Perbandingan Kualitas Integrasi HOTS dalam Buku Teks Bahasa Indonesia SMA: Evaluasi Berbasis Kurikulum 2013 dan Kurikulum Merdeka - Abdul Azis; Ilma Rahim; Rizki Herdiani (Jurusan Tadris Bahasa Indonesia, 2025)
Penelitian ini mengevaluasi integrasi Higher Order Thinking Skills (HOTS) dalam buku teks Bahasa Indonesia untuk SMA pada Kurikulum 2013 dan Kurikulum Merdeka. Dengan pendekatan deskriptif kualitatif dan merujuk pada taksonomi Bloom yang direvisi, dua buku teks dianalisis berdasarkan indikator menganalisis dan mengevaluasi. Buku Kurikulum 2013 edisi 2014 memuat 78 soal, terdiri atas 17 soal menganalisis dan 37 mengevaluasi. Buku Kurikulum Merdeka edisi 2021 mencakup 55 soal, dengan 14 soal menganalisis dan 32 mengevaluasi. Meski jumlah soal lebih sedikit, Kurikulum Merdeka menunjukkan pendalaman aspek evaluasi kritis. Penelitian ini merekomendasikan penyusunan panduan nasional HOTS, pelatihan guru dalam asesmen kontekstual, serta kolaborasi antara pemangku kebijakan dan praktisi pendidikan untuk menguatkan literasi kritis dan daya saing global siswa.Comparison of HOTS Integration Quality in Indonesian Language Textbooks for Senior High School: Evaluation Based on 2013 Curriculum and Independent Curriculum This study evaluates the integration of Higher Order Thinking Skills (HOTS) in Indonesian language textbooks for senior high school students under the 2013 Curriculum and the Merdeka Curriculum. Using a qualitative descriptive approach and the revised Bloom’s taxonomy, two textbooks were analyzed based on indicators of analyzing and evaluating. The 2013 Curriculum textbook (2014 edition) contains 78 questions, including 17 analyzing and 37 evaluating questions. The Merdeka Curriculum textbook (2021 edition) includes 55 questions, with 14 analyzing and 32 evaluating items. Despite having fewer questions, the Merdeka Curriculum demonstrates deeper critical evaluation. The study recommends: (1) the development of a national operational guide for HOTS-based item writing, (2) teacher training on contextual assessment design, and (3) sustained collaboration among curriculum developers, academics, and practitioners to strengthen critical literacy and students’ global competitiveness.