Examining the Representation of Laboratory Skills in High School Chemistry Textbooks: A Content Analysis of Acid–Base Titration Materials

Abstract

Laboratory skills are essential for developing students’ scientific practices and experimental competencies in chemistry learning. Since textbooks serve as major instructional resources, differences in the representation of laboratory skills may influence students’ opportunities to acquire these competencies. Therefore, this study aimed to compare the representation of laboratory skills in acid–base titration materials across four senior high school chemistry textbooks representing the KTSP, 2013, Merdeka, and Cambridge IGCSE curricula. A directed qualitative content analysis approach was employed. The research subjects consisted of acid–base titration sections from four textbooks, and the instrument used was a coding framework comprising five categories of laboratory skills: planning skills, manipulative skills, safety and laboratory ethics skills, observation and recording skills, and analysis and interpretation skills. Data were collected through document analysis and coded independently by two raters. Coding consistency was established through inter-rater reliability and Cohen’s kappa coefficient, followed by consensus coding. Data were analyzed using frequency distributions and qualitative comparisons. The findings revealed differences in the emphasis placed on laboratory skills across textbooks. Analytical and interpretative skills were more prominently represented, whereas safety and laboratory ethics received less attention. These findings highlight the need for a more balanced representation of laboratory competencies in chemistry textbooks.