EVALUATING THE GRADE 10 EFL COURSEBOOK UNDER KURIKULUM MERDEKA: A MULTIDIMENSIONAL ANALYSIS

Heldy Hasfid Hariri, Nazril Azmi Huzein, Dwi Wara Wahyuningrum, Dinar Dipta

Abstract


This study evaluates the Grade 10 English coursebook Bahasa Inggris untuk SMA/MA Kelas X (Kemdikbudristek, 2021) within Indonesia's Kurikulum Merdeka framework. A qualitative evaluative design guided the analysis, with document analysis conducted using a validated instrument adapted from Cunningsworth (1995), McGrath (2002), Tomlinson (2011), and Miekley (2005) across five dimensions: quality, variety, effectiveness, alignment, and appropriateness. The coursebook scored 104 out of 125 points (83.2%), placing it in the Good category. Alignment earned the highest rating (88.0%), supported by coherent skill integration and communicative language teaching task design. Three systematic weaknesses emerged: uneven HOTS task distribution across units, repetitive inter-unit activity formats, and insufficient inclusivity scaffolding for Indonesia's sociocultural diversity. The coursebook is suitable as a primary instructional resource, provided teachers supplement it in three targeted areas: HOTS task design, format variation, and differentiated instruction.


Keywords


Coursebook evaluation; Kurikulum Merdeka; Indonesian EFL; higher-order thinking; communicative language teaching

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References


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DOI: https://doi.org/10.32502/ecj.v10i2.11553

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