ACTIVITIES, TASK TYPES AND DIGITAL TOOLS IN THE SENIOR HIGH SCHOOLS TEXTBOOKS

Harry Brata; Supeno; Enny Nurcahyawati

doi:10.30998/jv3c0945

Authors

Harry Brata Indraprasta Pgri University Author
Supeno Author
Enny Nurcahyawati Author

DOI:

https://doi.org/10.30998/jv3c0945

Keywords:

Activities, Task Types, Digital Tools, Textbook Analysis

Abstract

This study analyzed the activities, task types, and digital tools in two English textbooks: the 2013 Curriculum by Utami Widiati et al. and the Merdeka Curriculum’s Life Today by Susanti Retno Hardini et al. Using a qualitative approach and frameworks like Bloom's revised taxonomy, findings show the 2013 book emphasizes remembering (32%) and understanding (29%), with a focus on reading (44%) and speaking (21%), using digital access tools (100%). The Merdeka book emphasizes understanding (35%) and evaluating (20%), with reading (46%) and writing (21%), and slightly broader digital use (91% access, 6% interaction). The study suggests balancing skills and enhancing digital integration.

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