Local Curriculum, Global Challenges: A Critical Analysis of Indonesian Senior High School Language Textbooks through the Lens of Genre Pedagogy, Bloom’s Taxonomy, and the CLIL Framework

Local Curriculum, Global Challenges: A Critical Analysis of Indonesian Senior High School Language Textbooks through the Lens of Genre Pedagogy, Bloom’s Taxonomy, and the CLIL Framework

Article Number: e2025401 | Available Online: August 2025 | DOI: 10.22521/edupij.2025.17.401

Onok Yayang Pamungkas , Ariantoni , Sulhi , Marga Surya Mudhari , Heru Setyono

Full text PDF | 2142 | 990

Abstract

Background/purpose. Indonesian language education at the senior high school level is expected to foster not only linguistic competence but also critical thinking and cultural awareness. Textbooks, as the primary learning instrument, must be evaluated for their alignment with curriculum goals and global literacy demands.

Materials/methods. This study used qualitative content analysis to examine three official Indonesian textbooks for grades X, XI, and XII. The textbooks were analyzed through three approaches: genre-based pedagogy (teaching cycles and scaffolding), Bloom's taxonomy (cognitive levels of activities), and the CLIL framework (content, communication, cognition, and culture integration). Two researchers coded the materials independently to ensure reliable results).

Results. The findings revealed a consistent decline in genre scaffolding across grade levels, with upper-level textbooks offering less instructional support for complex writing tasks. Over 60% of learning activities targeted lower-order thinking skills (C1–C2), while higher-order tasks such as evaluation and creation (C5–C6) were rarely used. CLIL integration was imbalanced, as content was emphasized heavily while cognition and culture were marginal or absent. These patterns reflect a structural gap between pedagogical intentions and the actual learning experience provided by the textbooks.

Conclusion. The gap between curriculum goals and textbook content shows that textbook development needs major changes. Future materials should involve collaboration between different experts to enhance critical thinking and global awareness. This study provides a comprehensive analysis by combining three theoretical approaches, offering practical guidance for improving Indonesian language textbooks

Keywords: Genre pedagogy, Bloom’s taxonomy, CLIL, textbook analysis, Indonesian curriculum, critical literacy, scaffolding

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