<![CDATA[Background: Indonesian classrooms organize meaning through speech, gesture, gaze, images, writing, objects, sound, bodily movement, and spatial arrangements, yet research has often examined these resources separately or primarily as instructional media. Objective: This study investigates how multimodal resources are coordinated across classroom contexts, how pedagogic progressions are organized, and how participation opportunities are distributed across educational levels and subjects. Method: This study employed a comparative corpus design using nine verified public classroom audiovisual records, eight peer-reviewed studies, and five policy documents, analysed through multimodal episode annotation, sequential interaction analysis, and participation–epistemic auditing with evidence-linked coding. Results: Visual–material conceptualization formed the dominant corpus profile, followed by talk–writing–digital mediation and embodied–sensory–spatial participation. Documented pedagogic progressions clustered around representational elaboration, textual or data interpretation, feedback, sensory detection, and situated spatial activity. Participation affordances were distributed across manipulative, interpretive, evaluative, and embodied entry points, although their realization depended on interactional recognition, sequencing, and modal authority. Implication: Findings indicate that inclusive multimodality requires coherent orchestration, temporal coordination, and recognition of diverse contributions rather than accumulation of media or representational channels. Novelty: This study integrates representational, sequential, and epistemic dimensions within one evidence-linked framework for analysing Indonesian classroom meaning-making across diverse Indonesian institutional and curricular settings.]]>
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