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All Journal JEES: Journal of English Educational Study
Koli, Gabriela Apriani
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Education

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A COMPARATIVE ANALYSIS OF BLOOM’S TAXONOMY IN LEARNING OUTCOMES OF 10TH-GRADE MERDEKA CURRICULUM MODULES IN YOGYAKARTA AND WEST KALIMANTAN Koli, Gabriela Apriani; Pricillia, Prisca Eirene; Gabriella, Melvina Risky; Caku, Caku; Mbato, Concilianus Laos
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6264

Abstract

The Merdeka Curriculum gives schools and teachers greater autonomy in designing ‘result learning objectives’, which can result in variations in cognitive orientation between regions. This study examines the distribution of LOTS and HOTS in the learning outcomes of 10th grade English classes developed based on the Merdeka Curriculum in two regional contexts: Yogyakarta and Sintang, West Kalimantan. This study used a comparative qualitative research design and applies content analysis to evaluate learning outcomes extracted from two English modules developed by teachers. Bloom's Revised Taxonomy was adopted as an analytical framework to classify learning outcomes into six cognitive levels and categorize them into LOTS and HOTS. The results show that the two modules cover all levels of Bloom's taxonomy, indicating broader compliance with the curriculum's emphasis on cognitive development. However, differences are often found in cognitive orientation. The module in Yogyakarta placed more emphasis on HOTS, targeting 56% LOTS and 44% HOTS, while the Sintang module emphasized LOTS more, targeting 54.5% LOTS and 45.5% HOTS. These differences reflected variations in regional context, teacher assessment, and resource availability in curriculum implementation. This study emphasizes the need for more authentic, balanced, and context-sensitive work guidelines to help integrate HOTS more consistently across regions within the Merdeka Curriculum framework.Keywords: Higher-Order Thinking Skills (HOTS); Learning Outcomes Alignment; Lower-Order Thinking Skills (LOTS); Merdeka Curriculum; Qualitative Content Analysis; Revised Bloom’s Taxonomy Framework
CODE-SWITCHING IN VIEWER COMMENTS ON AN INDONESIAN EDUCATIONAL YOUTUBE CHANNEL Caku, Caku; Koli, Gabriela Apriani; Kolatlena, Axel Emmanuel Herman Jr.; Ena, Ouda Teda
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6460

Abstract

This study investigated code-switching patterns in viewer comments on the Indonesian educational YouTube channel "Kok Bisa." Using a descriptive qualitative content analysis approach, the research examined 103 comments from two science education videos uploaded in October 2025, focusing on code-switching types, languages involved, and communicative functions. The data were analyzed using Poplack's (1980) structural typology and Myers-Scotton's (1993) functional framework. The findings revealed that intra-sentential switching was the most frequent type (64%), followed by inter-sentential (17%), tag-switching (14%), and intra-word switching (5%). The primary languages involved were Indonesian and English, with English predominantly used for technical and scientific terminology. Clarification emerged as the dominant communicative function (40%), followed by emphasis (30%), engagement (20%), and identity expression (10%). The study showed that code-switching in educational YouTube comments served both cognitive-pedagogical and social-interactional purposes, facilitating comprehension of complex content while reflecting the bilingual identity of Indonesian digital youth. These findings contributed to understanding multilingual practices in digital educational spaces.
Co-Authors Caku, Caku Concilianus Laos Mbato Gabriella, Melvina Risky Kolatlena, Axel Emmanuel Herman Jr. Ouda Teda Ena Pricillia, Prisca Eirene