Cognitive Quality of Grade X Indonesian Textbook Assessments: Comparing the 2013 and Merdeka Curricula
Keywords:
curriculum, HOTS, LOTS, Revised Bloom's Taxonomy, textbooksAbstract
The transition from the 2013 Curriculum (K13) to the Merdeka Curriculum is theoretically expected to improve the cognitive quality of assessment instruments in textbooks, particularly in terms of the proportion of higher-order thinking skills (HOTS) questions. However, whether this change is actually reflected in the assessment instruments of official textbooks has never been examined through a comparative study. This study aims to describe and compare the distribution of cognitive levels in assessment instruments in government-published 10th-grade Indonesian language textbooks between the K13 and the Merdeka Curriculum based on the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001). The study employed a qualitative approach using descriptive-comparative content analysis on 119 items (K13) and 60 items (Merdeka Curriculum). The results indicate that both textbooks remain dominated by LOTS items, with HOTS accounting for 42.0% in K13 and 40.0% in the Merdeka Curriculum. The most notable change is the shift in dominance from C1 to C2 in the Merdeka Curriculum, accompanied by a decrease in C5 and C6. These findings indicate that a curriculum change does not automatically increase the cognitive demands of assessment instruments in textbooks. This study provides practical implications for textbook developers, Indonesian language teachers, and education policymakers in designing assessment instruments that are more oriented toward the development of higher-order thinking skills.
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