Analysis of Learning Evaluation Aspects in Indonesian Language Textbooks for Third-Grade Elementary School Students

Abstract

This study aims to analyze the learning evaluation aspects in Indonesian Language textbooks for third-grade elementary school students. The research focuses on three main dimensions: (1) the presence of evaluations in the cognitive, affective, and psychomotor domains; (2) the alignment between learning objectives and the forms of evaluation of the learning process and outcomes; and (3) the types of assessments used in learning activities. This study used a content analysis method with a qualitative descriptive approach. Data were obtained through an in-depth review of the practice sections, student activities, and evaluation instructions in the official Merdeka Curriculum textbooks. The results show that third-grade Indonesian Language textbooks no longer use multiple-choice assessments as in previous textbooks. Evaluations are now presented in the form of contextual activities that integrate comprehensive language skills, such as reading, writing, listening, discussion, imitation, and practice. Activities such as Discussing Language, Discussing New Vocabulary, and Reflecting strengthen students' cognitive and affective aspects through experiential learning. The book also features an attractive, colorful visual design and illustrations relevant to students' lives, thus supporting a fun and interactive learning process. These findings indicate that the Indonesian language textbook for third grade implements holistic, contextual evaluation principles, and is oriented toward developing communicative competence, in accordance with the characteristics of the Independent Curriculum.