (2020). Desain ilustrasi dalam buku ajar untuk anak usia SD. Jurnal Desain dan Pendidikan, 5(2), 70–77.
Sutrisno, A. (2021). Tipografi buku teks: Pengaruh terhadap pemahaman siswa. Jurnal Pendidikan Visual, 4(1), 38–45.
Sari, D., & Kurniawan, A. (2022). Peran grafis dalam pembelajaran Bahasa Indonesia. Jurnal Grafika Pendidikan, 3(2), 58–66.
Putri, N., & Ahmad, M. (2020). Relevansi konten buku teks SD terhadap Kurikulum 2013 dan Kurikulum Merdeka. Jurnal Pendidikan Nasional, 14(2), 101–109.
Pramono, Y., & Fitriani, S. (2023). Evaluasi buku bahasa SD berdasarkan BSNP dan prinsip literasi baru. Jurnal Evaluasi Pendidikan, 8(1), 25–34.
Anisa, R., & Fathurrahman, M. (2024). Tampilan visual buku teks anak: Antara fungsi dan estetika. Jurnal Estetika Pendidikan, 2(1), 44–52.
Dewi, M., & Hasyim, A. (2021). Analisis kebahasaan buku pelajaran Bahasa Indonesia di sekolah dasar. Jurnal Kajian Bahasa, 9(1), 14–21.
Wijayanti, L., & Rahmat, A. (2023). Pengaruh tata letak buku teks terhadap kelelahan visual dan keterlibatan siswa SD. Jurnal Psikologi Pendidikan, 5(2), 63–71.
Anggraini, F., & Maulana, D. (2024). Desain visual edukatif dalam buku teks anak usia dini dan sekolah dasar. Jurnal Desain Pembelajaran Anak, 3(1), 29–37.
Firmansyah, H., & Diani, S. (2022). Struktur kalimat dan keterpahaman teks anak sekolah dasar. Jurnal Bahasa dan Pembelajaran, 10(2), 55–64.
Yusuf, M., & Amelia, T. (2024). Kosakata kontekstual dalam buku teks anak usia SD dan pengaruhnya terhadap minat baca. Jurnal Pendidikan Bahasa Indonesia, 8(1), 20–30.
Sari, L., & Pranoto, E. (2021). Bahasa komunikatif dalam buku ajar Bahasa Indonesia SD: Tinjauan psikolinguistik. Jurnal Kajian Literasi Anak, 5(1), 40–49.
Ningsih, R., & Fauzan, M. (2023). Pengaruh visual ringkasan terhadap retensi informasi siswa sekolah dasar. Jurnal Inovasi Pendidikan Dasar, 6(2), 51–59.
Hartati, E., & Sunarto, D. (2022). Desain instruksional berbasis guided discovery untuk anak usia SD. Jurnal Desain Pembelajaran Dasar, 4(1), 33–41.
Safitri, A., & Mubarok, H. (2023). White space dan kenyamanan visual pada buku teks sekolah dasar. Jurnal Estetika Edukatif, 5(1), 18–26.
Rosdiana, L., & Taufiq, M. (2022). Desain responsif buku ajar anak dalam meningkatkan fokus belajar. Jurnal Psikopedagogi Nusantara, 4(2), 72–81.
Kusumawati, D., & Nugroho, A. (2023). Pendekatan kontekstual-komunikatif dalam buku teks Bahasa Indonesia anak sekolah dasar. Jurnal Pendidikan Bahasa Anak, 7(1), 39–47.
Handoko, T., & Liana, S. (2022). Struktur kalimat dan proses decoding teks oleh pembaca pemula di SD. Jurnal Linguistik Edukasi, 5(2), 60–68.
Saputra, R., & Indriyani, W. (2023). Evaluasi buku ajar Bahasa Indonesia SD berbasis kebutuhan kognitif siswa. Jurnal Pendidikan Dasar, 15(2), 45–53.
Kurniawan, B., & Dewi, S. (2022). Peran ilustrasi dalam meningkatkan pemahaman siswa pada buku ajar SD. Jurnal Desain Pembelajaran, 7(1), 30–38.
Pratiwi, A., & Santoso, D. (2021). Prinsip keterbacaan dalam buku ajar Bahasa Indonesia untuk SD. Jurnal Kajian Bahasa dan Sastra, 12(3), 112–120.
Hidayatullah, M., & Rahmawati, F. (2024). Pengembangan soal berbasis HOTS dalam buku ajar Bahasa Indonesia SD. Jurnal Inovasi Pembelajaran, 10(1), 25–34.
Wulandari, E., & Setiawan, A. (2023). Sistematika penyajian materi dalam buku ajar sekolah dasar. Jurnal Pendidikan dan Pembelajaran, 8(2), 67–75.
Nurhayati, L., & Wijaya, H. (2022). Tipografi dan tata letak dalam buku ajar anak usia sekolah dasar. Jurnal Desain Komunikasi Visual, 6(1), 40–48.
Fauzi, I., & Ananda, R. (2024). Integrasi nilai karakter dalam buku ajar Bahasa Indonesia SD. Jurnal Pendidikan Karakter, 11(1), 15–23.
Ramdani, A., & Sulastri, R. (2023). Desain visual interaktif dalam buku teks sekolah dasar: Studi efektivitas grafis terhadap fokus belajar. Jurnal Desain Pembelajaran Dasar, 5(1), 33–42.
Wulandari, A., & Setiawan, R. (2023). Evaluasi buku ajar Bahasa Indonesia berdasarkan kriteria BSNP di era Kurikulum Merdeka. Jurnal Evaluasi Pendidikan Dasar, 5(1), 22–31.
Fadillah, N., & Zamzami, H. (2022). Penggunaan bahasa dan ilustrasi dalam buku teks SD: Analisis psikopedagogis. Jurnal Literasi Anak Indonesia, 4(2), 45–55.
Ramadhani, I., & Hidayah, L. (2021). Keterbacaan buku teks Bahasa Indonesia SD kelas V berdasarkan struktur kalimat dan kosakata. Jurnal Pendidikan Bahasa dan Sastra Dasar, 3(1), 33–42.
Syahputra, R., & Marlina, D. (2024). Peran buku teks dalam membangun profil pelajar Pancasila di sekolah dasar. Jurnal Kurikulum dan Pembelajaran Dasar, 6(2), 17–26.
Ahmad, M., Kuntarto, E., & Purba, A. (2024). Analisis kesesuaian materi buku teks Bahasa Indonesia terhadap capaian pembelajaran Kurikulum Merdeka. Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah, 14(1).
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Musfidah, Panca Dewi Purwati, Talitha Hasna Aribah, Mahayu Ulayya Ilmi, Saila Labibah, Getasiandika Mulya Hidayat
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright Retention and Open Access License
Authors retain copyright of their work and grant the journal non-exclusive right of first publication under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
This license allows unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
2. Rights Granted Under CC BY 4.0
Under this license, readers are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, including commercial use
- No additional restrictions — the licensor cannot revoke these freedoms as long as license terms are followed
3. Attribution Requirements
All uses must include:
- Proper citation of the original work
- Link to the Creative Commons license
- Indication if changes were made to the original work
- No suggestion that the licensor endorses the user or their use
4. Additional Distribution Rights
Authors may:
- Deposit the published version in institutional repositories
- Share through academic social networks
- Include in books, monographs, or other publications
- Post on personal or institutional websites
Requirement: All additional distributions must maintain the CC BY 4.0 license and proper attribution.
5. Self-Archiving and Pre-Print Sharing
Authors are encouraged to:
- Share pre-prints and post-prints online
- Deposit in subject-specific repositories (e.g., arXiv, bioRxiv)
- Engage in scholarly communication throughout the publication process
6. Open Access Commitment
This journal provides immediate open access to all content, supporting the global exchange of knowledge without financial, legal, or technical barriers.
