Analysis of the Content of Sociology Textbooks for Second Grade of High School Based on Guilford's Model of Creativity

The present study aims at analyzing the content of the text, exercises, and self-tests of the sociology textbooks of second grade of high school based on Guilford's creativity factors, including cognitive memory, convergent thinking, divergent thinking, and evaluation thinking.

The method of the present research is content analysis,The study population comprised Sociology Textbook(I), Sociology Textbook(II), and Sociology Textbook(III) published in 2020. Regarding the data collection, the study employed a researcher-made content analysis form based on Guilford's creativity index.

Investigating the degree of the text's content matching with Guilford's creativity factors showed that the level of cognitive memory is the most important factor, explaining 83.8 percent of the content of the textbooks, followed by convergent thinking with 8.33 percent, divergent thinking with 4.51 percent, and evaluation thinking with 0.13 percent. Regarding the conformity of the exercises and self-tests with the model, cognitive memory enjoyed the highest conformity with 56.98%, followed by divergent thinking with 24.30%, convergent thinking with 52.7%, and finally evaluation thinking with 0.86%.

Thus, it can be concluded that in all the three areas, namely text, exercises, and self-tests of sociology textbooks, cognitive memory has received more attention and creativity levels has received less attention.